Thinking Beyond The Curriculum
Read More“The crucial thing here is that if I did not do any one of these things, nothing at all would happen. I am not doing them because I believe God told me to and the punishment for failure is hell. I am not doing it because I signed a legally binding contract and would be in breach if certain things aren’t done. There is no law compelling me and not even another human being to whom I have made my oath.”
Read More“It is only in the last few years that I began to realise how much I had been affected by being the child of an immigrant. Growing up, because my skin was white, the idea that I was a second-generation immigrant didn’t even cross my mind, although the fact of my status acted constantly in the shadows without my recognition, and I remained completely aware of my non-British heritage even in my ignorance of living its consequences. “
Read More“Data, in theory, means measurability, tracking and accountability, and therefore is favoured and celebrated by those in the business of measuring education, tracking education, and holding education accountable. Every year teachers across the country collect spreadsheet after spreadsheet of meaningless data on their pupils. They analyse that data and discuss it endlessly with managers and leaders and make decisions about future planning based on what the data says. But the data gathered is, invariably, pure garbage.”
Read More“To paraphrase Plato’s old Euthyphro dilemma: do we mark significant endings because they are special, or are endings made significant and special because we mark them?”