Congratulations to Frank Cottrell Boyce on becoming the new Waterstones Children’s Laureate 2024 - 2026!
We fully support his vision to make reading for pleasure a national priority. Reading for pleasure leads to better academic and wellbeing outcomes for children but, last year, the National Literacy Trust reported that less than half of children and young people read for pleasure in their spare time – the lowest since the NLT’s records began in 2005 - meaning that thousands are missing out on improved wellbeing and better results at school.
We welcome and applaud the new Children’s Laureate’s work to help create a fairer Britain where every child no matter where they live or whatever their background can enjoy the life-changing benefits of reading.
This time two weeks ago we were hosting 130 visiting "scholars" from the Carrington Public School during their 150th celebrations viewing the historic records of their school dating from 1873 and held in the University of Newcastle Archives (in Special Collections Auchmuty Library). During the visit, on the flat screen, I showed them digital images of the punishment books, and they were horrified to learn that the youngest pupil caned was a little girl aged 3 years. They then went into the Reading Room to view the original archives. A minute or two later, one of the boys came out and asked me "What was her name?". I said I would find out and tell him, as I could only show one page of the book for the tour. Well, after checking, her name was Amy Haynes, but I had made a mistake! She was aged 2, not 3, and she received 1 stroke of the cane for "talking" on 21st August 1888. The youngest boy caned was Albert Buckley, aged 3, and he received 1 stroke of the cane on the 19th October 1886 for "Talking". On the very same day Lilly Walsh, aged 3 3/4 got 2 strokes for "Disobedience". We have another five recently unearthed Punishment Books, what horrors will they tell, and why were children as young as 2, at school and why were they getting caned? Has anyone researched this topic? See: https://lnkd.in/gwkJZDcy#education#historylovers#punishment#publicschools#publiceducation#schools#archives#privateschools
What matters most is to let every child express her/his wants and we as academicians should put genuine efforts to facilitate their wants through proper guidance and parents' collaboration.
https://lnkd.in/eyuXKxrB
LIGHT SENSITIVITY: Discrimination
Beth
"I also had sensory issues too which affected me during my time at school, such as not being able to read whiteboards/white paper and worksheets, since the white would reflect the light of the room and makes things so bright it was like trying to read while someone was shining a torch in your eye."
https://lnkd.in/gSTiZ6gP.
Excerpt from my PhD thesis:-
"Negation of light sensitivity is like racism, a consequence of systemic cultural practices. Salter, Adams, and Perez in their discussion of systemic racism, suggest changing the water not the fish.[i] Similarly, light is the environment in which students swim or sink, and it is preferable to change toxic light rather than trying to change the student.[ii] However, school students, even if they are aware that light in the classroom bothers them, lack the resources to protest. Furthermore, low literacy levels have been associated with ‘learning difficulty’, thus both school students and adults in tertiary institutions are reluctant to complain about difficulty with reading in particular lighting conditions. This legacy of a cultural belief reinforces strategies of agenda denial. The concept of ‘learning difficulty’ is locked-in and the concept of light sensitivity is locked out. “Something is stuck at the cognitive level”[iii] and this cognitive barrier impedes setting people with Light Sensitivity on a government agenda.
Dr Jacqui Shepherd, Michelle Lansdowne MBA, Guy Kornetzki, Dr Shelley James - The Light Lady, Light Aware
[i] Phia S. Salter, Glenn Adams, and Michael J. Perez, “Racism in the Structure of Everyday Worlds: A Cultural-Psychological Perspective,” Association for Psychological Science 27, no. 3 (2018).
[ii] Mogas-Recalde and Palau, “Classroom Lighting.”
[iii] Kim van Nieuwaal, “Institutional Path Dependence: A Resistance to Controversies,” in The Hidden Dynamics of Path Dependence, eds. Georg Schreyögg and Jörg Sydow (Houndmills, Basingstoke, Hampshire: Palgrave Macmillan, 2010).
Disability Inclusion and SEND Consultant and Honorary Senior Lecturer in Inclusive Education (University of Sussex), researcher in autism, special educational needs and disability jacquishepherdinclusion.com/
Our co-authored article Beth Sutton, Simon Smith and Marysia Szlenkier is out now in the British Journal of Special Education. Remarkable insights and reflections on autistic experiences of education - such a privilege to work with you all. Open access: https://lnkd.in/e2JY5aRX
Within the field of childhood studies, children are understood as social and meaning-making agents within societal and cultural structures that can either promote or constrain their agency. Among other factors, childhood is significantly influenced by the family context, with family relationships representing pivotal aspects of most children's lives. Check Stina Michelson's new paper to learn more.
https://lnkd.in/euJPNXzq
🎙️🗣️ Empower youth voices with inclusive practices!
In his session, "Helping Young People to Find Their Voice Through Inclusive Practice", Kierran Pearce will share how to effectively elevate student voices and foster inclusive environments.
Watch the video to hear more and join us: https://tessendshow.co.uk/
180 years ago today - Aug 22, 1843
Mormons in New York City ask: "Is it right for a priest to be appointed to accompany a teacher to the house of each member." Brigham Young responds, "Yes, any officer from a high priest to a deacon may visit the Church or members, and be set apart for this purpose." This is the earliest instruction on what would become known in pioneer Utah as "block teaching" or "ward teaching," or "home teaching," now called "ministering."
https://ift.tt/7BgLwxf
The parent/teacher/mentor is given authority over a child AND at the same time is under the authority of God. Walking in this truth causes us to lead those younger than us, rightly. Great stuff in this article!
Charlotte Mason proposes the need to ‘rectify’ our view of authority and how authority rightly ‘vested in the office’ of the teacher impacts the learning atmosphere. Miss Mason explains how authority is not autocratic rule but rather it is a mantle to wear with dignity and confidence. The teacher walks in authority, is under authority, and is ever aware that she stands always on Holy ground before the children.
Join us as we share more of Charlotte Mason’s insights and ‘The Ambleside Difference’ in Part 7 of our video series. Invite a friend and spread the word! And make sure to use our study guides as you watch and listen. Read the Ambleside Article here: https://lnkd.in/dckjHQGH.
#AmblesideSchools#CharlotteMason
