London Review of Education (LRE), marks IOE, UCL's Faculty of Education and Society's 120th year with a special issue celebrating the past and ongoing influence of the faculty in educational and social thought, practice and development.

Edited by Professor Hugh Starkey (LRE’s editor-in-chief) and Professor Li Wei (IOE Director and Dean), the result is a range of articles that critically engage with the educational and social thought, practice and development associated with IOE over its 120-year history. 

Articles published to date offer critical reflections on some of IOE’s foundling disciplines, such as the philosophy of education, to intercultural studies and diversity in education, as shaped by notable figures in the history of the Institute, and include:

• Knowledge and sociality: on the Institute of Education (London) as a second home by Michael W Apple
• Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon by Claire Goodley and Jane Perryman
• Berry Mayall and Roy Bhaskar: critical thinkers by Priscilla Alderson
• Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London) by Namrata Sharma
• Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain? by Martyn Hammersley
• Education, decolonisation and international development at the Institute of Education (London): a historical analysis by Elaine Unterhalter and Laila Kadiwal
• Richard Peters and his legacy by John White and Patricia White

The issue also explores how hierarchies linked to colonialism shaped educational and institutional practice and analyse the journey towards decolonialised, socially just alternatives, as well as the emergence of the sociology of education in Britain, comparing competing conceptions of the discipline. Forthcoming topics will cover forms of knowledge and its influence on teaching practice, the development of primary teacher education, and much more. 

Founded in 2003, the LRE is an open-access, peer-reviewed journal that reflects IOE's broad interests in all types, sectors and phases of education in all contexts and its commitment to cross-discipline analysis. All volumes are available online and article and book review submissions are welcome. 

Links

• Read IOE@120: Critical Engagement with Educational and Social Thought, Practice and Development 
• IOE120 
• London Review of Education

To mark World Water Week, UCL Open:Environment has opened a call for papers concerned with the theme of Water and the United Nations Sustainable Development Goals (SDGs). Submissions are open until the end of 2023.

On the first post-COVID A-Level results day, we bring you an except from the introduction to Mary Richardson's excellent open access book Rebuilding Public Confidence in Educational Assessment, exploring the nature of trust in assessment discourses.

On International Day of World's Indigenous Peoples, we bring you an except from Zeremariam Fre's superb Knowledge Sovereignty among African Cattle Herders, which argues for the role of indigenous knowledge, challenging the preconceptions that regard it as untrustworthy when compared to scientific knowledge from more developed regions.