Approaching academia and academic publishing differently (or at least trying to): curating a themed issue of a journal on separated childhoods

ESRI researchers Su Corcoran (CYES and Enabling Education Network) and Helen Underhill (STEPD) are collaborating with three colleagues, Lopa Bhattacharjee (Family for Every Child), Joanna Wakia (Maestral International), and Eddy Walakira (Makerere University) to organise a webinar series focused on Separated Childhoods. This series celebrates the launch of the most recent edition of the Global Studies of Childhood journal, focused on the same theme, which they have edited over the last 18 months.

The recruitment of this editorial board was a starting point in realising a cross-sectoral, interdisciplinary and diverse representation of skills and experience related to the topic. As individuals, we all have practice-based experience of working with young people in schools and/or as part of civil society organisations as well as research experience in practice-based and/or academic settings. We represent two universities, and three civil society organisations, and it is from this starting point that we aimed to develop a publication that challenges the ‘values that privilege the expertise gained through academic training above that derived from personal insight and experience in community settings’ (Bell et al. 2021:3). We wanted to bridge the divide between research, practice, and lived experience to develop a themed edition drawing from all these areas. As our editorial describes, this was not a straight-forward process.

We recognise that practitioner knowledge is critical to understanding lived experience, and we aimed to include their voices in the articles as well as the peer review process. However, there are challenges associated with supporting knowledge production, especially across multiple languages, within the time frames asked of academic publishing and traditional notions of knowledge production. Such issues were further compounded by the pandemic. We attempted to develop frameworks to enable practitioner voices to be heard, but found changes are required at a higher, more systemic and structural level for this to happen. For example, practitioners require space and time to develop their contributions that seldom exists. Whereas an academic job comes with the expectation that we write journal articles and engage in a degree of peer review, it is very rare for practitioners to have writing for academic publication factored into their ‘workload’: put simply, knowledge production remains the preserve of the academic world and has established processes that maintain the division. The process of editing this themed issue highlighted that, as academics, we need to adapt the systems around academic publishing so that a more diverse range of voices are heard, facilitating a more horizontal process of knowledge production.

In our experience, a more understanding and inclusive approach to deadlines and editorial expectations is necessary and would benefit the practitioner-authors, editorial team and subsequent readership. Within this process, there were a number of authors who were unable to meet the deadlines set, even though we relaxed them a little, partly because we were also up against a difficult search for academic reviewers amidst the additional pressures of the pandemic. Some of these authors have been encouraged to continue with their papers and we continue to mentor them through the submission process, even though they missed the deadline for the themed issue. We have also attempted to provide spaces for these voices, and some of the unpublished voices, within the webinar series so that their experiences of separated childhoods are included.

As an editorial team, we set out to think about knowledge from a collaborative and inclusive perspective. Given the significant work practitioners do on a daily basis with children and young people, their voices were critical to the themed issue. We hope the upcoming series of seminars continues this theme and we invite you to join the conversation and continue the collaborative learning. 

If you are interested in finding out more about separated childhoods, the themed issue can be found here and the information about the webinar series (running from May-June 2022) can be found here. One of the papers not included in the themed issue but published by the journal can be found here (the second is still in peer review).

Sharing practices in digital literacy

Su Corcoran and Sarah Lister

Ahead of a transnational meeting as part of our Erasmus+ and British Council funded Gamifying CLIL project, we joined Cristina Huertas at the Universidad de Cordoba and 19 international students completing the Play, Education, Toys and Languages masters programme. PETaL EMJMD is an Erasmus Mundus programme that aims to boost the power of play and toys for learning and development in 21st century Early Childhood Education.

The morning’s session concerned digital competency for teachers and focused on the use of artificial intelligence for writing and the use of virtual reality software for classroom-based activities. We were keen to observe teaching methods and understand applications of technologies that we could put into our own teaching, as well as sharing them with the prospective teachers studying at Manchester Met.

Using pre-written first lines as the starters for story writing, we compared stories written by the platform with the students’ own compositions and attempted to identify the ‘words of the robot’. It was amazing to see how creative the technology was and how difficult it was to identify the authors. Although scary, in terms of how clever the AI technology has become, this technology promises huge potential for class-based activities.

Our second activity involved colouring pictures and using Quiver and then Chromeville to animate the drawings. The image shows Sarah with her 3D lion. With Chromeville the animations became more complex as characters jumped between clouds, ran across football fields, or surfed waves. There were also lots of sheets associated with cultural events such Christmas, Easter and Halloween. The potential for storytelling, creative writing and teaching life skills inherent to these technologies were endless and the students animatedly began planning future activities. 

Sarah Lister sits next to a table upon which is a 3D lion that she has made using Quiver and Chromeville.
Sarah Lister with her 3D lion

The lesson was exciting, interactive and provided food for thought about how we as an Erasmus+ network of universities could think about our next steps for research and development on content and language integrated learning (CLIL) and gamifying CLIL.

Research Ethics with Integrity: A Panel Discussion

Sometimes, maybe at the beginning of a research project or perhaps when you’re thinking hypothetically, you could be fooled into thinking that ethics in research is simple: You want to do what is right for everyone involved, you make a plan at the beginning to do what is right and you promise to stick to it. This month’s Research Ethics with Integrity seminar hosted a panel of experienced researchers who beautifully illuminated just how messy and precarious research is and how the ethics of research is entangled within this messiness and precarity. 

Dr Claire Fox chaired the panel of three experienced and highly regarded researchers, each of which spoke with honesty and care around their own experiences of ethical complications within research.  Our guests included Professor Cathy Lewin (Professor of Education and lead for the Digital and Innovative Pedagogies research group), Professor Deborah James (Professor of Educational Psychology and lead for Educational Psychology) and Professor Kate Pahl (Head of ESRI and Faculty Head of Research and Knowledge Exchange).

The discussion was structured around five questions from Claire, with opportunities to share challenges from each researchers’ own experiences. Topics included collaborative working, peer review, co-authorship and media relations. 

One thing that clearly stood out from the discussion was that research doesn’t happen in a vacuum and this all plays into the ethics of a research project. The panellists shared ethical dilemmas that were shaped by the political, institutional and social tensions around them. This was also evident in the responsibility of research and the real consequences that can occur based on the research findings and recommendations. The panel spoke of sleepless nights, redundancies and difficult conversations that came with the actuality of working through ethical tensions.

A particular element from the discussion that highlighted how enmeshed research ethics is with the world around it was the role of funders in a research project. The panel shared examples of funders asking for changes in final reports or even preventing the publication of findings. This was particularly of interest when funders were directly linked to government, and publications were halted as the political direction changed. One suggestion from the discussion to combat these requests from funders was through publication agreements included in contracts at the beginning of the research. This sounds straight forward, but is  made less simple by tender processes, time constraints and the intricacies of working relationships. 

There was also discussion around working with external partners and communities in research that centred on the question of whether research of this nature can be truly collaborative. Kate Pahl drew on some of her experiences from a project that involved, ‘re-imagining contested communities’. For anyone who would like to read more, please see the book that arose out of this project. 

Though we may agree that you can expect something to go array in a research project, perhaps what is less obvious is that, from the beginning, we may have different ideas on what is the right thing to do. Often this variation is created by the different histories and epistemologies of disciplines and universities. An example from one panellist showed how a particular story in their previous university’s history had shaped the ethics systems that were currently in place. Our panel of three, though from different academic backgrounds, work within the same university in the same research centre and yet varied in their experiences of how they would approach certain ethical situations. One of these differences was around naming authors on publications. As someone fairly new to academia, and getting to grips with academic publications, I am often perplexed by the importance of first author positions and the politics of authorship. Nevertheless, the recognised points system that is in place makes authorship an essential aspect of academic outputs. Some of the panel preferred to name early career researchers as first authors to support their introduction to a somewhat brutal system, others on the panel articulated it was important to recognise the collaborative nature of doctoral research between students and supervisors and that this should be reflected in publications.

A final topic discussed was that of relationships with the media and the dissemination of research to the public. Alongside a few horror stories of misrepresentation and hidden intentions it was agreed that we, as a university, need to develop our ability to work with the media. It reminds us that we must always consider who we are working with and representing within research and how the work that we create sits within the different social, political and cultural narratives that surround it.

Thank you to our three panellists for their time, words and honesty, which created such a rich discussion. This was the last seminar in this year’s series and we hope to be back in the next academic year with a new programme of events around research ethics with integrity.

What is ‘oddness’ and how does it circulate and attach to things in school?

The Odd Project: feeling different in the world of education is a research project conducted by researchers and artists at Manchester Metropolitan University and Sheffield Hallam University with funding from the Arts and Humanities Research Council.

Over three years, the team has worked with students, staff and parents at Alma Park Primary School in Manchester, with partners from Catalyst Psychology, the NCB and the Anti-Bullying Alliance, as a loose research collective.

Throughout this research project, traditional ideas about things in school being fixed were troubled, made more fluid and understood in different ways: children’s identities, behaviours, relationships between adults and young people…school time, and even the building around them.

We understood school as an assemblage, a moving collection of bodies, of matter, of relationships and even of time. Thinking about school in that way, we needed to use different techniques to attune to its movements and energy streams. The Odd Project has used creative methods to feel, think and experience how difference proliferates in the context of a primary school. 

We’ve approached ‘oddness’ in many ways, using stethoscopes for example, to listen to the school’s textures. We’ve closely considered how we work in ethical ways with young people in school, responding to the challenges presented by the interplay of power relationships between young people and adults, and us as researchers. We’ve moved towards the experiences of bodies. We’ve attempted to sense our ways into the flows and systems of school life and sought to open things up – if only briefly. Now our time in school is finished, we want to turn to others, including you. 

The team wants to connect their work to your work; their experiences to yours. Click this link to subscribe to Odd Notes, a selection of highlights from The Odd Project emailed to you in the coming weeks.

“I want to break things”: Post-qualitative co-produced research during the COVID-19 Pandemic

What is that we are doing when we co-produce research with the young people and communities with whom we work? As I wrote in a paper on the ‘co-productive imagination’ (Duggan, 2020), there are various rationales for participatory or co-produced research, from empowering participants, contributing to social justice or enacting democratic or equal relationships within the project. An underpinning logic is that the greater the intensity and extensity with which what were participants are included in research activities is expressive of research co-production. I do not question that participating in research activities is indicative of more equal relationships and more empowering but there is a risk this equates research with the delivery of projects, which are troublingly managerialising way of organising inquiry and thinking. A further concern emerges from the post-qualitative critique which reminds us that conventional qualitative social science research methods were ‘made up’ in part as a way of justifying qualitative research in the ‘Paradigm Wars’ and the ascendance of all things quantitative (St. Pierre, 2011, 2018). What therefore are we empowering or including non-academics in when we co-produce research projects? And, if we know and practice conventional research methods, even if we are developing interesting and unconventional research methods, then what other ways of knowing and taking action in the world are we circumscribing? 

I worry that when we invite people to participate in research projects that the world of research seems somehow duller and less vital than other scenes or practices in which they might be involved. As academics we might get a pass because we are anything from boring nerds to doing serious work. I’ve been thinking how we might remake research in relation to community imaginaries and practices, specifically the community of Hulme. In a forthcoming paper with Dayo Eseonu, I say, 

“These orientations [those of a hip-hop scene] create a series of expansive and emergent drives and loops of socio-material practices. The party needs a DJ, music, lights, fliers, a crowd, drinks, marketing, security, recycling and on and on. These are the youth cultures and processes of worlding that we as researchers try so hard to attune to and communicate in research yet arguably absent from our processes of research co-production.”

I am still thinking about this but it seems to me that as researchers we might use a zine as a media format to share research, which is great, but these zines are not those of the punk scene as interpreted by 

“It was incredibly varied: zines came in more shapes, styles, subjects and qualities than one would imagine. But there was something remarkable that bound this new world I had stumbled upon: a radically democratic and participatory ideal of what culture and society might be… ought to be.”  (Duncombe, 1997:2) 

It is a tall order to expect research to match the cultural vibrancy and invention of the punk scene but I still think we can learn from the worlds we encounter and seek to experiment with these processes of worlding in our research.  

While developing the Left on Read project I was keen not to include young people in (my) research but instead support them to develop inquiries that expanded from their concerns and ways of thinking and inquiring. The aim of the project was to work with a group of young people to co-produce arts-based and creative resources for other young people to encounter in line with the conditions of the COVID-19 lockdown to explore loneliness and isolation in safe and productive ways. During the project I was working with 42nd Street’s Creative Agents group. We met online throughout the project, exploring different arts practices, sharing what creative things we had done or hoped to do, waiting for us each to find something to develop. 

I one session, Jolene exclaimed, “I’m angry. I have this rage. I just want, I just want to break things.” Rod Kippen (42ndStreet) connected this to action art, citing the documentary Cutie and the Boxer about Ushio and Noriko Shinohara whose art involves, for example, punching paint onto canvases in boxing gloves. This developed into the Action Art Room, in which Jolene and two peers wrote insults they had suffered on the walls, threw paint at the walls, and had a lot of fun. 

The next phase of the research was to disassemble and explore what was happening in this form of action art as catharsis. We wanted to take this process, encounter and experience and reassemble it in forms that other young people could experiment with, without the opportunity to throw paint around their parent’s house. Drawing on her design skills, Jolene developed an amazing resource which walks the reader through from understanding emotions to doing action art practices that might help them move through difficult feelings.  

I think it is more than simply personalising inquiries to the interests and preferences of the people we work with. Design, and a particular form of design, away from university and in a space where she was taken seriously (42nd Street’s Horsfall Gallery) helped her express her feelings. She hoped it would help her make her way in the world. It was a space and set of practices that buzzed with excitement and possibility. Probably the same as I feel about research when the mood takes me

James Duggan

For more information on the loneliness research visit Loneliness Connects Us

Research with Young Children

Ruthie Boycott-Garnett, PhD Candidate, ESRI

What is research? What is consent? Who can we trust? These are some of the questions that arose in our second seminar in the Navigating Research Ethics with Integrity seriesThis seminar focused on research with young children. I was honoured to speak alongside Abigail Hackett and Christina MacRae introducing some of the ethical complexities that we have encountered in our different research projects. These projects are based within a variety of spaces where young children are present including galleries, museums, nurseries and play groups. The subject spurred a vibrant discussion with attendees showing an abundance of care for the subject matter and the importance of continuing spaces like these for sharing discussions on ethics within the university. 

The first presentation, from myself, focused on research with babies in a gallery space, sharing my experience of navigating between NHS ethics protocols and the university’s ethical review system. This introduced themes on the role of co-researchers in multi-professional research and what we mean by ‘assent’ when working with young children. I covered ways to tune into the often non-verbal communication of assent or dissent with babies. As one attendee commented, this requires experience and expertise on the part of the researchers. Sharing an ‘assent promise’ with parents, whereby I am clear how I will ensure I have the child’s assent throughout the activity is important. 

How do we move our attention from written and verbal communication to take note of the embodied effect of ethics in the moment when carrying out research?

Ruthie Boycott-Garnett

Abi Hackett extended the theme of assent within her own research in play group settings with families. She shared considerations on the relationship between the researcher and the participant and what it means to be involved in research. She suggested that seeking consent and assent is an on-going process in an agreement that is never quite fixed. When considering ethics as involving the body and emotions, and not just discursive, consent becomes emergent and provisional.

There are no positions of unquestionable virtue for the researcher. I cannot keep myself pure of the messy implicated, power infused, world making, storytelling nature of research just by following certain key principles or processes

Abi Hackett

Next, Christina MacRae focused on recent work with families from a local nursery with attention to parents as co-researchers. As working with parents in this way becomes more popular, and is often regarded as good practice, it is essential to consider what this means in practice. Christina described the messiness of co-researching with parents through the pandemic and questioned what counts as co-research. She considered the role of the parent co-researcher from the initial stage of research design through to how this style of working is written about at the report stage. This included troubling the notions of ‘we’ and ‘with’ and the tensions that arise between claims of impact and the participatory nature of the research.

Research cast as ‘with’ parents can reinforce some problems associated with research that is ‘on’ or ‘about’ parents.

Christina MacRae

The seminar provoked a compelling and careful discussion which spun the initial themes into an assortment of rich threads. A few of these are included here, though there were many other threads that continued throughout the discussion.

One attendee questioned the distinction between assent and consent and suggested the use of ‘assent’ belittles children’s rights and participation. There was an agreement from many in the room that there was unease in the use of ‘assent’ and a possibility emerged of suggesting ‘legal consent’ and ‘consent’; this could be a way to show more value in this process.

Another colleague shared the idea that ethics is a pause in the research process and articulated thoughts on creating a space where it is possible to say ‘no’. A discussion bloomed around how this works in research when conducted in environments such as schools and nurseries, where children expect to have less choice in their day-to-day activities.

There was a discussion on the role of consent forms and shared concerns that the layering of legal language in consent forms could become a barrier to working in participatory ways. This led onto a discussion of the increasingly prescriptive process of consent forms and the ethical and practical implications that these create.

There was a comment from a memory of Elisabeth St. Pierre which suggested some ethics protocols are disentangled from the philosophy of ethics in research which becomes problematic and counteractive for methodological thinking. 

The Chair of the Faculty of Education ethic committee stated that a lot of the topics discussed throughout the seminar are not specific to young children but traverse research with all ages. Nobody can fully know what they are consenting to at the beginning of a research process. He proposed a series of ethical principles that we abide by and communicate this to others. He suggested that, as researchers, we want to learn, not to prescribe, and that we all want to be baffled.

As we moved to a discussion of trust, a final question from Abi was: why should participants trust us? As she reminded us, we are often unknown to them, living elsewhere, entering their space and asking something from them. Perhaps this is something we should always keep in my mind when considering the ethical complexities of our own research; but, trust can take time to develop. As articulated by a colleague, we perhaps also need to imagine ourselves in the shoes of a participant, for example, how would we feel if our words were taken out of context?

Many thanks to all who contributed to this discussion and thanks to Claire for creating a space to discuss these experiences of ethics within research. Shining through the conversation was an appreciation of the work that Claire, Ricardo and others do in navigating a way for researchers to keep ethics integral to their practice. 

Navigating Research Ethics with Integrity

Ruthie Boycott-Garnett, PhD Candidate, ESRI

Data Management

Last month ESRI launched a new series of seminars focusing on everything to do with research ethics. The series aims to provide a space to share best practice and open up discussions around the complexities in navigating all of the frameworks, conflicting ethical principles, and managing data.

The series kicked off with an introduction to data management with Nicki Hargreaves, Information Records Manager, Jacqueline Vigilanti, Research Support Librarian, and Ben Goddard, Deputy Data Protection Officer.

Nicki discussed the life cycle of the research project and the data that goes with it. The main tip was to keep all data together as much as possible and tidy it up as you go along. Did you know, for example, that short term notes that are no longer relevant in your data can be discarded leaving only that which will be useful? Nicki cautioned that there are risks of under and over retention! 

Jacqueline introduced us to the FAIR principles of data which ensures your data is findable, accessible, interoperable and reusable. The library holds a wealth of data management guides and offers workshops that are open to staff and students. They can offer support on data management throughout the research process, for example, they offer one-to-one support on writing a data management plan. The library guides on data management can be found here.

Ben‘s presentation focused on data protection and the handling of ‘personal data’. This included consideration of how we share data, particularly if we are working in collaboration with colleagues at other organisations, using external suppliers (e.g. transcribers) and using online application service providers, such as MS Teams for our research. 

This final section led into a discussion that focused on virtual data collection, something that has become a focus for many researchers over the last year, and how to navigate data management practices from different online platforms. There is a list of pre-approved services that have been assessed by the data management team as acceptable for us to use. It is clear that more attention is needed to ensure that research can be carried out online in the fairest and safest way for participants. 

There were also a number of questions about data retention and Nicki provided links to some webpages under Records Management that can be accessed here: There was agreement that when it comes to data retention it can be difficult, and it really can vary from one project to the next (depending on contractual or legal requirements) but Nicki is happy to help Principal Investigators work out which retention period applies. 

Finally, Ben acknowledged there are challenges when working with audio and visual data; it can be difficult making the data anonymous unless it is transferred into written form. The key, Ben explained, is to be transparent with research participants about how the data will be managed. 

All three presenters said that they are very happy to be contacted directly for any queries around data management for research, which was very reassuring to many of us struggling to adjust to all of the new procedures. Thank you Nicki, Jacqueline and Ben!

Building Data Literacy with the Teaching Profession at Global Scale

On March 18th 2021, the Education and Social Research Institute (ESRI) at Manchester Metropolitan University and the Research Lab on Digital Education Governance at Helmut-Schmidt-Universität (HSU) in Hamburg hosted an exciting online event to explore strategies for building data literacy with the teaching profession at global scale.

We organised this event to facilitate professional conversations about the growing datafication of the education field, including quantitative performance measurement, algorithm-based learning analytics and various other forms of data-driven governance.

Teachers around the globe are not only increasingly required to produce, analyse and use data in their work, but are equally subject to problematic impacts of data (e.g. performative accountability and the rising power of EdTech companies or data agencies). To protect and enhance teacher professional autonomy today, the profession must continually develop its understanding of how data, algorithms and education technologies are actively reshaping schooling.

Data literacy is important in order to (1) make appropriate use of available data, (2) contest detrimental uses of data; and (3) develop alternative uses of data and/or alternatives to data-driven approaches.

While scholars around the world are increasingly bringing attention to the complexities and challenges of datafication in education – thus sharpening our understanding of what data literacy should entail – there is a pressing need to engage actively with the profession, including teacher organizations. Teacher organizations play a crucial role in setting and contesting political agendas in education and in helping to translate academic research for their members.

Recognising the need for stronger alliances between academic researchers and teacher organisations in relation to this important issue, the Building Data Literacy with the Teaching Profession at Global Scale workshop brought together nearly 100 academics, teacher organisation staff and other colleagues to discuss needs, challenges and promising strategies for developing data literacy and building new collaborative networks. 

The workshop opened with keynote presentations on the present state of datafication in education and the challenges it creates.

Professor Bob Lingard (Catholic University Brisbane) provided an overview of ongoing datafication research in schooling globally. 

Dr Anna Hogan (University of Queensland) and Dr Ben Williamson (University of Edinburgh) then discussed the rising power of EdTech in education policy and datafied governance.

Finally, Professor Sigrid Hartong (Helmut-Schmidt-University Hamburg) talked about opportunities and challenges for developing data literacy with the teaching profession.

During the midday session, participants discussed data literacy initiatives from various countries and educational contexts in parallel breakout sessions. A list of all initiatives, including abstracts and contact information can be found below.

In the afternoon, all participants returned for a plenary discussion of the work of teacher organizations in relation to datafication, digital technologies and algorithms. Presenters from Education International and from teacher unions in Germany and Belgium, as well as an academic researcher working closely with and the Iceland teachers union, discussed their perspectives on fostering data literacy with teachers and collaborating with academic researchers.

We would like to thank all participants and keynote speakers for a highly inspiring event! Feedback indicated that the workshop sparked a number of productive discussions andhelped to establish new connections and ideas for developing this important agenda further. 

By Sam Sellar (Manchester Metropolitan University), Sigrid Hartong (Helmut-Schmidt-Universität) and the organizing team.

For more information about the workshop, contact Sam Sellar at

Belonging, Inclusive Education, and Street-Connectedness.

Marking the International Day for Street Children

Image taken from

On April 12th every year, those of us who work and conduct research with street-connected young people mark the international day for street children. As the Consortium for Street Children highlight, we want to support street-connected young people by:

  1. Ensuring they have the same access to services, resources, care and opportunities that other young people have.
  2. Amplifying their voices so they can make their views known.
  3. Putting an end to the discrimination they face on a daily basis.

This year, as access to services is at the forefront of our thinking on #StreetChildrenDay, I am providing a summary of a research project conducted in collaboration with colleagues at Glad’s House in Kenya in relation to street-connected young people’s opinions and experiences of education, and how the findings of this research confirm how a sense of (not) belonging affects a learner’s engagement and performance in school.

Experiences of formal schooling as rationale for inclusive pedagogies of practice

This study, funded by the British Academy (Grant code: SRG 170976), aimed to build on the research skills of the social work and education teams at Glad’s House to develop qualitative methods of data generation that could be integrated into their daily programmes of work for more meaningful monitoring and evaluation. After a workshop on qualitative research methods, Kevin and Irene piloted the use of walking interviews, drawings, and image elicitation interviews, aiming to understand the education-related opinions and experiences of young people who had been street-connected for extended periods of time. Lillian conducted focus group activities with young men for whom she provided counselling support.

The findings, which are discussed in more detail in a 2020 paper that also discusses my doctoral research conducted in another part of Kenya (Corcoran 2016), highlight:

a) how some young people’s negative experiences education were a reason for dropping out and initially migrating to the street;

b) how fear, embarrassment, and shame of being out-of-school for an extended period of time, and/or being street-connected, prevents young people from going (back) into formal education; and

c) how acceptance and support are key to overcoming feelings of not belonging and the challenges faced by street-connected young people transitioning into schools.

It is possible to say that street-connected young people do not leave the street. They may be physically removed from the space, but their experiences of leaving and continuing through education suggest that street-connectedness is not spatially or temporally constrained. Young people develop emotional ties to the people and opportunities found on the street, and may have fled difficult home situations. Therefore, becoming street-connected is a process of becoming and making sense of the self within the context of the interactional space thought of as the street; and leaving the street involves another process of becoming in which street-connected identities continue to be constructed and re-constructed in relation to their new situations.

As young people transition into new communities, or return to old ones, they figure a sense of belonging in relation to their experiences of the transition and the interactions they have with others in that community. They are therefore able to settle into schools better when they feel supported and accepted, influencing long-term aspects such as academic performance or the roles that they envision for themselves at home and in society.

Therefore, as we attempt to negotiate street-connected young people’s transition into schools, especially within societies that uphold negative views about young people being on the street, it is important to develop welcoming learning environments, acceptance and support from teachers, and frameworks for friendship and peer support. We need to think beyond access to education and getting children into school, to consider long-term strategies that provide effective support systems – building trusting relationships between these young people and social work teams, building self-confidence and well-being through effective reintegration programmes that strengthen connections with family, school, and the community, and advocating for the provision of further support systems.

Glad’s House’s new Dr Philip Conlong Centre set to open in May 2021 – a safe space for street-connected children providing education and health programmes

Developing inclusive communities

In a recent paper written with Dimi Kaneva from the University of Huddersfield, we focus on the need to develop inclusive communities in formal education settings by looking at the learners of English as an additional language in the UK and street-connected young people in Kenya. In the paper, we explore the importance of listening to young people and how notions of belonging and positioning help to understand educational experiences that can inform the development of effective inclusive practice.

We highlight the limited focus on transitions in education, especially for marginalised learners, in both policy and academic literature and the need for a sustained focus on supportive, inclusive pedagogies of teaching and learning for all learners making transitions into or between levels of an education system, and in the months that follow. We need to better understand learners’ experiences through shared narratives and dialogue, starting with the learners’ experiences to develop pedagogies and foster inclusive communities within and beyond schools.

Su Corcoran is a research associate at ESRI. She would like to acknowledge her coauthors on the two papers highlighted in the blog post above – Irene Aluoch, Lillian Awimbo, Dimi Kaneva and Kevin Mugwanga. Glad’s House is an organisation in Mombasa, Kenya that works with street-connected young people. You can find out more about what they do at


Corcoran, S. (2016). Leaving the street? Exploring transition experiences of street-connected children and youth in Kenya. Doctoral dissertation. Manchester: University of Manchester.

Corcoran, S., Awimbo L., Mugwanga, K., Aluoch, I. (2020). ‘Street-connectedness and education in Kenya: experiences of formal schooling as rationale for inclusive pedagogies of practice’, Prospects

Corcoran, S. and Kaneva, K. (2021 ) ‘Developing inclusive communities: understanding the experiences of education of learners of English as an additional language in England and street-connected young people in Kenya’, International Journal of Inclusive Education