School of Education

  • United Kingdom

Organization profile

Profile Information

Checkland Building, FalmerResearch within the School of Education puts social justice and the development of critical understanding at the heart of its work with people of all ages, and from all walks of life. Using participatory and innovative methods, we generate new knowledge and insights which contribute to shaping local, national and international policy, bringing the vitality of learning and teaching to a range of cultures and environments.

Based in the Checkland Building on the University of Brighton’s Falmer Campus, our research-informed teaching and doctoral supervision ensures a vibrant, contemporary, and relevant experience for our trainee teachers and research students, who emerge to educate and inspire those with whom they engage.

Our research environment and development is built around four thematic Research and Enterprise Groups (REGs): Children and Young People’s Voice and Education REG; Higher Education Pedagogies and Policy REG; Narrative and Biographical Methodologies in Education REG; Pedagogy, Professional Learning and Organisational Change REG.

We draw upon: narrative and biographical methodologies; our keen interest in teacher knowledge, identity and practice; and our enthusiasm for learners’ rights and voice. Through these we build expertise in areas of fundamental pedagogical importance to both individuals and policymakers.

Fingerprint The fingerprint is based on mining the text of the scientific documents related to the associated persons. Based on that an index of weighted terms is created, which defines the key subjects of research unit

youth work Social Sciences
teacher Social Sciences
youth worker Social Sciences
education Social Sciences
narrative Social Sciences
curriculum Social Sciences
learning Social Sciences
school Social Sciences

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output 1996 2019

An examination of imagery used to represent fundamental British values and British identity on primary school display boards

Moncrieffe, M. & Moncrieffe, A., 1 Feb 2019, In : London Review of Education. 17, 1, p. 52-69

Research output: Contribution to journalArticleResearchpeer-review

Open Access
primary school
primary school teacher
constitutional state

Becoming a Conscientious Objector: What Would My Dad Think?

Price, M., 23 Apr 2019, 12, 1, p. 70-76 7 p.

Research output: Contribution to journalArticleResearchpeer-review

conscientious objector

Decolonising the curriculum: What are the challenges and the opportunities for teaching and learning?

Moncrieffe, M., Asare, Y. & Dunford, R., 1 Jan 2019, (Accepted/In press) CLT Learning and Teaching post-conference publication, 2018.

Research output: Chapter in Book/Conference proceeding with ISSN or ISBNConference contribution with ISSN or ISBNResearchpeer-review

Open Access
teaching content

Activities 2007 2019


Jools Page (Examiner)
1 Mar 2019

Activity: External examination and supervisionResearch degree

Journal of Education for Teaching (Journal)

Viv Ellis (Editor), Mariana Souto-Manning (Editor), Keith Turvey (Editor)
Jan 2019

Activity: Publication peer-review and editorial workEditorial work

Transforming interpretations of the national curriculum aims and contents for developing teaching and learning about race-equality

Marlon Moncrieffe (Presenter)
27 Feb 2019

Activity: External talk or presentationInvited talk