Colleagues left these sessions in animated discussion

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Approaching us for weeks after to revisit points they had continued to think about. Several reflected that these discussions often happen with doctoral students, but that over time our reflections on methods can become more individualised, project-specific and constrained to mentoring. Infusing playful, creative methods into these conversations, as in the Methods for Change activities and other researcher groups’ experiences (Chamberlain, 2015), brings another dimension of sense-making. Creating such space in groups beyond our day-to-day teams gives rise to explore not only our methods but our values, identities, contexts, and more.

We highly recommend that others consider these kinds of creative, playful activities for reflexive exploration of our work. And so, we ask you, and encourage you to ask others – if your method was an animal, what would it be?The field of education is constantly changing, and since the Covid-19 crisis there has been a renewed emphasis on child-centred education. As a final-year south korea email list PhD research student specialising in educational leadership and school improvement (focusing on six primary schools in West London), I have observed a significant change towards prioritising children’s needs and interests in the learning process. This blog post will briefly examine the importance of adopting educational freedom by using the findings of my PhD and perspectives from prominent academics including Fullan (2021, 2023), Hattie (2022), Darling-Hammond (2020) and Zhao (2021) to enrich the discussion.