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British Educational Research Association

british educational research association

London

BERA is a membership association and learned society committed to advancing research quality, building research capacity and fostering research engagement. We aim to inform the development of policy and practice by promoting the best quality evidence produced by educational research.  Our vision is for educational research to have a profound and positive influence on society. We support this by promoting and sustaining the work of educational researchers. Our membership, which is more than 2,500 strong, includes educational researchers, practitioners and doctoral students from the UK and around the globe.  Founded in 1974, BERA has since expanded into an internationally renowned association. We strive to be inclusive of the diversity of education research and scholarship, and welcome members from a wide range of disciplinary backgrounds, theoretical orientations, methodological approaches, sectoral interests and institutional affiliations. We encourage the development of productive relationships with other associations within and beyond the UK.  We run a major international conference each year alongside a diverse and engaging series of events, and publish high quality research in our peer-reviewed journals, reports, book series and the ground breaking BERA Blog. We recognise excellence through our awards and fellowships, provide grants for research, support the career development of our members, and nurture an active peer community organised around networks, forums and special interest groups.  BERA is a registered charity (no. 1150237) and is a company limited by guarantee, registered in England and Wales (company no. 08284220). We are governed by an elected council and managed by a small office team based in London. 

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Tefl Professional Network

tefl professional network

4.7(20)

London

As one of the longest established and most popular international English Language Teaching job platforms, TEFL.com has acted as the conduit between teachers and language employers since 1997. With a registered membership of 200,000+ ELT teaching professionals and 30,000+ employers, we offer the international job-seeker access to a unique selection of international teaching job vacancies and the recruiter to a truly global teaching audience. TEFL.com's Support for Charitable Causes Each year TEFL.com supports several carefully selected registered charitable causes around the world. Currently we provide financial support to: THE KAGHAN MEMORIAL TRUST In October 2005, the northern area of Pakistan was devastated by an 7.6 magnitude earthquake. The Kaghan Memorial Trust created a school in the memory of the children of the Kaghan Valley who lost their lives in the earthquake. TEFL.com sponsors the education of Ezza, a little girl at the school. ANIMALS ASIA Animals Asia is devoted to ending the barbaric practice of bear bile farming and improving the welfare of animals in China and Vietnam. We promote compassion and respect for all animals and work to bring about long-term change. FREEDOM FROM TORTURE Provides specialist psychological therapy to help asylum seekers and refugees who have survived torture recover and rebuild their lives in the UK. They also provide training for professionals working with torture survivors. INTERNATIONAL FUND FOR ANIMAL WELFARE The organization works to rescue individual animals, safeguard populations, preserve habitat, and advocate for greater protections. POSITIVE ACTION IN HOUSING An independent, anti-racist homelessness and human rights charity (SC027577) dedicated to supporting women, children and men from refugee and migrant backgrounds to rebuild their lives. REFUGEE SURVIVAL TRUST The RST vision is a welcoming, inclusive, safe Scotland for refugees and asylum seekers, where all live free of destitution and have the means and opportunities to realise their full potential. REFUGEE ACTION At Refugee Action, we help refugees who’ve survived some of the world’s worst regimes. We get them the basic support they need to live again with dignity. Then we help them build safe, happy and productive lives in the UK. WORLD VETERINARY SERVICE The Worldwide Veterinary Service works tirelessly across the globe to ensure that no animal goes uncared for. REFUWEEGEE Refuweegee was set up in December 2015 to provide a warm welcome to forcibly displaced people arriving in Glasgow. ANIMAL AID Animal Aid campaigns peacefully against all forms of animal abuse and promote cruelty-free living. SCOTTISH REFUGEE COUNCIL Through our direct services we provide practical support, advice and a listening ear to help people rebuild their lives in a sustainable and meaningful way. We work with communities and community groups. And we speak out against an unjust asylum system and campaign for policy changes that make a positive difference to people’s lives. ONE KIND OneKind exists to end cruelty to Scotland’s animals. We expose cruelty and persecution through our investigations and research, and end it for good by giving Scotland’s animals a voice. Join us today and you will strengthen our voice.

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Tina Aesthetics

tina aesthetics

4.7(17)

Manchester

Christina Armstrong is the owner and CEO of tina aesthetics clinic and training academy and offers aesthetics treatments and a wide range of training courses in house and online. Christina is a highly professional and is extremely educated as in 2009 completed her BSC Psychology honours Degree gaining a 2.1 from the Manchester Metropolitan university. In 2010 Christina went into nursing and become a registered adult nurse at the University of Manchester. Throughout her whole nursing career Christina has been injecting in aesthetics and trained in 2013 with some of the biggest names in the industry. She then went on to completing her level 7 in aesthetics medicine in 2015 with Harley Academy the highest educational level in aesthetics, to demonstrate her dedication and passion in aesthetics medicine. Furthering her qualifications and skills throughout her aesthetics career, making her one of the popular trainers in the North West a claim that is highly supported by her students. The knowledge and skills in Christina’s education is displayed in her outstanding ability to teach others. Christina is fully insured and meets all HEE guidelines; she is in the process of becoming a Nurse independent prescriber on V300 course and works closely with her team of nurse prescribers. Christina still helps in the NHS every Christmas time, as you meet Christina you will learn she has the biggest heart and loves helping others shown in her training courses. Christina is now directing all the training within our Academy as well as expanding her team of trainers Kerry, Nicole, and daughter Kayleigh all who have health care backgrounds. You will meet the team of prescribers and will be paired to one or more in your location on the day of training. The clinic/academy is a clean, friendly, and calming environment and aims to meet all your educational and treatment needs. We train in small groups as we believe that this is much more personal, and our students gain a knowledgeable experience that is communicated with them form highly educated trainers and specialists in this field. We also offer a bespoke training experience with Christina herself for the beginners and newcomers to aesthetics. Who we train? We train from beginners to nurses, doctors, dentists, & beauty level 3/4 All delegates must be over 18 to receive treatments and enrol on one of our courses. Why Train with us? We are fully approved by insurers; we give you the best expert knowledge in the industry and we offer a lifelong mentor programme on completion. We ensure safety is the paramount motto at this academy and all students leave confident, competent, and extremely supported in all areas of their aesthetics journey with us. All are aesthetics courses come with complications management to ensure a safety-first policy is achieved, and a free emergency kit is provided alongside an emergency contact number. All courses are provided and accredited by the gold standards CPD UK.

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Cuban Salsa School

cuban salsa school

This website came about because we feel there is a lack of general info on Cuban Salsa in the World Wide Web written in English from a non-native dancer’s point of view. We are looking at it as an enthusiastic learner looking in from the outside. Hopefully this way we can inspire other non-native dancers to keep learning about the dance in particular and the culture in general. We love everything and anything about Cuban Salsa. If you run a school or events, do let us know so we can include them on our website for highly ranked Google exposure. Or if you have a topic related to Cuban Salsa that you are passionate about, why not become one of our GUEST WRITERS. We will look through them all and publish the ones that we believe adhere to our vision in general. We are looking for more of lighthearted info topics rather than the ones generating heated debates. In addition to all of that, we also offer prominent ADVERTISEMENT SPACE on our website. Contact us if you’re interested in any of these collaboration opportunities. W H O W E A R E Julia, coming from a non-dancing background, started dancing Cuban Salsa in 2009 and quickly became addicted and very much involved in the Edinburgh salsa scene. Soon she progressed from organising social salsa groups to co-teaching with some of the best local teachers and has continually improved her dancing skills by learning from the best of national and international teachers, at classes and conventions around Europe as well as in Cuba. While her dancing continues to improve, taking it to the stage and later on choreographing different dance groups, it is her strong business background and warm personality that brought success to Cuban Salsa School (went from zero to the biggest salsa school in town). During her time running the school, she built another passion on the back of it as a teacher. Continuously improving her teaching method, she then passed on her knowledge to her team of instructors (who now have gone and teach their own classes). Following her relocation, she is now managing Cuban Salsa School in the current format that allows her to continue working on it remotely. Col has also been dancing Cuban Salsa since 2009 and is known as one of the top Cuban style dancers in the Edinburgh scene. He then moved out of the country but still maintain his passion for Cuban Salsa wherever he goes even to this day. His experience includes: founding Salsa4Water Edinburgh, a group dedicated to raising money for Wateraid which soon became one of the most popular Cuban Salsa groups in the city; trained by the highly regarded Ballet Folklorico Cutumba and Raices Profunda, and also had private classes with former members of casino.com (Cuba’s most famous Rueda group) and profesoras de CFN (Conjucto Folklorico Nacional de Cuba) during his visits to Cuba; co-founded the successful Cuban Salsa School in Edinburgh; also at the moment Col belongs to Oye Timberos performance group in Warsaw, training and performing regularly. Col’s speciality is dancing with connection to the music and he draws on his extensive experience as a musician to help teach this to his students as well as developing the key techniques that allow someone from a non-dancing background to learn authentic Cuban body movement and style.

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Decolonise The Curriculum

decolonise the curriculum

London

Decolonizing the Curriculum Project (DCP) at UoK (funded by Teaching Enhancement Award and led by Dr Suhraiya Jivraj, Senior Lecturer in Law) Students are increasingly demanding a ‘liberated curriculum’ that represents their diversity as we see from #liberatemydegree, ‘Why is My Curriculum White?’ and other movements mentioned above as well as Kent Student Union campaign ‘Diversify My Curriculum’. Also at UoK law and politics students on the Race, Religion and Law module (convened by Dr Suhraiya Jivraj) have relished the opportunity both in workshops and through their assessment to explore both historical and contemporary issues that enable them to acquire ‘consciousness of their own position and struggle’ in society and education. The UoK EDI Project phase II strategy acknowledges this need in affirming that the ‘white curriculum acts as a barrier to inclusivity’ including because ‘it fails to legitimise contributions to knowledge from people of colour’. Phase II therefore seeks to ensure that ‘our curriculum reflects and addresses a range of perspectives’ and asks how this can be operationalised specifically at UoK. Modules like RRL and others in KLS are already operationalising a more inclusive curriculum requiring students to engage with key works from critical race/religion and decolonial studies which offer alternative perspectives to those heteronormative and euro-centric perspectives of white, able-bodied men dominating the western canon. This project will go one significant step further by placing students of colour as well as knowledge produced by people of colour at the centre. Being a student led project is crucial as it empowers them to become change actors and co-producers of knowledge, shaping the agenda and curriculum that seeks to include them. Moreover, it enables them to be ‘assets’ rather than see themselves represented as quantitative data in University diversity reports which does not capture the nuance and complexity of their lived realities. Empowerment for self-determination at the grassroots level is key as is apparent from student led movements that have already effected change in the curriculum. The desire for self and culturally intelligible knowledge is now well documented including in the University of Kent, Student Success (EDI) Project, Phase I:Report 2 ‘Theory and research on race and attainment in UK higher education’ by Hensby and Mitton (2017). This project seeks to operationalise this further and more broadly through the following three interlinked activities: 1) Focus groups: · Up to five stage 3 students will lead focus groups of five to ten BAME students from across the KLS UG programme. · The focus group leaders will form a research team and design the format and questions collaboratively, under the supervision of Dr Jivraj, using naturalistic methods and going through the KLS ethics approval process. 2) Publication of findings: · The data from the focus groups will be collated by the research team and will produce an accessible output such as a ‘manifesto of suggestions’ on making the curriculum more inclusive and a co-authored e-book. · The research team will also be supported in publishing findings via a blog and social media. 3) Student led conference · The workshop committee will organise a half day student led conference to discuss the findings and invite speakers from campaigns such as the NUS #liberatemydegree campaign; Why is My Curriculum White? (based at UCL); Decolonising our Minds SOAS; and the #Rhodesmustfall student movements and at least one academic speaker. Watch this space for further details.

Goanserve

goanserve

London

To sum us up in a nutshell, we’re a social enterprise (a not for profit organisation) passionate about helping children out of poverty and into a life of success and love. Founded in 2008 by David Montgomery, Goanserve is taking groups of volunteer travellers to help the children of Goa now. David’s Story It all started back in 2005 when my wife and I went to Goa for our twentieth wedding anniversary. Walking through a flea market, we stumbled across a campaign stall for a street child rescue organisation. That was the first time we met Matthew, the co-founder of the award-winning charity El Shaddai. Matthew invited us to his home for dinner that evening and while we chatted over our meal, he shared stories of the children in his care. El Shaddai was working tirelessly to provide food, clothing and shelter for the children but most importantly, the loving and caring environment they deserve. He encouraged us to sponsor a child, and we did. That child was Laxman, age ten. You can read Laxman’s story here.

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Czech & Slovak Club England

czech & slovak club england

Warwick

The Czech & Slovak Club UK was incorporated in August 2013 and it is a community interest company that promotes the welfare and culture of the Czech and Slovak community living in UK. We organise cultural, social and educational events for the Czechs & Slovaks as well for other communities.maintain the school and nursery for children who wish to learn and speak Czech or Slovak and to preserve their heritage and identity establish an education centre teaching Czech and Slovak language to adults keep the unique culture and values of the Czech and Slovak community that lives in the UK by organizing Folk dance lessons for adults & children, one-off events such as concerts, theatre performances, balls, sport competitions, story telling events and puppet shows for children engage with the wider British public in these events and promote and share the values and traditions that the Czechs and Slovaks bring to the UK work in partnership with other community groups and local authorities to seek solutions to the barriers and problems encountered by the Czech and Slovak communities in the UK

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Alison Philipson Literacy

alison philipson literacy

London

Alison Philipson worked in advertising for several years before training to be a teacher, which she enjoyed for a decade, becoming the English Leader in the school and also a leading Literacy Teacher in Bradford. Following this, for several years, she led the local authority’s Literacy Team and then took on the role of KS1 and KS2 Assessment Lead before setting up her own business, Alison Philipson Literacy Ltd. She is currently a KS1 and KS2 moderator for the LA and a Deputy Team Standardisation Leader for The Standards & Testing Agency, offering bespoke moderation training for both teachers and leaders from Year 1 to Year 6. Other training topics include planning and assessing from the new curriculum – reading, writing, grammar, punctuation, spelling and phonics – and training in pedagogies such as quality first teaching, modelled/shared/guided writing and whole class reading skills lessons. Alison’s training or CPD will be tailored to your school’s particular context and can be: whole school training work in small groups lesson study leadership support

Wymsical Theatre

wymsical theatre

Worcester

Worcestershire Youth Musical Theatre is an innovative musical theatre education through experiential learning with excellent performance opportunities in Worcestershire Theatres. Wymsical Theatre began its life in 2016 with the aim of providing more solo and duet opportunities than the average youth theatre by presenting regular revue shows focussing on two contrasting composers/genres. Originally based at the Worcester Arts Workshop, when the workshop sadly closed in 2020, Wymsical found a new home for rehearsals at Powick Parish Hall. An exciting development from 2020 is that our Wymsicals now have new homes for performance and will be performed in various small local theatres including The Rose Theatre, Kidderminster and The Norbury Theatre, Droitwich. With three age specific groups ranging from 6-20, our talented team of directors and tutors raise gifted performers, adroit in combining the triple skills of acting, singing and dancing. Whilst not formal "grade" style training, these sessions aim to provide a mixture of core skill workshops and experiential learning through regular musical revues- "Wymsicals" and regular book musicals.

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1you World

1you world

London

1you world engages children through an inclusive approach promoting self-worth celebrating diversity breaking down barriers building self-confidence developing awareness and understanding The systemic approach of our packages integrate school and real life learning, fostering acceptance and tolerance whilst ensuring children enjoy learning and have the skills they need to succeed. Our work programmes promote inclusivity and provide a range of activities that ensure individuals and groups play an active role in shaping the framework for social learning, identifying areas for further development and enabling these to be addressed by teachers and parents. Outcomes: to embrace our unique qualities to celebrate our own individuality to recognise we are all different to have a greater understanding of people’s differences to recognise emotional responses to develop a greater understanding of emotions to give greater insight into what causes individuals to have different feelings to build self-esteem to foster an inclusive approach to develop the essential social skills to recognise, interpret and respond constructively to emotions in individuals and others

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