Tag Archives: teaching

A political education.

Posted on May 10, 2022 by Eddie Playfair

Why political literacy? Politics is about power and change, how we live our lives and what kind of world we want. The political is not a separate sphere of life, it’s embedded in our everyday experience, as are the ideologies … Continue reading →

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Overcoming the barriers to learning

Posted on January 7, 2022 by Eddie Playfair

Equity, Diversity and Inclusion at WorldSkills November 2021 These are a few thoughts about how teachers can help learners overcome some of the barriers to their learning. This is not a comprehensive ‘how-to’ guide or a list of tips to … Continue reading →

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Stupid gene.

Posted on December 30, 2021 by Eddie Playfair

Simplex and Sapiens are discussing human stupidity. Simplex: We agree that people can do some pretty stupid things, yes? Sapiens: Of course. Simplex: And that some people have a tendency to do stupid things more often… Sapiens: I guess… Simplex: … Continue reading →

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Reading bell hooks.

Posted on April 5, 2021 by Eddie Playfair

‘Teaching to Transgress’ ‘Teaching to Transgress’ is as fresh and powerful in 2021 as when it was first published in 1994. Its messages about teaching as discovery, resistance and liberation are as vital today as ever. Reading bell hooks is … Continue reading →

Posted in Education, Philosophy, Reviews, Teaching and learning | Tagged , , , , , | 11 Comments

Freire for today

Posted on March 6, 2021 by Eddie Playfair

What can we learn from reading Freire today? The work of the Brazilian educator Paulo Freire (1921-1997) was rooted in his adult literacy teaching among dispossessed and disempowered communities in Latin America and elsewhere and was influenced by both Marxism … Continue reading →

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Seven ways to avoid a Frankenstein education.

Posted on February 27, 2021 by Eddie Playfair

Seven ways to avoid a Frankenstein education – Philippe Meirieu. The French educationalist, Philippe Meirieu, in his 1996 book ‘Frankenstein Pedagogue’ reviews popular accounts of attempts to fashion a person to a maker’s design. Such fictional person-making often proves futile … Continue reading →

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My NewVIc story: Kabir Jagwani.

Posted on May 6, 2017 by Eddie Playfair

My journey at NewVIc started in 1998 after I achieved 10 GCSE’s at secondary school and went on to do A-Levels in maths, physics and performing arts at NewVIc. A mixed combination because I wanted to balance my options with … Continue reading →

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Thinking students and student research.

Posted on March 30, 2016 by Eddie Playfair

In his excellent book Think Again (2012), John Taylor makes a strong case for putting philosophy at the centre of our teaching in order to develop students’ ability to think. As he says in his introduction: “Education should be all about … Continue reading →

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The outstanding lesson

Posted on October 29, 2015 by Eddie Playfair

We were lucky enough to have Harriet Harper deliver a NewVIc lecture at Newham Sixth Form College on 14th October. Harriet is a former HMI and now helps to train teachers for the post-compulsory sector. We were delighted to be … Continue reading →

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No austerity of the imagination

Posted on July 16, 2015 by Eddie Playfair

What’s the mood in sixth form and further education 10 weeks after the election? Following the May general election there’s no question that post-16 education wherever it takes place faces greater austerity than any other phase of education. 16-18 year olds are funded … Continue reading →

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Listening to our post-16 conscience.

Posted on May 23, 2015 by Eddie Playfair

Frank Coffield is the conscience of the post-16 sector. When faddishness or instrumentalism threaten, he is there to remind us of our values and our purpose. A decade ago, Coffield was one of the first to question ‘learning styles’ and … Continue reading →

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Progs and trads: is a synthesis possible?

Posted on March 22, 2014 by Eddie Playfair

Dialectical pairings like “radical traditionalism” or “revolutionary reformism” may seem paradoxical but instead of cancelling each other out, the contradictions they contain can make us think about each idea in relation to the other. This is not just an attempt … Continue reading →

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