The Reparative Futures of Education research project

Research on reparations, though crucial for political and social progress, remains largely absent in current social and educational discourse.

This DPhil aims to highlight the entanglements between reparations, pedagogies, educational policy, and curricula by investigating the following research questions: How do primary school children understand past and present educational injustices, and how do they envision a more equitable education system for themselves and future children?

This research contributes to the growing body of knowledge on engaging children in the research process.

It challenges traditional epistemological landscapes that often overlook the value of children's insights and their potential to shape educational policies and practices.

By recognising children as active agents in their own learning and as critical stakeholders in the education system, this research seeks to redefine the way we understand and address educational inequities, ultimately paving the way for more inclusive and transformative approaches to education.

The research engages Year 6 pupils from four diverse primary schools in Bristol, UK, during a transformative year as they contemplate change and transitions, such as moving to secondary school.

Participatory and innovative methodologies, including cultural probes (visual tools for self-reporting experiences), are employed to prioritise children's knowledge, perspectives, and visions for change, spotlighting their unique viewpoints and ensuring a range of experiences and insights are represented in the study.

I will collaborate with the pioneering Reparative Futures of Education (REPAIR-ED) project at the University of Oxford, led by Professor Arathi Sriprakash, a leading authority on reparative justice in education, who supports my vision and will supervise this DPhil project.

This collaboration will provide a rare opportunity to participate in innovative research activities in Bristol's primary school contexts that seek to advance traditional research paradigms and educational and pedagogical practices. The proposed research is highly relevant today as educational inequalities persist.

Disadvantaged students, such as those from lower socioeconomic backgrounds or those in care or known to social services, are substantially more likely to face exclusion.

This project aims to understand these injustices from their perspectives, which may inform policies and inspire change by shaping curriculum design and teacher training programs. I aim to position reparations as an essential framework and analytical lens across various research fields.

As an education practitioner with a decade of experience in diverse school settings and an MSc student supported by a leading professor, I am well-prepared and fully committed to undertaking this research.