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378 Educators providing Courses in London

Camden Art Centre

camden art centre

4.1(616)

London

It’s a place to see, to make, to learn and to talk about contemporary art, whether in our building, attending off-site projects or via our digital forums. Camden Art Centre was originally built as a public library and now combines historic architecture with open, modern spaces, a café, bookshop and secluded garden, with free entry for all. Through our programme of exhibitions, learning, courses, events and residencies, we invite everyone to engage with art and the people that make it – to push boundaries and connect to their own creativity. Our off-site projects share our work with diverse communities and our digital, publishing and broadcast platforms help us connect art, artists and people in ever more immediate and interesting ways. As a charity rooted in our North West London community, we foster a sense of belonging in our spaces. Working closely with local schools, community groups and specialist partners we nurture the next generation of artists, from early years to adulthood, enabling everyone to get up close to art, to meet artists and to make work themselves. Our targeted programmes and sector leadership increase our impact, bringing the arts to those most in need. Much loved by our communities, for over 50 years Camden Art Centre has always worked ahead of the curve, giving early support and exposure to important artists from the UK and abroad including Martin Creed, Kerry James Marshall, Kara Walker, Sophie Calle, Yinka Shonibare, Mike Nelson and Mary Heilmann. We support artists at every stage of their careers, enabling them to make and show work that is relevant for today: brave, challenging, engaging and vital.

The Study Society

the study society

4.3(23)

London

The Study Society is both a physical and virtual place where you can find rest and refreshment amidst the hustle and bustle of everyday life. We share practical ways to help further inner peace, happiness and spiritual growth. The Study Society is headquartered at Colet House in London and has affiliate groups around the world. Our charity organises weekly classes, member gatherings, Advaita meetings and events to help connect people with deep levels of stillness, truth and love. Please, have a look at our range of on-line offers to see what is currently available. The teachings of the Study Society originated with the Russian philosopher and spiritual teacher P.D. Ouspensky who bought Colet House, just before the Second World War. Ouspensky’s successor Dr. Francis Roles registered The Study Society as a member based organisation in 1951. Afterwards, Dr. Roles introduced non-dual philosophy and mantra meditation to Society members through a direct connection with His Holiness Shantanand Saraswati (1913-1997), a leader of the ancient Advaita (which means ‘not two’) Vedanta tradition in India. In 1963, Dr. Roles introduced to Study Society’s members another expression of non-dual philosophy through a unique relationship with Mr. Resuhi, a senior Sheikh of the Mevlevi Dervish order in Turkey. Mevlevi Turning (whirling dervishes) was inspired over 700 years ago by the poet Jalaluddin Rumi. The Turning has been taught and practiced at Colet House for over 50 years. Today we blend sacred traditions with modern teachings and expressions of non-duality which can be sourced across multiple cultures. As Rupert Spira, a Direct Path teacher, long-term member and friend of The Study Society says: “non-duality requires no affiliation to any particular religious or spiritual tradition. All that is required is an interest in the essential nature of experience, and in the longing for love, peace and happiness around which most of our lives revolve.”

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.

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.