Saturday the 10th Feb 2018, a day that I will always remember. I had been invited to speak in relation to prison education and the arts. I was speaking to an audience alongside Jacob Huntley, a lecturer in English literature and creative writing from the UEA. I met Jacob whilst I was a serving prisoner at HMP Norwich. One of my roles at HMP Norwich was as an education mentor and I was told that there would be a new creative writing course starting, which would be facilitated by Jacob. I have always found that penning emotions onto a piece of paper allowed me to free my mind.
by Laura Potts
The TARDIS programme at Chapel Break Infant School is an exemplary example of creative education and an inspirational learning environment. For 10 years, the programme has transformed classrooms into imaginative environments for young minds to explore and develop in. TARDIS stands for ‘Thinking Arts Reflective Dialogue Imagination Studio’. The aim of its resourceful staff is to immerse the children in philosophical and creative enquiry:
‘The learning consists of the development of a range of skills, including speaking and listening, debate and discussion, a variety of thinking skills, social skills, independence of thought and action and persistence. It builds a knowledge and experience of the visual arts beyond those that can be offered within the usual classroom setting.’
The much-reported Universities and Colleges Union (UCU) strike in protest of cynical changes to university staff pension arrangements begins next week. The UEA branch of UCU and UEA Students’ Union have produced this statement for The Norwich Radical, to offer an introduction to the issues surrounding the strike. The Radical encourages all students, in Norwich and elsewhere, to stand in solidarity with the strikers by not attending classes on the dates of the strikes, and by sharing their message with your peers.
by Alex Powell
I’m sure you’ve all heard it at least once. ‘40% is all I need. It’s first year, it doesn’t really count for anything.’ It’s obvious, right? If the year doesn’t count towards your final degree classification, then you don’t really need to try. Right?
As the old saying goes, ‘He who pays the piper calls the tune’. This week, a coalition of economics students, academics and campaigners gathered to get inside the piper-paying process – the funding of economics research – to create an economics fit for the real world.
by Alex Powell
The number of students starting at UK universities has increased dramatically in recent years, despite a slight fall recorded this year, and is set to go on increasing as universities increase their intake. The government has heralded this as an example of the increasing availability of higher education to students coming from working class communities. However, we have to ask what impact the increase in student numbers is having on the quality of education provided by universities.
by Laura Potts
Education is amazing. It encourages the growth of passion for any number of subjects, and opens doors for many to enter into the field that that passion leads them towards, where their research work is often vital to the discovery of all sorts of new and exciting things.
However, the modern system that has emerged as society has ‘advanced’ does not always prioritise the curiosity and growth that education cultivates over more material concerns such as financial gain. The increases in the various fees and costs associated with higher educational institutions and the shrinking of the creative curriculum at earlier levels often means that a passion for a subject is no longer enough. But as with any monolithic trend, alternatives have sprung up down the years.