- Young People,
School is the place where we begin to learn about the world and our place within it
We all have fond memories of moments in school where we connected with something new for the first time.
The world changed in 2020. The arrival of the pandemic has encouraged deeper reflection on how our societies work. Some of us are seeking a return to normal, whilst others have reset their priorities.
During the pandemic, teachers have continued to serve our schools and children. This has included trying to blend learning in the digital and physical worlds, supporting children through uncertainty, addressing the symptoms of poverty, and making decisions about how to keep their school community well.
Textbook will explore fundamental questions about schools
We want to amplify the voice of teachers, and explore their views on what their institutional role should be in society’s education of our children.
We’ll reflect on their most powerful experiences of learning, uncover the precious parts of teaching that they want to safeguard, and explore their hopes for the schools and learners of the future.
Ultimately, we aim to create a spirit of optimism about the potential for schools, based on the wisdom of teachers.
Designing our future together
The pamphlet will be central to the future programme developed between artists and schools at Heart of Glass.
Through enquiry led projects such as The School for Invisible Urbanists, Heart of Glass works with artists in collaboration with children and young people, and their allies and advocates. We explore young people’s experiences of growing up in the world today and ask the question: what could tomorrow look like if it were genuinely designed by us all?
Teachers involved in the programme have been selected based on the following criteria:
- A range of teaching experiences: from newly qualified teachers to those in leadership positions
- Representation across different settings: Early Years, Primary, Secondary, Special, and Alternative Provision
- A diverse range of aspirations for the future of schools
- An active response to the inequalities that exist in the education sector. We know that some people face discrimination in terms of access to teaching and experiences within the profession. We will use the principle of equity in our shortlisting of applications from teachers who experience racism; identify with coming from a disadvantaged background; are disabled; and/or who experience homophobia or transphobia.