EERA Blog
European Educational
Research Association
Making participation part of everyday childhood: the Everyday Model of Children’s Participation (EMCP)
Children have the right to be heard—but in early childhood classrooms, this too often remains an aspiration rather than reality. A three-year research project with Welsh educators produced the Everyday Model of Children’s Participation (EMCP), a practical framework that helps teachers move beyond tokenism to make young children’s voices genuinely matter in daily practice.
Perspectives on intercultural approaches to education and social justice: impressions from an emerging researcher
An emerging researcher shares reflections from ECER in Belgrade, exploring how intercultural and social justice research must critically engage with power dynamics and researcher positionality.
Inclusive education – between policy and practice
Researchers from the Norwegian University of Science and Technology, (NTNU) presented their INCLUSCHOOLproject, funded by the Research Council of Norway, at ECER 2025. The project’s main objective is to gain new knowledge about inclusion and inclusive practices in schools. Inclusive education is high on the global agenda and is described by UNESCO (2003) as an ongoing process grounded in the conviction that it is the responsibility of the mainstream school system to educate all children. The UN Sustainable Development Goal on Quality Education (goal no. 4) emphasizes that “Access to inclusive, high-quality education is one of the most important conditions for welfare, health and equality...
Reflections on teacher protest in Serbia — When educational change becomes political
In Serbia, the 2024/25 school year began with teachers protesting for better working conditions. But something shifted: what started as professional demands evolved into a call for broader social change. This story, told by a group of Serbian teachers and teacher educators, traces how educators moved from the picket line into civil disobedience, joining students demanding government accountability after a national tragedy.
What’s missing in ITE? Preparing teachers to address poverty in mathematics education
What role should Initial Teacher Education play in tackling child poverty in mathematics? This post explores why poverty must be named — not hidden under the broad label of inclusion — and what student teachers may be missing in their preparation for equitable mathematics teaching.
What PhD Dissertations Reveal About Early Childhood Education in Spain
Discover what recent PhD dissertations reveal about early childhood education in Spain, including emerging research trends, key themes like teacher training and inclusion, and the role of women in academic production.
Conferences as catalysts for researcher development: Lessons from Post-Soviet contexts and reflections from ECER
A personal reflection on academic conference experience, comparing post-Soviet systems with modern conferences such as ECER, with advice for early-career researchers.
ERC TAMPERE 2026 – upcoming submission deadline for emerging researchers’ conference in finland
The submission deadline for the Emerging Researchers’ Conference in Tampere in 2026 is 31.01.2026. Find out the theme of the conference, and how to submit on our blog.
ERG Webinars: Tips for academic publishing and grant application for early career researchers
A serues of ERG webinars provided early career researchers with tips for academic publishing, journal selection, and grant writing to build their academic identity.
Teacher burnout: Lessons from the aftermath and what helps teachers thrive again
In the aftermath of teacher burnout, a critical phase is often overlooked – the return to the classroom. We look at how school leadership and colleagues can provide support.
Advancing international comparative research on the roles of teaching assistants in schools
International understanding of teaching assistant roles is fragmented. The newly formed International Teaching Assistant Research Network (ITARN) is addressing this by creating a shared comparative framework to unify global research efforts.
Why we must listen to migrant children: School belonging in a hostile environment
Across Europe, migration is increasingly politicised, creating challenging environments for migrants and their families. Thi Bogossian’s ethnographic research in a diverse English primary school reveals how education can act as an “oasis” of belonging for migrant children amid exclusionary politics.
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