Further information about the conference programme will be available soon.
Over the last few years TSB2 research has found that working class boys, particularly from Quintile 1 communities, experience what we have termed ‘compounded educational disadvantage.’
We have developed this term to refer to the additional barriers for education and learning which arise for boys as a consequence of an intersection between poverty and socio-economic class, the current system of selective education, and narratives of hegemonic masculinities within school culture and troublesome masculinities within a post conflict society.
Linked to several of the key findings from the original TSB1 research, TBS2 research has found that boys who experience compounded educational disadvantage, thrive in an educational ecosystem that adopts ‘relational’ principles, pedagogies, and practices.
Our research identifies these boys as‘Relational Learners’ and through our case study data over the past year, TBS 2 has developed and began testing a set of holistic ‘relational’ educational principles aimed at igniting boys’ motivation, aspirations and attitudes towards education and learning.
Each principle and practice point has been informed by extensive qualitative and quantitative research findings and robust testing of the principles in a range of formal and informal educational settings.
While this set of principles has been developed from our research experiences with working class boys, it is our strong belief that the principles can be utilised to be of value in any educational setting, and with any young person, but particularly for boys originating from places of greatest social need.
Mary Curnock Cook CBE
Mary Curnock Cook is an independent education expert serving in a non-executive capacity on a number of Boards.
From 2010-2017, Mary was Chief Executive of UCAS. Earlier in her career she held executive and non-executive positions in the education, hospitality, food and biotech sectors.
Mary chairs the governing body of the Dyson Institute, and the Access Project, a charity which helps students from disadvantaged backgrounds progress to selective universities.
She is a Council member at the Open University, and a non-exec Director at the Student Loans Company, the London Interdisciplinary School, the Student Room and Education Cubed.
She is also a Trustee at the Higher Education Policy Institute (HEPI. She has the role of Network Chair for Emerge Education, the leading edtech investor in Europe.
Mary has an MSc from London Business School and was awarded an OBE in 2000, and a CBE in 2020 for services to further and higher education. She is an honorary Fellow of Birkbeck and Goldsmiths and has an honorary doctorate from the University of Gloucestershire.