The Institute of Archaeology Library 1937–1986: Collections, Communities and Networks

This article documents the history of the Institute of Archaeology Library from its independent beginnings in 1937 until the merger of the Institute with UCL in 1986. Documents from the Institute of Archaeology Library Archive, unpublished Institute Management Committee Minutes and published Annual Reports are used to demonstrate how the Library and the activities of its librarians reflected changes and developments not only in the Institute community, but also within wider archaeological networks. Initially situated in a united archaeological community with fluid boundaries, the Library was to develop its own independent identity as changes in Higher Education, professionalisation and commercialisation destroyed this unity and promoted the development of distinct communities of professional practice

['A Work from an Unknown Member of the Proletariat': ] Digitising and Re-examining Vere Gordon Childe's 'Dawn of European Civilization': a celebration of the UCL Institute of Archaeology's 80th Anniversary

This article presents a detailed examination of Gordon Childe’s The Dawn of European Civilization, one of the best known books in European Archaeology. An overview of the book, its scope and influence is provided, as well as an analysis of its complex theoretical structures and philosophical context. Detailed sequential analysis of all six editions reveals how the original was repeatedly reinvented by Childe over a thirty year period in response to advances in European archaeology, his own theoretical interests and external political factors. The importance of the book for the history of 20th century archaeology and its role as an ‘ancestral text’ are assessed

What makes children feel safe in school? : an evaluation of the preventative model for behaviour in a local authority with a focus on childrens and adults perspectives of safety

This small scale study explores pupil and staff perspectives about what makes\ud pupils feel safe in school. This is from the perspectives of children and staff who\ud have been part of a project to reduce exclusion and improve attendance. The\ud present study explored perceptions of Head Teachers and senior management\ud about the impact of the project on children's feelings of safety. The study also\ud explored the relationship between the implementation of the project from the\ud perspectives of children and staff, and the initiatives put in place in relation to\ud feeling safe. The participants were 24 children and 15 members of participating\ud schools' senior management teams, who were interviewed using semi-structured\ud interviews. The study also tracked exclusion and attendance figures. Thematic\ud analysis was used to analyse interviews and descriptive statistics and nonparametric\ud tests used to analyse exclusion and attendance data. Key findings\ud were that children associated feeling safe with being protected and having their\ud emotional needs met. Adults and children determined children's feelings of safety.\ud The behaviour of peers and school behaviour management had an impact on\ud children's feelings of safety. Children reported that specific places in school such\ud as the playground had a role in maintaining feelings of safety, as did the school\ud curriculum, the local community and the security of the school. The necessity for\ud targeted work on learning and the emotional development of children to keep\ud children safe was also a key finding. Project funding was used by schools to\ud develop the curriculum and to employ and train additional staff. Schools reported\ud that the playground was a key factor in maximising pupils' feelings of safety.\ud Effective school systems which monitored and supported pupils' needs facilitated\ud implementation of the project. Interventions that made children feel safe were\ud significant in reducing levels of exclusion and unauthorised absence

'An Awfully Nice Job'. Kathleen Kenyon as Secretary and Acting Director of the University of London Institute of Archaeology, 1935-1947

Research on the Institute of Archaeology Library Archive has unearthed a number of letters written by Kathleen Kenyon during her early career as Secretary and later Acting Director of the Institute of Archaeology, 1935-1947. These letters shed light on Kenyon’s early career and the importance of her role in the newly founded Institute of Archaeology. They reveal the versatility required of her, with responsibilities ranging from sorting out drains to collecting library books, giving tours, negotiating funds and stepping in for Mortimer Wheeler. Kenyon’s capacity for hard work and her efficiency are clearly visible and her passion for archaeology and her fierce devotion to the Institute shine through. The letters also demonstrate Kenyon’s lesser known kindness, charm, tact and ability to deal with difficult people and situations. The letters also reveal the vibrancy of the amateur archaeological community between the wars and the hard, unglamorous and unacknowledged work done by administrators and volunteers. Many of the administrators that Kenyon worked with were women, who like Kenyon came to adulthood in the inter-war period, when opportunities for women were expanding. The language of these letters reveals that these were New Women – worldly wise, briskly competent, ironic, unemotional and self-controlled, women who represented a new model of modernity for the 20th century. But modernity did not guarantee success and there are hints that although Kenyon owed much to her father, Sir Frederick Kenyon, this relationship also constrained her and she had to work hard to establish her own independence and authority as an archaeologist

Call for papers: Intersectional identities, education, psychology, and social justice

Intersectionality recognises that individuals can simultaneously belong to multiple marginalised or privileged groups, such as race, gender, class, disability, and more. These intersecting identities shape a person’s experiences, opportunities, and access to resources, and they can compound or interact with one another in unique ways (Crenshaw, 1989). For example, a person who identifies as a Black woman may face discrimination based on both her race and gender, which may differ from the experiences of a White woman (Miller, 2021). Similarly, an individual who identifies as a transgender person of colour may face specific challenges related to their gender identity, racial background, and prevalent biases (Jefferson et al., 2013). The goal of this special issue is to explore the multifaceted nature of intersectionality and the pivotal role of education and psychology in addressing social justice issues. Topics of interest for submission may include, but are not limited to: Intersectionality theory and its application within education and psychology. Experiences of discrimination among individuals with intersecting identities in educational contexts. Intersectionality and its impact on educational outcomes, such as academic achievement, psychological well-being, and social integration. The role of educational psychology in mitigating and preventing intersectional discrimination, e.g. linguistic ostracism, gendered racism, etc. Intersectionality and its implications for educational and psychological workforce professional development. Case studies or empirical research examining the intersectional experiences of specific marginalised groups, e.g. the experience of Black students with special educational needs and/or disabilities. Theoretical frameworks and conceptual models exploring the intersectional dynamics of discrimination in educational and/or psychology

Self-assessment framework for promoting racial equity in educational psychology services. Division of Educational and Child Psychology 2023

Following a global pandemic and the worldwide resurgence of the Black Lives Matter (BLM) movement for racial justice (as a result of the brutal public murder of a black man in the United States of America), in 2021, a Division of Educational and Child Psychology (DECP) working group was formed. The purpose of the group was to address racial equity regarding the profession of Educational Psychology, including its practice and application of psychology. This group comprised of practising psychologists, including Main Grade, Senior and Principal Educational Psychologists, University Lecturers and Programme Directors, Tutors on Programmes for the Initial Training of Educational Psychologists, Educational Psychologists in Private Practice, and representatives from interest groups: Black and Ethnic Minority Educational Psychology (BEEP), Trainee EPs’ Initiative for Cultural Change (TEPICC), Educational Psychologists’ Race and Culture Forum (EPRCF), the Association of Educational Psychologists (AEP) and the National Association of Principal Psychologists (NAPEP). In short, the group has been working together to update and further develop a number of tools, training events and resources to support the profession, education providers and the communities they serve. This preface concerns the updating of the ‘Self-Assessment Framework for Promoting Racial Equality in Educational Psychology Services’

Space and time in Roman Britain A case study of the Severn Valley/Welsh Marches Region

In 2 volsAvailable from British Library Document Supply Centre-DSC:DX216760 / BLDSC - British Library Document Supply CentreSIGLEGBUnited Kingdo