2020-08-24 A wave of children’s fiction which tackles subjects such as suicide terrorism, militant jihadism and counter-terror violence is helping young readers to rethink and resist extremism and Islamophobia, new research suggests. The study, by Dr Blanka Grzegorczyk at the University of Cambridge, charts the emergence over almost two decades since 9/11 of a distinctive sub-genre in British children’s literature, focusing on themes of terrorism and counter-terror. Read the full story here. |
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2020-08-21 The University of Cambridge is one of the partners in a major new £32.4m Productivity Institute, announced today by the Department of Business, Energy and Industrial Strategy. One of the main research strands will be led by Professor Anna Vignoles, from the Faculty of Education. Read the full story here. |
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2020-07-24 Keeping schools open from September should be a Government priority as it manages the COVID-19 pandemic, while closures could have severe social and economic effects that endure for decades, according to a new report. Read the full story here. |
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2024-07-11 A new study proposes a framework for “Child Safe AI” following recent incidents which revealed that many children see chatbots as quasi-human and trustworthy even when they put young users at risk.Read the full story. |
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2024-07-10 A new book co-edited by two Faculty members explores the enduring legacy of "Emily of New Moon" marking the centenary of L. M. Montgomery's 'other' heroine after Anne of Green Gables.Read the full story. |
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2024-05-28 A new novel which enters the world of the 17th-century countess renowned as history's "most prolific female murderer" suggests she was actually a revolutionary and book smuggler whose killings were a fiction.Read the full story. |
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2024-05-13 A new British Council report by three members of the Cambridge Network for Disability and Education Research (CaNDER) provides insights into the challenges and opportunities relating to teachers with disabilities around the world. Read the full story. |
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2024-04-08 Mentors delivering a life skills programme for marginalised girls have become agents of change challenging harmful gender social norms in their wider communities new research shows.Read the full story. |
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2024-03-25 A new book by Cambridge and Manchester academics argues that education and technology have always been “entangled” and that advances in areas like artificial intelligence raise an urgent need to re-evaluate the design of future education.Read the full story. |
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2024-03-15 A positive relationship with a teacher at an early age may help children to feel more engaged with school but not necessarily in the long term new research shows.Read the full story. |
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