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This is an unusual article in that it brings together the perspectives of many on this journal's editorial board, around the issue of contending with COVID-19. Twenty statements showcase a range of thoughts and experiences, highlighting the differences and similarities in the way the pandemic is impacting on the educational practice of outdoor and environmental education. The future is not yet written, of course, so it is worth thinking about how the current moment may impact on the months and years to come. The aim of this article is to influence and support such thinking. [Author abstract]

All phases of education from pre-school to post-compulsory, in virtually all parts of the world, have experienced unprecedented reform and restructuring in recent years. Restructuring has largely been driven by a global agenda that has promoted the development of human capital as the key to economic competitiveness in the global market. This book adopts an inter-disciplinary approach drawing not only on education research but also from the fields of industrial sociology, management studies and labour process theory to locate the reform agenda within a wider picture relating to teachers, their professional identities and their experience of work. In doing so the book draws on critical perspectives that seek to challenge orthodox policy discourses relating to remodelling. Illustrating of how education policy is shaped by discourses within the wider socio-political environment and how unionization and inter-organizational bargaining between unions exerts a decisive, but often ignored, influence on policy development at both a State and institutional level, this book is a must read for anyone researching or studying employment relations. Acknowledgements 1. Teachers’ Work and Teacher Unions: The Global Context 2. Transforming the School Workforce in England: The Road to Remodelling 3. Research Methods: Processes, Issues and Implications 4. Setting the Agenda: The Emergence and Significance of 'Social Partnership' at the National Level 5. Industrial Relations in Transition: The Changing Role of Local Authorities 6. Transforming the Primary School Workforce 7. Workforce Remodelling in Secondary Schools: Towards Extended, Accountable Management 8. Workforce Remodelling: Transforming Teaching? 9. Industrial Relations and Trade Union Renewal, Rapprochement or Resistance. Appendix. References. Index

This article examines the ways in which the context of teaching shapes teachers' perceptions of their work. Its starting point is the seminal work of Nias, who argued from research conducted in the 1970s and 1980s that the particular historical context of the time in England encouraged teachers to be socialised into a tradition of isolation, individualism and a belief in personal autonomy. Nias theorised her findings in terms of the situational and substantial self, and I suggest that this particular environment encouraged the teachers' substantial self to be dominant. I then examine how the context for teaching has changed with the introduction of neoliberal reforms from the 1980s and, drawing on data from a qualitative project that has been investigating the characteristics and values of a small number of successful teacher trainees, argue that these participants' situational self is dominant in the teaching placements, where they have to show competence in 33 professional standards in a number of different schools to pass the course. However, as Nias's teachers, these teacher trainees want to be employed in a school in which they 'fit in' with the prevailing values, reinforcing the importance of school context in supporting and developing teachers' long term commitment to the profession.

The initial online publication contained several typesetting errors. The original article has been corrected.

Outdoor Learning in natural environments is a burgeoning approach in the educational sector. However, the evidence-base of research has not kept pace with teacher perceptions and increased practitioner usage. Anecdotal evidence and formal research suggest the significant health and wellbeing benefits of nature connection. Offering low-cost, non-invasive pedagogical solutions to public health challenges—particularly around mental health, wellbeing, physical literacy, and increasing physical activity–the pedagogical benefits of Outdoor Learning are yet to be fully enunciated. The proposed systematic review will search for studies across eight academic databases which measure the academic and socio-emotional benefits of Outdoor Learning, with a focus on school-aged educational settings. Using the inclusion criteria set out in this paper (and registered with PROSPERO: CRD42020153171), relevant studies will be identified then summarised to provide a synthesis of the current literature on Outdoor Learning. The goal of this review is to document the widespread international investigation into Outdoor Learning and its associated benefits for development, wellbeing, and personal growth. The systematic review will provide insights for teacher-training institutions, educational policy makers, and frontline teachers to improve the learning experiences of future students.

Purpose The purpose of this paper is to discuss the links between the Brexit referendum and changes to the nature of racism in Britain, and following on from this, the implications of the counter-terrorist Prevent agenda with regard to universities. Design/methodology/approach First, the authors discuss the Brexit referendum and its links to changes in the nature of racism in England, drawing on Burnett’s (2013) work to demonstrate how “local conditions, national politics and global conditions” have prompted violent racism in new areas of the country. Within this atmosphere of heightened tension, anti-Muslim abuse and attacks have risen over the past two years, with a proportion of these incidents taking place in universities. The authors then examine the implications of the counter-terrorist Prevent agenda, then disturbing trends that characterise students as vulnerable and university life as potentially damaging to wellbeing, and how these link to anti-extremism dialogue that is expressed in an epidemiological and therapeutic language; the vulnerable are framed pathologically, as “at risk” of radicalisation. Findings The authors argue that educators’ statutory duty to “have due regard to the need to prevent people from being drawn into terrorism” is in considerable tension with the university statutory duty to uphold the freedom of speech/academic freedom; this “duty of care” effectively requires university staff to act as agents of the state. The authors argue that this threatens to damage trust between staff and students, restrict critical enquiry and limit discussion, particularly in the current circumstances of sector insecurity that have arisen from a combination of neoliberal policies and falling student numbers. Originality/value Developing the argument on how these conditions present a threat to the freedom of speech/academic freedom, in the final section, the authors argue that universities must keep spaces open for uncertainty, controversy and disagreement.

Within the context of the changing nature of family life within contemporary Britain, this article is concerned with the introduction of education on family relationships into the Personal, Social and Health Education curriculum. It draws on a research project that, through observations and interviews, investigated how three teachers portrayed 'family' within the classroom and how a sample of their pupils reacted to the images and values that were presented. The evidence presented suggests that the subject matter is complex and sensitive, and that careful thought needs to be given to both content and delivery if this area of values education is to be effective.

Teachers' work and teacher unions: the global context -- Transforming the school workforce in England: the road to remodelling -- Research methods: processes, issues and implications -- Setting the agenda: the emergence and significance of 'social partnership' at the national level -- Industrial relations in transition: the changing role of local authorities -- Transforming the primary school workforce -- Workforce remodelling in secondary schools: towards extended, accountable management -- Workforce remodelling: transforming teaching? -- Industrial relations and trade union renewal, rapprochement or resistance