Eliza Bourke: A Journey of Education, Childcare, and Public Service Aspirations
Eliza Bourke, a third-year Education BA student at Goldsmiths, University of London, stands out as an individual deeply committed to improving access to education, mental health awareness, and child welfare. Her career aspirations in public service are complemented by her practical experience working with children and her passion for social justice in the education sector. In this article, we will delve into Eliza’s academic and professional journey, highlighting her key interests and her contributions to childcare, education policy, and community leadership.
Early Life and Academic Background
Eliza Bourke’s academic journey began at The Charter School North Dulwich, where she developed a strong foundation in various subjects. She achieved GCSEs in English, Mathematics, Science, French, Geography, Economics, and Music, reflecting a well-rounded educational background. During her time at the Charter School, she actively participated in extracurricular activities, including choir and music theory, which fueled her passion for both the arts and education.
Her love for education and her desire to create a positive impact on society led her to pursue a BA in Education at Goldsmiths, University of London. Throughout her undergraduate studies, Eliza has engaged in a variety of modules that have shaped her understanding of the historical, cultural, and philosophical aspects of education. Notable subjects include The Curriculum: Historical and Philosophical Perspectives, Learning and Thinking, Culture and Identity, and Policy and Practice in Early Childhood Education.
Interest in Education Access and Mental Health
One of Eliza Bourke’s key passions lies in the intersection between education access and mental health. Throughout her time at university, she has consistently explored how mental health impacts educational outcomes and how schools can better support students with mental health challenges. Her studies in modules such as Early Childhood in a Diverse Society and Youth, Critical Practice and Hope have furthered her knowledge in these areas.
Eliza’s commitment to mental health in education extends beyond the classroom. She has expressed a strong interest in policy and how government regulations can improve the availability of mental health resources in schools. Her focus on Emotional Based School Avoidance (school refusal due to anxiety and mental health issues) highlights her dedication to addressing one of the critical challenges faced by students today. Eliza believes that alternative education settings, such as Steiner or Forest Schools, can offer innovative solutions to support students who struggle in traditional school environments.
Working with Children: Nannying and Childcare Experience
Eliza Bourke’s passion for working with children is evident in her part-time role as a nanny with Koru Kids, a leading childcare service in London. Since October 2021, she has provided care for children between the ages of 7 and 14, making a meaningful impact on their lives. Her responsibilities include picking children up from school, assisting with homework, preparing healthy meals, and organizing extracurricular activities to ensure a well-rounded routine for the children under her care.
Working as a nanny has given Eliza valuable insights into the practical challenges families face in balancing education, work, and childcare. Her experience has allowed her to develop key skills in time management, organization, and child development, all of which align with her long-term goal of working in the public sector. Eliza’s empathetic approach to childcare, combined with her educational background, equips her with a unique perspective on how policies can support working families and improve the quality of childcare services in the UK.
Leadership and Community Engagement at Goldsmiths
In addition to her work in childcare, Eliza Bourke has demonstrated leadership skills through her role as a Student Community Leader at Goldsmiths, University of London. In this role, she has been instrumental in organizing social and academic events to foster a sense of community among students. Her contributions to events such as Welcome Week and the Winter Social have helped create an inclusive and supportive environment for students transitioning into university life.
Eliza’s involvement in the Student Engagement Panel, where she provided feedback on candidates applying to be the Head of Council, showcases her ability to evaluate leadership qualities and contribute to important decision-making processes at the university level. Her leadership experience at Goldsmiths has not only enhanced her organizational and communication skills but also solidified her interest in shaping education policies that promote student well-being and academic success.
Academic Focus: Special Educational Needs and Policy
One of Eliza Bourke’s key areas of interest is Special Educational Needs (SEN) and how educational systems can better serve students with disabilities. Throughout her studies, Eliza has explored various alternative education settings, such as home schooling and Forest Schools, which offer more flexible and inclusive approaches to education. Her dissertation on Theoretical and Practical Aspects of SEN highlights her commitment to researching innovative solutions that can improve the educational experiences of disabled students and those from marginalized backgrounds.
Eliza’s academic focus on education policy and her interest in improving access to higher education for disabled young people reflect her broader commitment to social justice. She believes that policy reforms in the education sector are necessary to create a more inclusive and equitable system that addresses the diverse needs of all students. Eliza’s work in this area is informed by her firsthand experiences working with children and her understanding of the systemic barriers that many students face in accessing quality education.
Future Aspirations: A Career in Public Service
Looking ahead, Eliza Bourke hopes to translate her academic knowledge and practical experience into a career in the public sector, focusing on education and well-being. Her long-term goal is to work in a policy-related role where she can influence decision-making processes that improve educational outcomes for all students, particularly those with special educational needs or mental health challenges.
Eliza’s dedication to public service is driven by her belief that education is a powerful tool for social change. She envisions a future where schools are equipped with the resources and support systems necessary to meet the diverse needs of their students. Her passion for improving mental health services in schools, along with her commitment to inclusive education, positions her as a future leader in the field of education policy.
Conclusion
Eliza Bourke’s journey as a student, childcare professional, and community leader reflects her deep commitment to making a positive impact on society. Her passion for education access, mental health, and child welfare, combined with her practical experience working with children, makes her a promising advocate for change in the education sector. As she continues to pursue her studies and professional development, Eliza remains focused on her long-term goal of working in the public sector, where she hopes to influence policies that improve the lives of children and families across the UK.
Through her dedication to education and well-being, Eliza Bourke is poised to become a key figure in shaping the future of inclusive and equitable education systems.
