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On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary (2024)
Journal Article
Kruger, F. (in press). On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary. Educational Philosophy and Theory, 1-11. https://doi.org/10.1080/00131857.2024.2353666

For Bernard Stiegler (2009) ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contempo... Read More about On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary.

Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach (2023)
Journal Article
Monk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2023). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, https://doi.org/10.1111/chso.12810

This paper draws on empirical evidence from a 3-year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities an... Read More about Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.

Theorising VET without 'VET theory'? Foundations and fragmentation of Anglophone VET research (2023)
Journal Article
Esmond, B., & Wedekind, V. (2023). Theorising VET without 'VET theory'? Foundations and fragmentation of Anglophone VET research. bwp@ Berufs- und Wirtschaftspädagogik - online, Spezial (19), 1-28

Whilst VET in German-speaking countries and its research base are well-known internationally, its theoretical foundations are not shared in countries where VET emerged later and has undergone more circuitous forms of theorisation. The significance of... Read More about Theorising VET without 'VET theory'? Foundations and fragmentation of Anglophone VET research.

Why inclusive education falters: A Bernsteinian analysis (2023)
Journal Article
Walton, E. (2023). Why inclusive education falters: A Bernsteinian analysis. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2023.2241045

The inclusive education policy agenda has not made a significant impact on the global problem of educational exclusion. Explanations for this lack of impact include inadequate teacher education, lack of resources, negative attitudes, and a policy-pra... Read More about Why inclusive education falters: A Bernsteinian analysis.

Understanding secondary school students' agentic negotiation strategies in accessing higher education in Cameroon (2023)
Journal Article
Zhao, T., Xu, Y., Yu, Y., & Liu, Z. (2023). Understanding secondary school students' agentic negotiation strategies in accessing higher education in Cameroon. Compare: A Journal of Comparative and International Education, https://doi.org/10.1080/03057925.2023.2179870

This article investigates students’ post-secondary education transition processes in Cameroon through the lens of agency. Situated in a country where the higher education participation rate is fairly low, our article explores how students agentically... Read More about Understanding secondary school students' agentic negotiation strategies in accessing higher education in Cameroon.

When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play (2023)
Journal Article
Liu, C., & Xu, Y. (2023). When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play. Childhood, 30(2), 177–193. https://doi.org/10.1177/09075682231151848

This study employs a poststructuralist theoretical framework to explore parents’ attitudes towards children’s right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The f... Read More about When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play.

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon (2022)
Journal Article
Zhao, T., & Xu, Y. (2022). Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon. South African Journal of Education, 42(4), Article 2126. https://doi.org/10.15700/saje.v42n4a2126

In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire s... Read More about Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon.

Children and young people's perspectives on and experiences of COVID-19 in global contexts (2022)
Journal Article
Hoskins, K., Xu, Y., Gao, J., & Zhai, J. (2023). Children and young people's perspectives on and experiences of COVID-19 in global contexts. Children & Society, 37(1), 1-7. https://doi.org/10.1111/chso.12664

This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challen... Read More about Children and young people's perspectives on and experiences of COVID-19 in global contexts.

Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities (2022)
Journal Article
Muwaniki, C., McGrath, S., Manzeke-Kangara, M. G., Wedekind, V., & Chamboko, T. (2022). Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities. Journal of Vocational, Adult and Continuing Education and Training, 5(1), 94-115. https://doi.org/10.14426/jovacet.v5i1.248

There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in... Read More about Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities.

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care? (2022)
Journal Article
Sullivan, V., Coles, L., Xu, Y., & Thorpe, K. (2023). Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?. Gender and Education, 35(1), 18-36. https://doi.org/10.1080/09540253.2022.2137106

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of... Read More about Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?.

Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe (2022)
Report
(2022). Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe. British Academy

Contents: Disabled refugees students included and visible in education: challenges and opportunities in three African countries: South Africa case report / Nicole De-Wet Billings, Khuthala Mabetha -- Disabled refugees students included and visible in... Read More about Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe.

Conclusion: Pedagogical Responsiveness for Global Futures (2022)
Book Chapter
Osman, R., & Walton, E. (2022). Conclusion: Pedagogical Responsiveness for Global Futures. In E. Walton, & R. Osman (Eds.), Pedagogical responsiveness for complex contexts (181-193). Springer. https://doi.org/10.1007/978-3-031-12718-2_11

This concluding chapter draws together ideas from the book and opens provocations for thinking towards shared global futures. These futures are shown to be complex, requiring pedagogies that are responsive by being both reactive and anticipatory. The... Read More about Conclusion: Pedagogical Responsiveness for Global Futures.

Pedagogical Responsiveness in Complex Contexts (2022)
Book Chapter
Walton, E., & Osman, R. (2022). Pedagogical Responsiveness in Complex Contexts. In E. Walton, & R. Osman (Eds.), Pedagogical Responsiveness in Complex Contexts: Issues of Transformation, Inclusion and Equity (1-20). Springer. https://doi.org/10.1007/978-3-031-12718-2_1

Responsiveness and complexity are familiar terms in pandemic times. When applied to education, they take on particular meanings separately and in combination. This chapter shows education complexified by a number of factors, including governance and... Read More about Pedagogical Responsiveness in Complex Contexts.

Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education (2022)
Journal Article
Rusznyak, L., Walton, E., & Kenny, J. (2022). Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education. South African Journal of Education, 42(3), Article 2090. https://doi.org/10.15700/saje.v42n3a2090

Teacher educators in South Africa face challenges of preparing new teachers for an inclusive education system that has been accepted as policy but is not yet fully realised in school contexts. Pre-service teachers entering teacher preparation program... Read More about Pre-service teachers’ experiences of schooling: Implications for preparation for inclusive education.

Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development (2022)
Book Chapter
Amsler, S., & Kerr, J. (2022). Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development. In A. J. Farrell, C. Skyhar, & M. Lam (Eds.), Teaching in the Anthropocene: Education in the Face of Environmental Crisis. Canada: Canadian Scholars Press

This new critical volume presents various perspectives on teaching and teacher education in the face of the global climate crisis, environmental degradation, and social injustice. Teaching in the Anthropocene calls for a reorientation of the aims of... Read More about Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development.

Gypsy, Roma, and Traveller Pupils and Mental Wellbeing (2022)
Book Chapter
Myers, M. (2022). Gypsy, Roma, and Traveller Pupils and Mental Wellbeing. In Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds (37-47). London: Taylor & Francis (Routledge). https://doi.org/10.4324/9781003160526-4

Gypsy, Roma, and Traveller (GRT) communities suffer some of the worst health outcomes in the UK including low levels of life expectancy, high rates of infant mortality, and a high prevalence of chronic health conditions (McFadden et al., 2018; NHS, 2... Read More about Gypsy, Roma, and Traveller Pupils and Mental Wellbeing.

Men in early childhood education and care: on navigating a gendered terrain (2022)
Journal Article
Bhana, D., Moosa, S., Xu, Y., & Emilsen, K. (2022). Men in early childhood education and care: on navigating a gendered terrain. European Early Childhood Education Research Journal, 30(4), 543-556. https://doi.org/10.1080/1350293X.2022.2074070

Globally, the underrepresentation of men in the Early Childhood Education and Care (ECEC) workforce is ongoing and has been largely attributed to the construction of ECEC as ‘women’s work’. Men’s involvement in ECEC can help to deconstruct the femini... Read More about Men in early childhood education and care: on navigating a gendered terrain.

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective (2022)
Journal Article
Liu, D., Xu, Y., Zhao, T., & Che, S. (2022). Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective. Frontiers in Psychology, 13, Article 859240. https://doi.org/10.3389/fpsyg.2022.859240

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with con... Read More about Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective.

Inclusive education in South Africa: path dependencies and emergences (2022)
Journal Article
Walton, E., & Engelbrecht, P. (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2022.2061608

Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive educatio... Read More about Inclusive education in South Africa: path dependencies and emergences.