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Outputs (20)

The passive revolution in English school reform : Hegemony from above (2023)
Book Chapter
Stevenson, H. (2023). The passive revolution in English school reform : Hegemony from above. In Educational Leadership and Antonio Gramsci: The Organising of Ideas (101-125). Abingdon, Oxon, UK: Routledge. https://doi.org/10.4324/9780429505102-5

In this chapter, we analyse education reform in England over a period of more than half a century. Progressive advance in the post-war years posed a serious threat to the status and stability of dominant groups, so there has taken place a sustained e... Read More about The passive revolution in English school reform : Hegemony from above.

Challenging the neoliberal restructuring of public education : Union renewal and counter-hegemony from below (2023)
Book Chapter
Stevenson, H. (2023). Challenging the neoliberal restructuring of public education : Union renewal and counter-hegemony from below. In Educational Leadership and Antonio Gramsci The Organising of Ideas (126-148). Abingdon, Oxon, UK: Routledge. https://doi.org/10.4324/9780429505102-6

In this chapter, the experience of Europe’s largest education union, the UK’s National Education Union (NEU), is explored as an exercise in union renewal focused on developing a counter-hegemonic response to the neoliberal restructuring of the Englis... Read More about Challenging the neoliberal restructuring of public education : Union renewal and counter-hegemony from below.

Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis (2023)
Book Chapter
Swanson, D. M. (2023). Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (763-781). Switzerland: Springer. https://doi.org/10.1007/978-3-031-24420-9_43

The last decade has seen distinct ideological shifts in particular geopolitical contexts and in global/local relations across the globe, with increasing instability witnessed in social, political, ecological, material, and economic systems. Efforts t... Read More about Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis.

Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South (2023)
Book Chapter
Dixon, K. (2023). Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South. In C. Brock, B. Exley, & L.-I. Rigney (Eds.), International Perspectives on Literacies, Diversities, and Opportunities for Learning: Critical Conversations. Routledge

In the first part of this chapter, the author applies the opportunities for learning (OfL) model to her research context in Limpopo, South Africa, drawing attention to the ways in which learning, literacies, dialogic encounters, and opportunities man... Read More about Transnational Digital Literacies and Transitory Opportunities: A Perspective from the Global South.

Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators (2023)
Book Chapter
Doak, L. (2023). Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators. In A. E. Beckett, & A. Callus (Eds.), The Routledge International Handbook of Children's Rights and Disability (281-299). Routledge. https://doi.org/10.4324/9781003056737-22

It is now internationally accepted that children have the ‘right to express views’, but detailed discussion is needed of how this right can be realised in practice for children with complex communication needs. This chapter explores some of the issue... Read More about Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators.

Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice (2023)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2023). Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice. In H. Mreiwed, M. R. Carter, S. Hashem, & C. H. Blake-Amarante (Eds.), Making Connections in and Through Arts-Based Educational Research (227-239). Singapore: Springer. https://doi.org/10.1007/978-981-19-8028-2_17

In self-study research, numerous approaches are used, including collaboratively creative poetic inquiry. In this chapter, two teacher educators and self-study scholars consider how their polyvocal poetic play has helped challenge the status quo of me... Read More about Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice.

Vocational Teachers as Mediators in Complex Ecosystems (2023)
Book Chapter
Russon, J.-A., & Wedekind, V. (2023). Vocational Teachers as Mediators in Complex Ecosystems. In Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (97-117). Bristol: Bristol University Press. https://doi.org/10.51952/9781529224658.ch006

Vocational teachers are at the centre of complex social ecosystems, albeit often without adequate resources and recognition. The skills ecosystem literature to date does not engage with the concept of vocational teachers and their role, positionality... Read More about Vocational Teachers as Mediators in Complex Ecosystems.