Skip to main content

Research Repository

Advanced Search

Outputs (754)

Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden (2024)
Journal Article
McIntyre, J. (in press). Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden. Research Papers in Education,

The concept of belonging has grown in prominence in research and policy relating to new arrivals from refugee and asylum-seeking backgrounds. Arguably, belonging is replacing integration and inclusion as the panacea to perceived problems associated w... Read More about Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden.

External and internal sources of cognitive group awareness information: Effects on perception and usage (2024)
Journal Article
Freund, L., Bodemer, D., & Schnaubert, L. (2025). External and internal sources of cognitive group awareness information: Effects on perception and usage. Research and Practice in Technology Enhanced Learning, 20, Article 11. https://doi.org/10.58459/rptel.2025.20011

Group selection or group formation is an important but difficult task in learning groups. Group awareness tools collect, transform, and present group awareness information to provide learners, but also teachers with relevant information e.g., about p... Read More about External and internal sources of cognitive group awareness information: Effects on perception and usage.

On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary (2024)
Journal Article
Kruger, F. (2024). 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 ‘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 contemporary. T... Read More about On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary.

The mathematics pipeline in England: inclusion and the excellence stream (2024)
Journal Article
Brignell, C., Noyes, A., & Jacques, L. (2024). The mathematics pipeline in England: inclusion and the excellence stream. Teaching Mathematics and its Applications, https://doi.org/10.1093/teamat/hrae005

In England, there is currently heightened political interest in increasing mathematics attainment and maximizing post-16 participation. The latter is not merely an issue for upper secondary but requires a long-view of students’ mathematical progress.... Read More about The mathematics pipeline in England: inclusion and the excellence stream.

Decolonizing assessment of learning in higher education: the journey ahead (2024)
Journal Article
Castillo-Montoya, M., & Madriaga, M. (2024). Decolonizing assessment of learning in higher education: the journey ahead. Teaching in Higher Education, 1-10. https://doi.org/10.1080/13562517.2024.2350006

This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera,... Read More about Decolonizing assessment of learning in higher education: the journey ahead.

Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage (2024)
Journal Article
Davis, C., Matthews, A., Mihut, G., Mottershaw, S., Hawkins, J., Rivlin, P., & Matthews, B. (2024). Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage. Qualitative Research, https://doi.org/10.1177/14687941241245954

Composite storytelling as a social qualitative research method represents a growing spirit of creativity to explore themes of social injustice. This article discusses the potential methodological affordances and challenges of such approaches when use... Read More about Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage.

“Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship (2024)
Journal Article
Pithouse-Morgan, K., Pillay, D., Naicker, I., & van Laren, L. (2024). “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship. Journal of education (University KwaZulu-natal), 2024(94), 65-83. https://doi.org/10.17159/2520-9868/i94a05

The Self-Reflexive Methodologies Special Interest Group (SIG) of the South African Education Research Association (SAERA) has been active since 2014, with over 100 academics from more than 20 higher education institutions participating. The 10th Anni... Read More about “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship.

Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems (2024)
Journal Article
Greany, T., Cowhitt, T., Noyes, A., Gripton, C., & Hudson, G. (in press). Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems. Journal of Educational Change,

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning (CDPL) by teachers is associated wi... Read More about Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems.