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Outputs (929)

Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach (2025)
Journal Article
Monk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2025). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, 39(3), 669-669. https://doi.org/10.1111/chso.12969

The article listed below, intended for publication in the Special Issue ‘Childhoods and South-South Migration’ was inadvertently published in a regular issue, volume 38, Issue 5. This article should be cited as shown below. Interrogating the agency a... Read More about Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.

Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996-2021 (2025)
Journal Article
Lehner-Mear, R., Dixon, K., Xu, Y., Gripton, C., & Cooker, L. (2025). Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996-2021. The Curriculum Journal, https://doi.org/10.1002/curj.326

In England, gender is currently a controversial issue, with debates in social and political spheres increasingly impacting educational policy. Simultaneously, scholarship on gender in Early Childhood Education (ECE) advocates more gender-sensitive pe... Read More about Gender as an issue of curricular (in)justice: A review of national early childhood education curriculum documents in England from 1996-2021.

Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference (2025)
Journal Article
Pithouse-Morgan, K., & van Laren, L. (in press). Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference. Studying Teacher Education,

Building on our experiences with collaborative poetic self-study, we explored the use of poetry in self-study research, focusing on its application at the Self-Study of Teacher Education Practices (S-STEP) Castle Conference from 1996 to 2023. Our cen... Read More about Making a difference, impacting, and inspiring: Learning from three decades of poetic self-study at the Castle Conference.

AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations (2025)
Journal Article
Zapata, G. C., Cope, B., Kalantzis, M., Tzirides, A. O. (., Saini, A., Searsmith, D., Whiting, J., Kastania, N. P., Castro, V., Kourkoulou, D., Jones, J., & Abrantes da Silva, R. (2025). AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations. Technology, Pedagogy and Education, https://doi.org/10.1080/1475939X.2025.2480807

Since the launch of ChatGPT in November 2022, educational researchers and practitioners have sought to understand the ways in which these new generative AI technologies might influence education. This article describes one such effort. The focus of t... Read More about AI and peer reviews in higher education: students’ multimodal views on benefits, differences and limitations.

Mathematics provision and non-participation at advanced level in England: Who is not studying post-16 mathematics? (2025)
Journal Article
Norris, J., & Noyes, A. (in press). Mathematics provision and non-participation at advanced level in England: Who is not studying post-16 mathematics?. Teaching Mathematics and its Applications,

While the importance of continued mathematics study for 16–18-year-olds in England is widely agreed, recent initiatives to raise participation have muddied the waters around who is, and is not, studying post-16 mathematics. In order to find ways of e... Read More about Mathematics provision and non-participation at advanced level in England: Who is not studying post-16 mathematics?.

Collaborative curriculum making at a local level: the Culture and Language integrated Classrooms (CLiC) project – integrating linguistic and cultural learning in the day-to-day practices of language teachers (2025)
Journal Article
Koro, R., & Hagger-Vaughan, L. (2025). Collaborative curriculum making at a local level: the Culture and Language integrated Classrooms (CLiC) project – integrating linguistic and cultural learning in the day-to-day practices of language teachers. Language Learning Journal, https://doi.org/10.1080/09571736.2025.2475107

Despite international trends, fostering learners’ intercultural understanding (ICU) remains subordinate to linguistic proficiency in language education policy and everyday practice in England, whilst making the case for intercultural learning require... Read More about Collaborative curriculum making at a local level: the Culture and Language integrated Classrooms (CLiC) project – integrating linguistic and cultural learning in the day-to-day practices of language teachers.

Vital materiality and its constitution of knowing in craft practice (2025)
Journal Article
Li, M., Holstein, J., & Wedekind, V. (2025). Vital materiality and its constitution of knowing in craft practice. Management Learning, https://doi.org/10.1177/13505076251317965

Recent scholarship has acknowledged the importance of materiality, body senses and sensible knowledge in understanding knowing in practice, although humans and their practices are still privileged. In response, we examine how vital materiality, or th... Read More about Vital materiality and its constitution of knowing in craft practice.

The experience of imposed digitalization of education provision across sectors: Comparative autoethnographic experiences through a Foucauldian lens (2025)
Journal Article
Mifsud, D., & Orucu, D. (2025). The experience of imposed digitalization of education provision across sectors: Comparative autoethnographic experiences through a Foucauldian lens. European Educational Research Journal, https://doi.org/10.1177/14749041251319823

Worldwide, over the course of the global COVID-19 pandemic, major disruption to schooling and education provision at all levels has presented governments, school leaders, faculty, teachers, parents and students with a host of challenges. These challe... Read More about The experience of imposed digitalization of education provision across sectors: Comparative autoethnographic experiences through a Foucauldian lens.

Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow” (2025)
Journal Article
Pithouse-Morgan, K., Pillay, D., & Naicker, I. (2025). Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow”. International Review of Qualitative Research, https://doi.org/10.1177/19408447251319417

The article traces the authors’ polyvocal work at the interface of poetry, social cohesion, and in/justice in higher education, asking, “How is our poetic knowing artful inquiry?”, “How do we enact poetic artful inquiry?”, “What does poetic artful in... Read More about Enacting Artful Knowing Through Collective Poetic Inquiry: “Space, Movement, Entanglement, Ambiguity, and Flow”.