Outputs (102)

Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development (2022)
Book Chapter
Jeannie, K., & Amsler, S. (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. Canadian Scholars' Press

This chapter explores how decolonial and Indigenous perspectives on today’s climate crisis can enable teachers and educational leaders to design curricula for climate change and environmental education that prioritizes pressing problems of humans’ re... Read More about Challenging Complacency in K–12 Climate Change Education in Canada: Decolonial and Indigenous Perspectives for Designing Curricula beyond Sustainable Development.

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.

Knitting and Everyday Meaning-Making (2022)
Journal Article
Jones, S. (2022). Knitting and Everyday Meaning-Making. Textile, https://doi.org/10.1080/14759756.2022.2092967

Knitting has long established meanings in everyday life. As popular and academic interest in yarncraft has surged, these meanings are being re-made. Recent times have also seen a proliferation of ways to make and share meanings, and recognition of th... Read More about Knitting and Everyday Meaning-Making.

Interview with RD Hinshelwood (2022)
Journal Article
Hinshelwood, R. D., & Winship, G. (2022). Interview with RD Hinshelwood. Therapeutic Communities, 43(3-4), 154-162. https://doi.org/10.1108/TC-07-2022-0010

Purpose: A one-day conference organised by the University of Essex and the Consortium of Therapeutic Communities, 10 December, 2021 with the theme, “The Unconscious and Organisations”. Presentations and discussions throughout the conference had the a... Read More about Interview with RD Hinshelwood.

The benefits of Art, Craft and Design education in schools: A Rapid Evidence Review (2022)
Report
THOMSON, P., & MALOY, L. (2022). The benefits of Art, Craft and Design education in schools: A Rapid Evidence Review. NSEAD

A twenty year evidence review of published research looking at the benefits of school art craft and design education.

The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music (2022)
Journal Article
Woods, P. J. (2022). The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music. Critical Studies in Improvisation, 15(1), https://doi.org/10.21083/csieci.v15i1.6151

Although extant literature has argued for the pedagogical value of free improvisation within music education settings, these studies have largely overlooked how musicians develop their musical and sociocultural knowledges through this process of maki... Read More about The Collaborative Pedagogies of Solo Improvisation: Learning through Performance in Noise Music.

It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education (2022)
Journal Article
Potter, S. (2022). It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education. Forum: for Promoting 3-19 Comprehensive Education, 64(2), 79-86. https://doi.org/10.3898/forum.2022.64.2.08

The UK education system is becoming increasingly dominated by exclusive economic and political ideology. The neoliberal agenda marketises young people and encourages them to take part in a competitive system. The rise of multi-academy trusts (MATs) f... Read More about It Goes Without Saying: How the Neoliberal Agenda is Endangering Inclusive Education.

Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations (2022)
Journal Article
Matuk, C., DesPortes, K., Amato, A., Vacca, R., Silander, M., Woods, P. J., & Tes, M. (2022). Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations. British Journal of Educational Technology, 53(5), 1159-1178. https://doi.org/10.1111/bjet.13257

Data-art inquiry is an arts-integrated approach to data literacy learning that reflects the multidisciplinary nature of data literacy not often taught in school contexts. By layering critical reflection over conventional data inquiry processes, and b... Read More about Tensions and synergies in arts‐integrated data literacy instruction: Reflections on four classroom implementations.

Researching digital inequalities in children’s play with technology in South Africa (2022)
Journal Article
Murris, K., Scott, F., Stjerne Thomsen, B., Dixon, K., Giorza, T., Peers, J., & Lawrence, C. (2023). Researching digital inequalities in children’s play with technology in South Africa. Learning, Media and Technology, 48(3), 542-555. https://doi.org/10.1080/17439884.2022.2095570

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technolog... Read More about Researching digital inequalities in children’s play with technology in South Africa.

The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role (2022)
Journal Article
Lei, M., & Medwell, J. (2022). The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role. Frontiers in Psychology, 13, Article 904071. https://doi.org/10.3389/fpsyg.2022.904071

The New Curriculum Standards for teaching English introduced major changes in the culture of teaching and learning English in the Peoples Republic of China (PRC). Changes have been linked to changing goals for English instruction and a revision of Co... Read More about The Changing Role of Chinese English-as-Foreign-Language Teachers in the Context of Curriculum Reform: Teachers’ Understanding of Their New Role.