Outputs (106)

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.

How ‘global’ are sociology journals in the Web of Science database? Exploring journal aims, editorial board networks and authorship (2023)
Presentation / Conference Contribution
Brown, E., Vega Castillo, M. A., Lee, G., & Hordosy, R. (2023, June). How ‘global’ are sociology journals in the Web of Science database? Exploring journal aims, editorial board networks and authorship. Presented at Department of Sociology Seminar, Durham, UK

A knowledge hierarchy has long been present within the academic community dominated by producers, publishers and journals from western countries (Heilbron, 2014), whilst inequalities in who gets to edit and author have prompted calls for more inclusi... Read More about How ‘global’ are sociology journals in the Web of Science database? Exploring journal aims, editorial board networks and authorship.

Contextualising the struggle to improve adult education provision–global perspectives (2023)
Journal Article
Clancy, S., James, N., & Zarifis, G. K. (2023). Contextualising the struggle to improve adult education provision–global perspectives. Studies in the Education of Adults, 55(1), 1-4. https://doi.org/10.1080/02660830.2023.2202904

(Re)Constructing equality, diversity, and inclusion in Chinese childhoods: Intersectional perspectives and transdisciplinary approaches (2023)
Journal Article
Zhu, Y., Wang, Y., Xu, Y., & Tan, R. (2023). (Re)Constructing equality, diversity, and inclusion in Chinese childhoods: Intersectional perspectives and transdisciplinary approaches. Global Studies of Childhood, 13(2), 95-101. https://doi.org/10.1177/20436106231178008

Oracy and cultural capital: the transformative potential of spoken language (2023)
Journal Article
Knight, R. (2024). Oracy and cultural capital: the transformative potential of spoken language. Literacy, 58(1), 37-47. https://doi.org/10.1111/lit.12343

The contribution of spoken language to outcomes for education and beyond, including attainment, wellbeing and empowerment is long‐established and has recently become more prominent under the title of oracy, often conceptualised as learning both to an... Read More about Oracy and cultural capital: the transformative potential of spoken language.

Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion (2023)
Journal Article
Pillay, D., Pithouse-Morgan, K., & Naicker, I. (2023). Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion. Qualitative Inquiry, 30(2), 204-211. https://doi.org/10.1177/10778004231176099

We, a diverse group of South African academics, study embodied reflexivity through poetry, and this article is an account of poetic inquiry inspired by assemblages created by the participants in a symposium, Object Inquiry for Social Cohesion in Publ... Read More about Different Together: A Poetic Reading of Arts-Inspired Creations as Embodied Explorations of Social Cohesion.

A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils (2023)
Journal Article
Emerson, A., & Costley, D. (2023). A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils. Education Sciences, 13(6), Article 575. https://doi.org/10.3390/educsci13060575

In a typical school day, young people need to do many tasks which rely on the ability to predict. Since prediction underpins cognitive and social skills, difficulties with prediction lead to multiple challenges to learning. In this review, we conside... Read More about A Scoping Review of School-Based Strategies for Addressing Anxiety, Intolerance of Uncertainty and Prediction in Autistic Pupils.

Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa (2023)
Other
Ncube, S., Wilson, A., Petersen, L., Black, G. . F., Abrams, A., Carden, K., …Swanson, D. (2023). Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa

A significant percentage of the urban population in most low- and middle-income countries live in informal settlements. Due to poor quality housing, dense settlement patterns and lack of risk reducing infrastructure, informal settlements are least pr... Read More about Understanding Resilience Capitals, Agency and Habitus in Household Experiences of Water Scarcity, Floods and Fire in Marginalized Settlements in the Cape Flats, South Africa.

The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework (2023)
Report
Aleghfeli, Y. K., McIntyre, J., Hunt, L., & Stone, C. (2023). The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework. Hub for Education for Refugees in Europe

The Hub for Education for Refugees in Europe (HERE) provides a central reference point for information relating to refugee education throughout Europe in the form of a curated, searchable database of academic and non-academic resources on refugee edu... Read More about The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework.

Gendered experiences of refugee education in Europe: a scoping review protocol (2023)
Report
Aleghfeli, Y. K., Hunt, L., McIntyre, J., & Stone, C. (2023). Gendered experiences of refugee education in Europe: a scoping review protocol. Hub for Education for Refugees in Europe

This scoping review aims to explore the role of gender in refugees' education access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunit... Read More about Gendered experiences of refugee education in Europe: a scoping review protocol.