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Outputs (1379)

Wellbeing with/out noticing: Developing an Outdoor Community and Learning Space on a University Campus (2025)
Book Chapter
Elliot, J., Dixon, K., & Wood, E. Wellbeing with/out noticing: Developing an Outdoor Community and Learning Space on a University Campus. In Nature, Outdoor Learning and Wellbeing. Bloomsbury

There is very little literature on the use of outdoor spaces in higher education despite the pedagogic potential of these spaces, the embodied nature of learning, and the ways we are always in relation with the world. This chapter outlines the ration... Read More about Wellbeing with/out noticing: Developing an Outdoor Community and Learning Space on a University Campus.

Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care (2025)
Book
Brody, D., Xu, Y., Emilsen, K., & Coles, L. (Eds.). (in press). Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

This book draws on ethnographic studies in nine countries across six continents to examine children’s perspectives on their male and female teachers.

Contributors from China, Brazil, Australia, South Africa, Israel, Turkey, Norway, UK, and the USA... Read More about Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care.

Chinese young children’s perspectives on gender and their teachers in a high-socio-economic-status kindergarten (2025)
Book Chapter
Zhang, J., Chen, Z., Zhu, Y., Xu, Y., & Li, M. (in press). Chinese young children’s perspectives on gender and their teachers in a high-socio-economic-status kindergarten. In D. Brody, Y. Xu, K. Emilsen, & L. Coles (Eds.), Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

This chapter presents findings from a case study in a private, international kindergarten serving 3-6 years old children from affluent and high socio-economic status (SES) families in Hangzhou City, China. Building on existing research (Xu, 2020) tha... Read More about Chinese young children’s perspectives on gender and their teachers in a high-socio-economic-status kindergarten.

A cross-cultural theoretical framework for understanding children’s perspectives of gender in early childhood education and care (ECEC) across countries (2025)
Book Chapter
Xu, Y., Ljunggren, B., & Bhana, D. (in press). A cross-cultural theoretical framework for understanding children’s perspectives of gender in early childhood education and care (ECEC) across countries. In D. Brody, Y. Xu, K. Emilsen, & L. Coles (Eds.), Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

This chapter presents a cross-cultural theoretical framework that draws on a hybrid of gender, sociological, and educational theories to interpret and understand children’s perspectives of their teachers across nine countries’ contexts. We start with... Read More about A cross-cultural theoretical framework for understanding children’s perspectives of gender in early childhood education and care (ECEC) across countries.

Insights and the importance of (researching) children’s perspectives on gender (2025)
Book Chapter
Brody, D., & Xu, Y. (in press). Insights and the importance of (researching) children’s perspectives on gender. In Young Children’s Perspectives on Teacher Gender: Contextualizing Gender Stereotypes and Inclusive Practices in Early Childhood Education and Care. Routledge

The final chapter encompasses insights drawn from answers to the research questions. Children identified types of activities and ascribed different emotions to their male and female teachers. Staffing and organizational structure of the sites relate... Read More about Insights and the importance of (researching) children’s perspectives on gender.

Teacher education for inclusive education: A scoping review of Global South scholarship (2025)
Journal Article
WALTON, E., & Herrera-Seda, C. (2025). Teacher education for inclusive education: A scoping review of Global South scholarship. Journal of Education for Teaching, https://doi.org/10.1080/02607476.2025.2520792

Teacher education is important for the successful implementation of inclusive education. Research on this topic has increased in recent years across the world. But the knowledge produced in Global South countries is relatively less visible and is inf... Read More about Teacher education for inclusive education: A scoping review of Global South scholarship.

Poetic professional learning through self-study in educational research (2025)
Book Chapter
Pithouse-Morgan, K., Madondo, S., & Hiralaal, A. (2025). Poetic professional learning through self-study in educational research. In D. L. Mulligan, M. Forbes, E. A. Anteliz, & P. Alan Danaher (Eds.), The Palgrave Handbook of Autoethnographic and Self-Study Education Research Methods. Palgrave Macmillan

This chapter explores the integration of poetic professional learning within self-study research, as illustrated by the doctoral inquiries of S’phiwe Madondo (2021) and Anita Hiralaal (2018), guided by Kathleen Pithouse-Morgan. It examines how poetry... Read More about Poetic professional learning through self-study in educational research.

‘I can finally excel as myself’: exploring an employment programme for neurodivergent adults (2025)
Journal Article
Costley, D. (2025). ‘I can finally excel as myself’: exploring an employment programme for neurodivergent adults. Research in Post-Compulsory Education, https://doi.org/10.1080/13596748.2025.2502258

Neurodivergent adults are often unemployed, underemployed or in short term precarious employment. Despite having a lot to contribute to the workplace, neurodivergent people find the current human resource (HR) practices of most organisations difficu... Read More about ‘I can finally excel as myself’: exploring an employment programme for neurodivergent adults.