Outputs (1383)

Lotería as an expression of tejanidad (2025)
Book Chapter
Zapata, G. C. (2025). Lotería as an expression of tejanidad. In J. A. Marín, & N. E. Cantú (Eds.), ¡Somos Tejanas! Chicana identity and culture in Texas (168-185). University of Texas Press

The Researching the Arts in Primary Schools Project (2025)
Report
Thomson, P., Hall, C., & Maloy, L. (2025). The Researching the Arts in Primary Schools Project. arts primary.com: Freelands Foundation

Arts-rich primary schools are highly diverse. There is no one way to be arts-rich. However, there are patterns across the schools that can inform other schools and the school system more generally.

Arts-rich schools offer art and music to all chil... Read More about The Researching the Arts in Primary Schools Project.

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.

From Confucius Institute to Luban Workshop: China’s evolving education policies in Africa (2025)
Book Chapter
Yuan, T., & Ma, N. (in press). From Confucius Institute to Luban Workshop: China’s evolving education policies in Africa. In T. Yuan, & C. Simon (Eds.), Chinese Education in a Changing Global Landscape: Projects, Policies and Practices from Schools to Universities. Routledge

This chapter examines China’s evolving educational commitment through its foreign policies such as the Forum for China-Africa Cooperation (FOCAC) Action Plan series. A historical review of discourse and practice illustrates China’s shifting emphasis... Read More about From Confucius Institute to Luban Workshop: China’s evolving education policies in Africa.

Chinese Education in a Changing Global Landscape: Projects, Policies and Practices from Schools to Universities (2025)
Book
Yuan, T., & Simon, C. (Eds.). (in press). Chinese Education in a Changing Global Landscape: Projects, Policies and Practices from Schools to Universities. Routledge

This book offers a nuanced and research-based, critical account of the current status of Chinese education at differing levels within China, in the context of its position on the global economic and political stage.

Following on from in-depth disc... Read More about Chinese Education in a Changing Global Landscape: Projects, Policies and Practices from Schools to Universities.

“Think of what you could learn” : Parent knowledge in the inclusive education knowledge ecology (2025)
Book Chapter
Walton, E. (2025). “Think of what you could learn” : Parent knowledge in the inclusive education knowledge ecology. In The Knowledge of Inclusive Education : An Ecological Approach (79-96). Taylor & Francis (Routledge). https://doi.org/10.4324/9781003319900-5

Individual and collective parent activism has advanced inclusive education over the past decades. But parents’ knowledge is often disregarded, despite parents having rich knowledge resources which underpin advocacy for inclusion. Advocacy for individ... Read More about “Think of what you could learn” : Parent knowledge in the inclusive education knowledge ecology.

The knowledge of inclusive education: An ecological approach (2025)
Book
Walton, E. (2025). The knowledge of inclusive education: An ecological approach. Routledge. https://doi.org/10.4324/9781003319900

The Knowledge of Inclusive Education is a paradigm-shifting exploration of inclusive education as a dynamic knowledge practice. The knowledge that underpins the practice is understood through the metaphor of an ecology, with valuable contributions fr... Read More about The knowledge of inclusive education: An ecological approach.

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”.

Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children (2025)
Journal Article
Gripton, C., Bates, K. E., Gifford, S., Gilligan-Lee, K. A., Williams, H. J., Borthwick, A., Williams, A. Y., Lancaster, A., & Farran, E. K. (2025). Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children. Early Years, https://doi.org/10.1080/09575146.2025.2463666

Ensuring that knowledge generated through research has an impact on early childhood education practice is a familiar and complex challenge. This article reports on an attempt to bridge the research-practice divide in one area of mathematics, early sp... Read More about Navigating ‘the bumpy road’ from research to practice: improving the impact of research on spatial reasoning practice with young children.