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All Outputs (39)

Universality versus culturality in early childhood education (ECE): What are they and where are they located in the everyday practice of Chinese and English ECE? (2024)
Journal Article
Xu, Y., Barton, S., Chen, H., & Pratt, S. (in press). Universality versus culturality in early childhood education (ECE): What are they and where are they located in the everyday practice of Chinese and English ECE?. Journal for the Study of Education and Development: Infancia y Aprendizaje,

Criticisms on the dominance of ‘Western’ mores and values in shaping early childhood education (ECE) curriculum frameworks in Asian contexts have led to arguments for culturally appropriate pedagogy that addresses conflict and fusion of Western and n... Read More about Universality versus culturality in early childhood education (ECE): What are they and where are they located in the everyday practice of Chinese and English ECE?.

Engaging low-income families in education research: examining the challenges in Beijing and London (2024)
Journal Article
Hoskins, K., Wainwright, E., Arabaci, R., Zhai, J., Gao, J., & XU, Y. (in press). Engaging low-income families in education research: examining the challenges in Beijing and London. Compare: A Journal of Comparative and International Education,

This comparative paper considers the similar challenges encountered in Beijing (China) and Greater London (England) when engaging low-income families in education research. Through semi-structured interviews with 10 parents/caregivers in Beijing and... Read More about Engaging low-income families in education research: examining the challenges in Beijing and London.

Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts (2024)
Journal Article
Wainwright, E., Hoskins, K., Arabaci, R., Zhai, J., Gao, J., & Xu, Y. (2024). Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts. British Journal of Educational Studies, https://doi.org/10.1080/00071005.2024.2378053

This paper highlights the importance of considering both researcher and participant contexts when exploring everyday educational lives. It emerges during a period of increasing and sustained social inequality in England, and against a backdrop of inc... Read More about Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts.

Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts (2023)
Book
Bhana, D., Xu, Y., & Adriany, V. (Eds.). (2023). Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts. New York: Routledge. https://doi.org/10.4324/9781003211600

This volume examines gendered and heteronormative norms embedded within early childhood education (ECE) in the Global South, including Brazil, China, Pakistan, South Africa, and Vietnam. In this book, the contributors explore how gender, culture, rel... Read More about Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts.

Gender and sexuality in Global South early childhood education (2023)
Book Chapter
Bhana, D., Xu, Y., & Adriany, V. (2023). Gender and sexuality in Global South early childhood education. In D. Bhana, Y. Xu, & V. Adriany (Eds.), Gendered and Sexual Norms in Global South Early Childhood Education: Understanding Normative Discourses in Post-Colonial Contexts. Routledge. https://doi.org/10.4324/9781003211600-1

This chapter situates gender, sexuality, and early childhood education (ECE) within the context of colonial and postcolonial discourses. It sets the scene for the chapters that follow, highlighting the ways in which normative understandings of gender... Read More about Gender and sexuality in Global South early childhood education.

The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education (2023)
Journal Article
Xu, Y., Brooks, C., Gao, J., & Kitto, E. (2023). The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education. Pedagogy, Culture and Society, 1-20. https://doi.org/10.1080/14681366.2023.2267594

This paper presents findings from a review of 19 national curriculum policy frameworks (NCPFs) across the globe and discusses dominant and culturally specific discourses that shape early childhood education (ECE). We combine two frameworks of develop... Read More about The manifestations of universality and cultural specificity in national curriculum policy frameworks: negotiations for culturally reflective practice in early childhood education.

Understanding secondary school students' agentic negotiation strategies in accessing higher education in Cameroon (2023)
Journal Article
Zhao, T., Xu, Y., Yu, Y., & Liu, Z. (2024). Understanding secondary school students' agentic negotiation strategies in accessing higher education in Cameroon. Compare: A Journal of Comparative and International Education, 54(7), 1155-1170. https://doi.org/10.1080/03057925.2023.2179870

This article investigates students’ post-secondary education transition processes in Cameroon through the lens of agency. Situated in a country where the higher education participation rate is fairly low, our article explores how students agentically... Read More about Understanding secondary school students' agentic negotiation strategies in accessing higher education in Cameroon.

When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play (2023)
Journal Article
Liu, C., & Xu, Y. (2023). When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play. Childhood, 30(2), 177–193. https://doi.org/10.1177/09075682231151848

This study employs a poststructuralist theoretical framework to explore parents’ attitudes towards children’s right to play in Shanghai, China. It adopted mixed methods of online questionnaires (N = 880) and semi-structured interviews (N = 11). The f... Read More about When the United Nations Convention on the Rights of the Child meets Confucianism: Chinese parents' understanding of children’s right to play.

Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China (2023)
Journal Article
Hoskins, K., Thu, T., Xu, Y., Gao, J., & Zhai, J. (2023). Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China. British Educational Research Journal, 49(3), 455-475. https://doi.org/10.1002/berj.3850

Over the past 2 years, the world has been living through the unprecedented Covid-19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child'... Read More about Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China.

Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon (2022)
Journal Article
Zhao, T., & Xu, Y. (2022). Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon. South African Journal of Education, 42(4), Article 2126. https://doi.org/10.15700/saje.v42n4a2126

In this article we examine students’ attitudes towards participation in higher education in Cameroon and consider the role of personal and socioeconomic factors in their post-school educational trajectories. The data were drawn from a questionnaire s... Read More about Participation or eschewal? Final-year secondary school students’ attitudes towards participation in higher education in Cameroon.

Children and young people's perspectives on and experiences of COVID-19 in global contexts (2022)
Journal Article
Hoskins, K., Xu, Y., Gao, J., & Zhai, J. (2023). Children and young people's perspectives on and experiences of COVID-19 in global contexts. Children & Society, 37(1), 1-7. https://doi.org/10.1111/chso.12664

This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challen... Read More about Children and young people's perspectives on and experiences of COVID-19 in global contexts.

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care? (2022)
Journal Article
Sullivan, V., Coles, L., Xu, Y., & Thorpe, K. (2023). Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?. Gender and Education, 35(1), 18-36. https://doi.org/10.1080/09540253.2022.2137106

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of... Read More about Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?.

Men in early childhood education and care: on navigating a gendered terrain (2022)
Journal Article
Bhana, D., Moosa, S., Xu, Y., & Emilsen, K. (2022). Men in early childhood education and care: on navigating a gendered terrain. European Early Childhood Education Research Journal, 30(4), 543-556. https://doi.org/10.1080/1350293X.2022.2074070

Globally, the underrepresentation of men in the Early Childhood Education and Care (ECEC) workforce is ongoing and has been largely attributed to the construction of ECEC as ‘women’s work’. Men’s involvement in ECEC can help to deconstruct the femini... Read More about Men in early childhood education and care: on navigating a gendered terrain.

Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective (2022)
Journal Article
Liu, D., Xu, Y., Zhao, T., & Che, S. (2022). Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective. Frontiers in Psychology, 13, Article 859240. https://doi.org/10.3389/fpsyg.2022.859240

This study uses the bioecological model of human development to understand the academic career development of Chinese returnees with overseas Ph.D. degrees (CROPs). Focuses are placed on how CROPs engaged in this process through interactions with con... Read More about Academic Career Development of Chinese Returnees With Overseas Ph.D. Degrees: A Bioecological Development Perspective.

Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China (2022)
Journal Article
Xu, Y., Schweisfurth, M., & Read, B. (2022). Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China. Comparative Education, 58(3), 345-363. https://doi.org/10.1080/03050068.2022.2062950

At the global level, prominent narratives about improving the quality of early childhood education and care (ECEC) promote the recruitment of men into the profession. However, comparing across different policy and practice settings demonstrates contr... Read More about Men’s participation in early childhood education and care (ECEC): comparative perspectives from Edinburgh, Scotland and Tianjin, China.