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All Outputs (141)

Multiliteracies, OER, and Inclusive L2 Pedagogical Practices (2023)
Book Chapter
Zapata, G. C. (2023). Multiliteracies, OER, and Inclusive L2 Pedagogical Practices. In G. C. Zapata, M. Kalantzis, & B. Cope (Eds.), Multiliteracies in International Educational Contexts: Towards Education Justice (76-96). Routledge. https://doi.org/10.4324/9781003349662-3

The benefits of undergraduate research for students from traditionally underrepresented groups are well documented in STEMM. However, few studies have focused on similar programs in the humanities. The objective of this chapter is to do so by describ... Read More about Multiliteracies, OER, and Inclusive L2 Pedagogical Practices.

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.

Leadership across partnerships and networks (2023)
Book Chapter
Greany, T. (2023). Leadership across partnerships and networks. In P. A. Woods, A. Roberts, M. Tian, & H. Youngs (Eds.), Handbook on Leadership in Education (143-156). Cheltenham, UK: Edward Elgar Publishing

This chapter focuses on leadership across inter-school partnerships and networks. It argues that existing research and policy has prioritised a focus on leadership within individual schools, but that this is insufficient in the context of contemporar... Read More about Leadership across partnerships and networks.

Education and transformation: rethinking educational leadership (2023)
Book Chapter
Stevenson, H. (2023). Education and transformation: rethinking educational leadership. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-1

In this chapter, key ideas relating to educational leadership, and specifically transformational leadership, are presented. Transformational leadership as presented within mainstream educational leadership and management literature is critiqued as co... Read More about Education and transformation: rethinking educational leadership.

Gramsci's contemporary relevance: working ‘in and against’ the neoliberal state (2023)
Book Chapter
Stevenson, H. (2023). Gramsci's contemporary relevance: working ‘in and against’ the neoliberal state. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-4

In this chapter, the intention is to connect Gramsci’ intellectual legacy with the contemporary contexts and issues, and to respond to the cultural theorist Stuart Hall’s exhortation to ‘think our problems in a Gramscian way’. The chapter opens by se... Read More about Gramsci's contemporary relevance: working ‘in and against’ the neoliberal state.

Antonio Gramsci: his life and ideas (2023)
Book Chapter
Stevenson, H. (2023). Antonio Gramsci: his life and ideas. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-2

This chapter presents a brief intellectual biography of Antonio Gramsci to show both the breadth of his intellectual thinking and the important links between his intellectual contribution and his political activism. The chapter begins with an overvie... Read More about Antonio Gramsci: his life and ideas.

On education and the role of intellectuals (2023)
Book Chapter
Stevenson, H. (2023). On education and the role of intellectuals. In Educational leadership and Antonio Gramsci: the organising of ideas. Routledge. https://doi.org/10.4324/9780429505102-3

In this chapter, Gramsci’s key ideas relating to education are presented. Central to Gramsci’s thinking was the relationship between education and political change, and much of his own political activity was defined by his integration of intellectual... Read More about On education and the role of intellectuals.

Rethinking qualitative data analysis in a co-creative experimental approach (2023)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2023). Rethinking qualitative data analysis in a co-creative experimental approach. In J. DeHart, & P. Hash (Eds.), Arts-Based Research Across Textual Media in Education (12-27). London: Routledge. https://doi.org/10.4324/9781003294597-2

We are self-study research methodologists and teacher educators working across continents to enhance and broaden professional learning, knowledge, and practice. By witnessing and researching the value of multiple voices and stories interacting for pr... Read More about Rethinking qualitative data analysis in a co-creative experimental approach.

Challenging the neoliberal restructuring of public education : Union renewal and counter-hegemony from below (2023)
Book Chapter
Stevenson, H. (2023). Challenging the neoliberal restructuring of public education : Union renewal and counter-hegemony from below. In Educational Leadership and Antonio Gramsci The Organising of Ideas (126-148). Abingdon, Oxon, UK: Routledge. https://doi.org/10.4324/9780429505102-6

In this chapter, the experience of Europe’s largest education union, the UK’s National Education Union (NEU), is explored as an exercise in union renewal focused on developing a counter-hegemonic response to the neoliberal restructuring of the Englis... Read More about Challenging the neoliberal restructuring of public education : Union renewal and counter-hegemony from below.

The passive revolution in English school reform : Hegemony from above (2023)
Book Chapter
Stevenson, H. (2023). The passive revolution in English school reform : Hegemony from above. In Educational Leadership and Antonio Gramsci: The Organising of Ideas (101-125). Abingdon, Oxon, UK: Routledge. https://doi.org/10.4324/9780429505102-5

In this chapter, we analyse education reform in England over a period of more than half a century. Progressive advance in the post-war years posed a serious threat to the status and stability of dominant groups, so there has taken place a sustained e... Read More about The passive revolution in English school reform : Hegemony from above.

Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis (2023)
Book Chapter
Swanson, D. M. (2023). Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (763-781). Switzerland: Springer. https://doi.org/10.1007/978-3-031-24420-9_43

The last decade has seen distinct ideological shifts in particular geopolitical contexts and in global/local relations across the globe, with increasing instability witnessed in social, political, ecological, material, and economic systems. Efforts t... Read More about Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis.

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. 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.

Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators (2023)
Book Chapter
Doak, L. (2023). Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators. In A. E. Beckett, & A. Callus (Eds.), The Routledge International Handbook of Children's Rights and Disability (281-299). Routledge. https://doi.org/10.4324/9781003056737-22

It is now internationally accepted that children have the ‘right to express views’, but detailed discussion is needed of how this right can be realised in practice for children with complex communication needs. This chapter explores some of the issue... Read More about Do All Children Have the Right to Express Views? : Listening to ‘Differently Voiced’ Communicators.

Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice (2023)
Book Chapter
Pithouse-Morgan, K., & Samaras, A. P. (2023). Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice. In H. Mreiwed, M. R. Carter, S. Hashem, & C. H. Blake-Amarante (Eds.), Making Connections in and Through Arts-Based Educational Research (227-239). Singapore: Springer. https://doi.org/10.1007/978-981-19-8028-2_17

In self-study research, numerous approaches are used, including collaboratively creative poetic inquiry. In this chapter, two teacher educators and self-study scholars consider how their polyvocal poetic play has helped challenge the status quo of me... Read More about Polyvocal Poetic Play Through Self-study Research: Challenging the Status Quo to Improve Professional Practice.

Vocational Teachers as Mediators in Complex Ecosystems (2023)
Book Chapter
Russon, J., & Wedekind, V. (2023). Vocational Teachers as Mediators in Complex Ecosystems. In Transitioning Vocational Education and Training in Africa: A Social Skills Ecosystem Perspective (97-117). Bristol: Bristol University Press. https://doi.org/10.51952/9781529224658.ch006

Vocational teachers are at the centre of complex social ecosystems, albeit often without adequate resources and recognition. The skills ecosystem literature to date does not engage with the concept of vocational teachers and their role, positionality... Read More about Vocational Teachers as Mediators in Complex Ecosystems.