All Outputs (38)

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?.

A systematic review of teaching Comparative and International Education (CIE) in higher education: Themes, contexts, and methods (2024)
Journal Article
Li, M., Li, S., & Yuan, T. (in press). A systematic review of teaching Comparative and International Education (CIE) in higher education: Themes, contexts, and methods. Compare: A Journal of Comparative and International Education,

This paper scrutinises the teaching of Comparative and International Education (CIE) in higher education, addressing the gap in the discourse on how CIE is taught. Utilising the latest 'Preferred Reporting Items for Systematic Reviews and Meta-Analys... Read More about A systematic review of teaching Comparative and International Education (CIE) in higher education: Themes, contexts, and methods.

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.

Towards a psychotherapy publishing ethics concordat (2024)
Journal Article
Winship, G., Scott, A., & Edgar, J. (2024). Towards a psychotherapy publishing ethics concordat. European Journal of Psychotherapy and Counselling, https://doi.org/10.1080/13642537.2024.2384864

The changing landscape of data management and privacy have far-reaching implications for psychotherapy research regarding confidentiality, informed consent, and data de-identification in scientific publications. This paper reports on discussions amon... Read More about Towards a psychotherapy publishing ethics concordat.

How 'international' are sociology journals? Analysis of stated aims and editorial board networks (2024)
Journal Article
Brown, E., Vega Castillo, M. A., & Hordosy, R. (in press). How 'international' are sociology journals? Analysis of stated aims and editorial board networks. Sociological Research Online, https://doi.org/10.1177/13607804241281455

This paper analyses leading international sociology journals regarding the global relations as observed within their aims and editorial boards. As such, it explores the geographies and power relations of knowledge production in the context of sociolo... Read More about How 'international' are sociology journals? Analysis of stated aims and editorial board networks.

Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities (2024)
Journal Article
Kruger, F., & Zembylas, M. (2024). Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities. Studies in Philosophy and Education, https://doi.org/10.1007/s11217-024-09955-2

Two recent lines of inquiry that have emerged in educational philosophy and research are the turn to affect theory and the call for decolonising education. Although there have been some efforts to bring these two lines of inquiry together and inform... Read More about Affective Atmospheres of Coloniality and the Decolonisation of Peace Education: Theoretical Insights and Political Possibilities.

Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit (2024)
Journal Article
Farran, E. K., McCarthy, S., Gilligan-Lee, K. A., Bates, K. E., & Gripton, C. (2024). Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit. Gifted Child Today, 47(3), 202-215. https://doi.org/10.1177/10762175241242494

A robust finding in cognitive psychology is that training children’s spatial abilities is an effective route to improving mathematics performance. Despite this finding, there is limited representation of spatial reasoning in school curricula. To brid... Read More about Translating Research to Practice: Practitioner Use of the Spatial Reasoning Toolkit.

‘Grass, rice, and aubergine’: a case study of an Islamic eco-pesantren in Indonesia (2024)
Journal Article
Wijaya Mulya, T., & Salvi, F. (2024). ‘Grass, rice, and aubergine’: a case study of an Islamic eco-pesantren in Indonesia. Pedagogy, Culture and Society, 1-19. https://doi.org/10.1080/14681366.2024.2385049

Twenty-first-century environmental movements and education have been criticised as predominantly secular, middle-class and Western-originated. As such, their ability to generate momentum and increase uptake can be limited to individuals and groups wh... Read More about ‘Grass, rice, and aubergine’: a case study of an Islamic eco-pesantren in Indonesia.

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.

Speaking on one's own terms Oracy and orality as partners in classroom talk (2024)
Journal Article
Knight, R. (2024). Speaking on one's own terms Oracy and orality as partners in classroom talk. FORUM, 66(2), 34-43. https://doi.org/10.3898/forum.2024.66.2.06

Spoken language in schools, now often branded as oracy, is seeing something of a resurgence of interest. This is well-founded and to be welcomed. Nevertheless, the policy-level coopting of oracy, as a concept open to various interpretations, raises q... Read More about Speaking on one's own terms Oracy and orality as partners in classroom talk.

Sitting in the mess: Miss Havisham, a representation of frozen trauma (2024)
Journal Article
Baker, H. (2024). Sitting in the mess: Miss Havisham, a representation of frozen trauma. Person-Centered and Experiential Psychotherapies, https://doi.org/10.1080/14779757.2024.2364668

In this case study, the character of Miss Havisham, from Dickens’ novel Great Expectations, is explored as a representation of frozen trauma. Support is offered for the usefulness of fictional case study to therapeutic understanding and practice, and... Read More about Sitting in the mess: Miss Havisham, a representation of frozen trauma.

Why bother with arts education in schools? (2024)
Journal Article
Thomson, P. (in press). Why bother with arts education in schools?. Australian Educational Researcher, https://doi.org/10.1007/s13384-024-00741-0

Enrolments in school arts subjects are falling in both England and Australia. There are various arguments made in an attempt to reverse the situation. The arts are said to be vital for the economy, linked to success in core school subjects, are educa... Read More about Why bother with arts education in schools?.

What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic (2024)
Journal Article
Hira, A., Anderson, E., & Woods, P. (in press). What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic. International Journal of Engineering Education,

In this qualitative interview-based longitudinal study, we follow and share experiences of teachers from four different high schools in the United States that represent different institutional contexts (Urban, Suburban, Rural, Public and Charter) aro... Read More about What has persisted and what has not: A longitudinal study of changes in teachers’ experiences of Project-Based Teaching and Learning through the COVID-19 Pandemic.

Trans and non‐binary person‐centred therapists' experiences of, and responses to, transprejudice from clients: A reflexive thematic analysis (2024)
Journal Article
Wright, M., & Murphy, D. (2024). Trans and non‐binary person‐centred therapists' experiences of, and responses to, transprejudice from clients: A reflexive thematic analysis. Counselling and Psychotherapy Research, https://doi.org/10.1002/capr.12798

Aims: This qualitative study aimed to explore what it is like for trans and non‐binary (TNB) person‐centred therapists to be exposed to transprejudice in their client work, and how they navigate such relationships. In so doing, the study aims to ampl... Read More about Trans and non‐binary person‐centred therapists' experiences of, and responses to, transprejudice from clients: A reflexive thematic analysis.

Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems (2024)
Journal Article
Greany, T., Cowhitt, T., Noyes, A., Gripton, C., & Hudson, G. (2024). Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems. Journal of Educational Change, https://doi.org/10.1007/s10833-024-09508-x

This article sets out an original conceptual framework for place-based professional learning by teachers and schools in decentralised education systems. High quality Continuing Professional Development and Learning (CDPL) by teachers is associated wi... Read More about Local learning landscapes: conceptualising place-based professional learning by teachers and schools in decentralised education systems.

Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy (2024)
Journal Article
Lehner‐Mear, R., & Colla, V. (2024). Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy. British Educational Research Journal, https://doi.org/10.1002/berj.4046

Primary school homework is a common practice internationally, historically viewed as an independent child activity, but more recently recognised as a family accomplishment. Parental involvement in homework has been principally discussed in relation t... Read More about Crossing the line? Exploring situated, interactional negotiations of parental involvement in primary homework in England and Italy.

University s/cyborgs widening undergraduate access (2024)
Journal Article
Madriaga, M. (2024). University s/cyborgs widening undergraduate access. Educational Review, https://doi.org/10.1080/00131911.2024.2364704

This study sought to examine questions of race in higher education widening access policy and practice in England. I was keen on seeking perceptions and stories of those who do work in this area, raising awareness of higher education opportunities to... Read More about University s/cyborgs widening undergraduate access.

Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden (2024)
Journal Article
McIntyre, J. (2024). Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden. Research Papers in Education, https://doi.org/10.1080/02671522.2024.2368509

The concept of belonging has grown in prominence in research and policy relating to new arrivals from refugee and asylum-seeking backgrounds. Arguably, belonging is replacing integration and inclusion as the panacea to perceived problems associated w... Read More about Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden.

Breathing space amidst the permanence of racism in the academy (2024)
Journal Article
Madriaga, M., & Blaisdell, B. (2024). Breathing space amidst the permanence of racism in the academy. International Studies in Sociology of Education, https://doi.org/10.1080/09620214.2024.2369887

This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thi... Read More about Breathing space amidst the permanence of racism in the academy.

Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners (2024)
Journal Article
Knight, R. (2024). Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners. Professional Development in Education, https://doi.org/10.1080/19415257.2024.2360461

This paper explores the contention that teacher educators are especially well placed to help teachers bridge between practical experience and wider forms of knowledge. In its focus on issues derived from practice, knowledge co-construction and profes... Read More about Teacher educators as knowledge brokers: reframing knowledge co-construction with school partners.