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All Outputs (12)

Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools (2018)
Book Chapter
Whiteoak, D., & Thomson, P. (2018). Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools. In R. McGinity, S. J. Courtney, & H. M. Gunter (Eds.), Educational Leadership: Theorising Professional Practice in Neoliberal Times. Abingdon, Oxfordshire, UK: Routledge

Understanding why headteachers leave their posts and leave headship before retirement is crucial to limit the haemorrhaging of headteachers from the system. We utilise the communities of practice framework to examine the identity work of Anglican hea... Read More about Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools.

Critique and possibility in cultural sociology (2018)
Book Chapter
Weiss-Hanrahan, N., & Amsler, S. (2018). Critique and possibility in cultural sociology. In L. Grindstaff, M. M. Lo, & J. R. Hall (Eds.), Routledge handbook of cultural sociology, 64-72. Taylor & Francis (Routledge)

Critique and judgment were once regarded as the distinguishing features of an emancipatory social science, yet their role in the study of culture has become contested in recent years. Cultural sociologists became disenchanted with critical theory in... Read More about Critique and possibility in cultural sociology.

Analysis of Curriculum and Pedagogies (2018)
Book Chapter
McLean, M. (in press). Analysis of Curriculum and Pedagogies. In The Sage Encyclopaedia of Higher EducationSAGE Publications (UK and US)

Curriculum here is defined as what knowledge, skills and values are taught and pedagogy as how they are taught and learned. Good quality higher education curriculum and pedagogy are the vehicles for the reproduction of knowledge, skills and values w... Read More about Analysis of Curriculum and Pedagogies.

Exploring the Pentecostal faith—sustainability—entrepreneurship nexus in Zimbabwe (2018)
Book Chapter
Anderson, A. H., Clifford, M., Madziva, R., Thondhlana, J., & Goronga, P. (2018). Exploring the Pentecostal faith—sustainability—entrepreneurship nexus in Zimbabwe. In W. L. Filo, & A. C. McCrea (Eds.), Sustainability and the humanities (225-237). Cham: Springer Publishing Company. https://doi.org/10.1007/978-3-319-95336-6_13

The aim of this paper is to explore the intersection between sustainability and the humanities, specifically the Pentecostal faith—entrepreneurship—sustainability nexus in Zimbabwe. It focuses on The Zimbabwe Assemblies of God Africa (ZAOGA) and asso... Read More about Exploring the Pentecostal faith—sustainability—entrepreneurship nexus in Zimbabwe.

Professional Identity Matters: Agency, Emotions, and Resilience (2018)
Book Chapter
Day, C. (2018). Professional Identity Matters: Agency, Emotions, and Resilience. In P. A. Schutz, J. Hong, & D. C. Francis (Eds.), Research on Teacher Identity: mapping challenges and innovations, 61-70. Springer. doi:10.1007/978-3-319-93836-3_6

I will take as given that: (1) a core defining feature of teacher professionalism is a positive sense of professional identity; (2) identity is an amalgam of the personal and professional selves, and is represented through the dynamic interplay betwe... Read More about Professional Identity Matters: Agency, Emotions, and Resilience.

Restructuring teacher education in the UK: Insights into the future (2018)
Book Chapter
McIntyre, J. (2018). Restructuring teacher education in the UK: Insights into the future. In A. R. Simões, M. Lourenço, & N. Costa (Eds.), Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future(1). Taylor & Francis (Routledge)

Group awareness tools for computer-supported collaborative learning (2018)
Book Chapter
Bodemer, D., Janssen, J., & Schnaubert, L. (2018). Group awareness tools for computer-supported collaborative learning. In F. Fischer, C. E. Hmelo-Silver, S. R. Goldman, & P. Reimann (Eds.), International Handbook of the Learning Sciences (351-358). Routledge. https://doi.org/10.4324/9781315617572

The past decade has seen tremendous growth in the instructional use of digital games in K-16 education. While most attention has focused on approaches of playing games for learning, making games for learning is now seen as an equally promising approa... Read More about Group awareness tools for computer-supported collaborative learning.

Adult education under a comparative lens: areas of influence (2018)
Book Chapter
Holford, J., Milana, M., & Rasmussen, P. (2018). Adult education under a comparative lens: areas of influence. In A. W. Wiseman (Ed.), Annual review of comparative and international education 2017 (85-93). Emerald. https://doi.org/10.1108/S1479-367920180000034009

This chapter outlines key areas of literature and policy that have influenced or affected our research on the comparative study of adult education. Policy influences include the growth of lifelong learning within a neoliberal framing since the 1990s... Read More about Adult education under a comparative lens: areas of influence.

A long goodbye to the 'good girl': An auto ethnographic account (2018)
Book Chapter
Thomson, P. (2018). A long goodbye to the 'good girl': An auto ethnographic account. In Feeling academic in the neoliberal university: Feminist flights, fights and failures (243-260). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-64224-6_11

The contemporary university relies on academic staff who are ready and willing to be highly productive on a number of fronts—publish widely and for a range of audiences, publish for audit purposes, attract funding, work in interdisciplinary teams, pr... Read More about A long goodbye to the 'good girl': An auto ethnographic account.

Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market (2018)
Book Chapter
Shadymanova, S., & Amsler, S. (2018). Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market. In J. Huisman, A. Smolentseva, & I. Froumin (Eds.), 25 Years of Transformations of Higher Education Systems in Post-Soviet Countries: Reform and Continuity (229-257). Springer. https://doi.org/10.1007/978-3-319-52980-6_9

© 2018, The Author(s). Between 1991 and today, the Soviet system of state-funded and Communist Party controlled higher education institutions (HEIs) in Kyrgyzstan has been transformed into an expansive, diverse, unequal, semiprivatized and marketized... Read More about Institutional Strategies of Higher Education Reform in Post-Soviet Kyrgyzstan: Differentiating to Survive Between State and Market.