All Outputs (37)

‘Grass, Rice, and Aubergine’: A Case Study of an Islamic Eco-Pesantren in Indonesia (2024)
Journal Article
Wijaya Mulya, T., & Salvi, F. (in press). ‘Grass, Rice, and Aubergine’: A Case Study of an Islamic Eco-Pesantren in Indonesia. Pedagogy, Culture and Society,

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 w... Read More about ‘Grass, Rice, and Aubergine’: A Case Study of an Islamic Eco-Pesantren in Indonesia.

Children’s Perspectives on their Teachers (CPT) Who Identify as Men or Women: Researchers’ Manual for Data Collection (2024)
Other
Coles, L., Sak, R., Adriany, V., Xu, Y., Dayan, Y., Edwards, T., Emilsen, K., Reich-Shapiro, M., & Bhana, D. (2024). Children’s Perspectives on their Teachers (CPT) Who Identify as Men or Women: Researchers’ Manual for Data Collection

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.

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. (in press). Researching the everyday educational lives of low-income families: the importance of researcher and participant contexts. British Journal of Educational Studies,

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.

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.

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.

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.

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.

External and internal sources of cognitive group awareness information: Effects on perception and usage (2024)
Journal Article
Freund, L.-J., Bodemer, D., & Schnaubert, L. (2025). External and internal sources of cognitive group awareness information: Effects on perception and usage. Research and Practice in Technology Enhanced Learning, 20, Article 11. https://doi.org/10.58459/rptel.2025.20011

Group selection or group formation is an important but difficult task in learning groups. Group awareness tools collect, transform, and present group awareness information to provide learners, but also teachers with relevant information e.g., about p... Read More about External and internal sources of cognitive group awareness information: Effects on perception and usage.

On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary (2024)
Journal Article
Kruger, F. (2024). On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary. Educational Philosophy and Theory, 1-11. https://doi.org/10.1080/00131857.2024.2353666

For Bernard Stiegler ‘the question of philosophy is first of all that of action’ (p.7). By extending this statement to philosophy of education, I consider the possibilities of action in education in responding to the conditions of the contemporary. T... Read More about On wounds, incompleteness, and conviviality: Notes on counter-actualising the conditions of the contemporary.

The mathematics pipeline in England: inclusion and the excellence stream (2024)
Journal Article
Brignell, C., Noyes, A., & Jacques, L. (2024). The mathematics pipeline in England: inclusion and the excellence stream. Teaching Mathematics and its Applications, https://doi.org/10.1093/teamat/hrae005

In England, there is currently heightened political interest in increasing mathematics attainment and maximizing post-16 participation. The latter is not merely an issue for upper secondary but requires a long-view of students’ mathematical progress.... Read More about The mathematics pipeline in England: inclusion and the excellence stream.

Combining human and artificial intelligence for enhanced AI literacy in higher education (2024)
Journal Article
Tzirides, A. O. (., Zapata, G., Kastania, N. P., Saini, A. K., Castro, V., Ismael, S. A. R., …Kalantzis, M. (2024). Combining human and artificial intelligence for enhanced AI literacy in higher education. Computers and Education Open, 6, Article 100184. https://doi.org/10.1016/j.caeo.2024.100184

This paper seeks to contribute to the emergent literature on Artificial Intelligence (AI) literacy in higher education. Specifically, this convergent, mixed methods case study explores the impact of employing Generative AI (GenAI) tools and cyber-soc... Read More about Combining human and artificial intelligence for enhanced AI literacy in higher education.

Decolonizing assessment of learning in higher education: the journey ahead (2024)
Journal Article
Castillo-Montoya, M., & Madriaga, M. (2024). Decolonizing assessment of learning in higher education: the journey ahead. Teaching in Higher Education, 1-10. https://doi.org/10.1080/13562517.2024.2350006

This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera,... Read More about Decolonizing assessment of learning in higher education: the journey ahead.

Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage (2024)
Journal Article
Davis, C., Matthews, A., Mihut, G., Mottershaw, S., Hawkins, J., Rivlin, P., & Matthews, B. (2024). Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage. Qualitative Research, https://doi.org/10.1177/14687941241245954

Composite storytelling as a social qualitative research method represents a growing spirit of creativity to explore themes of social injustice. This article discusses the potential methodological affordances and challenges of such approaches when use... Read More about Co-producing composite storytelling comics: (counter) narratives by academics of working-class heritage.

“Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship (2024)
Journal Article
Pithouse-Morgan, K., Pillay, D., Naicker, I., & van Laren, L. (2024). “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship. Journal of education (University KwaZulu-natal), 2024(94), 65-83. https://doi.org/10.17159/2520-9868/i94a05

The Self-Reflexive Methodologies Special Interest Group (SIG) of the South African Education Research Association (SAERA) has been active since 2014, with over 100 academics from more than 20 higher education institutions participating. The 10th Anni... Read More about “Imaginative, embodied scholarly assemblages”: A poetic analysis of the Self-Reflexive Methodologies Special Interest Group scholarship.