All Outputs (1250)

The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory (2024)
Journal Article
Zapata, G. C., Saini, A., Tzirides, A.-O. (., Cope, W., & Kalantzis, M. (2025). The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory. Ubiquitous Learning: An International Journal, 18(2), 1-30. https://doi.org/10.18848/1835-9795/cgp/v18i02/1-30

This study employs Engeström’s second-generation activity theory (AT) to examine the transformative potential of Generative AI (GenAI) in providing formative feedback in higher education. Specifically, this research focuses on the experiences of fift... Read More about The Role of AI Feedback in University Students’ Learning Experiences: An Exploration Grounded in Activity Theory.

Pursuing systemic improvement through heterarchical school systems: A case of educational resources (2024)
Journal Article
Gripton, C., & Noyes, A. (2024). Pursuing systemic improvement through heterarchical school systems: A case of educational resources. British Educational Research Journal, https://doi.org/10.1002/berj.4093

England’s schooling landscape is being remodelled and the move from hierarchical to heterarchical modes of governance has implications for systemic change strategies. Balancing local and networked autonomy with centralising policies complexifies choi... Read More about Pursuing systemic improvement through heterarchical school systems: A case of educational resources.

Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now (2024)
Journal Article
Thomson, P. (2024). Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now. Studies in Continuing Education, https://doi.org/10.1080/0158037X.2024.2417095

Social media afford the proliferation of doctoral memes across numerous, generally anonymous, accounts spread over multiple platforms-the timeline where the PhD candidate starts off gleaming with health and beaming in delight and ends up an overweigh... Read More about Doctoral memes as public pedagogy? Or, heaven knows I’m miserable now.

Exploring the Impact of COVID-19 on the Grammar of Schools in Project-Based Learning Contexts (2024)
Journal Article
Woods, P., Anderson, E., & Hira, A. (in press). Exploring the Impact of COVID-19 on the Grammar of Schools in Project-Based Learning Contexts. Journal of Educational Change,

While scholars and public figures have positioned the COVID-19 pandemic as an opportunity for school reform, the response to this potential for change by teachers remains underexplored. In turn, we attend to the following research question: how do te... Read More about Exploring the Impact of COVID-19 on the Grammar of Schools in Project-Based Learning Contexts.

Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum (2024)
Journal Article
Woods, P. (2024). Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum. Journal of Curriculum Theorizing, 39(1b),

This paper explores the nature of earwitnessing, or the act of bearing witness through sound, via noise. Employing Thompson’s (2017) definition of the term, I argue that noise holds the pedagogical potential to address critiques of bearing witness an... Read More about Bearing Witness to Violence Through Noise: A Critical Exploration of Runzelstirn & Gurgelstøck’s Affective Curriculum.

Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students (2024)
Journal Article
Moyna, M. I., & Zapata, G. C. (2024). Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students. Diversity & Inclusion Research, 1(2), Article e70003. https://doi.org/10.1002/dvr2.70003

This study reports on a project that collected and documented narrative reflections of first‐generation Latinx students at a large
Research 1 public university in the US southwest. The team (2 faculty members and 4 undergraduates) interviewed 23 stu... Read More about Somos Tejas: A Narrative Project to Document the College Experiences of First‐Generation Latinx Students.

Generative AI Application in Higher Education Student Work (2024)
Book Chapter
Tzirides, A.-O., Saini, A. K., Zapata, G., Searsmith, D., Cope, B., Kalantzis, M., Castro, V., Kourkoulou, D., Jones, J. W., da Silva, R. A., Whiting, J., & Kastania, N. P. ‘. (2024). Generative AI Application in Higher Education Student Work. In D. Kourkoulou, A.-O. (Olnancy) Tzirides, B. Cope, & M. Kalantzis (Eds.), Trust and Inclusion in AI-Mediated Education: Where Human Learning Meets Learning Machines (287-301). Springer Nature. https://doi.org/10.1007/978-3-031-64487-0_13

The launch of ChatGPT in November 2022 precipitated panic among some educators while prompting qualified enthusiasm from others. ChatGPT is an example of Generative AI, a combination of technologies that will deliver computer-generated text, images,... Read More about Generative AI Application in Higher Education Student Work.

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?.

Postdigital play and global education: reconfiguring research (2024)
Book
Dixon, K., Murris, K., Peers, J., Giorza, T., & Lawrence, C. (2024). Postdigital play and global education: reconfiguring research. Routledge

Postdigital Play and Global Education: Reconfiguring Research is a re-turn to a large-scale, international project on children’s digital play. Adopting postqualitative and posthumanist theories, research practices are reconfigured, all the way down f... Read More about Postdigital play and global education: reconfiguring research.

Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis (2024)
Journal Article
Walton, E., Thondhlana, J., Monk, D., & Wedekind, V. (in press). Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis. Compare: A Journal of Comparative and International Education,

International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees i... Read More about Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis.

Arts-based educational research narratives of academic identities: Perspectives from higher education (2024)
Book
Naicker, I., Pillay, D., Pithouse-Morgan, K., Masinga, L., Chisanga, T., & Hiralaal, A. (Eds.). (2024). Arts-based educational research narratives of academic identities: Perspectives from higher education. Springer (part of Springer Nature). https://doi.org/10.1007/978-981-97-6422-8

Arts-Based Educational Research Narratives of Academic Identities: Perspectives From Higher Education makes a unique contribution to the arts-based educational research (ABER) field, by focusing on the complexities of academic identities in higher ed... Read More about Arts-based educational research narratives of academic identities: Perspectives from higher education.

Possible future sociological selves – A Comparative Study of Sociology Students’ Perceptions in Norway, England and Hungary (2024)
Presentation / Conference Contribution
HORDOSY, R., Yasdiman, M. B., & Lee, G. (2024, September). Possible future sociological selves – A Comparative Study of Sociology Students’ Perceptions in Norway, England and Hungary. Presented at British Educational Research Association Conference, Manchester

In light of Burawoy's assertion that sociology carries a moral purpose (Burawoy et al., 2005), this paper explores how undergraduate and postgraduate students of the discipline understand and discuss their possible sociological futures in the three n... Read More about Possible future sociological selves – A Comparative Study of Sociology Students’ Perceptions in Norway, England and Hungary.

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.

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.

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.

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.

Professional Learning Through Arts-inspired Collaborative Self-Study: Growing From The Inside Out With Rippling Effect (2024)
Journal Article
Pithouse-Morgan, K., Van Laren, L., & Masinga, L. (in press). Professional Learning Through Arts-inspired Collaborative Self-Study: Growing From The Inside Out With Rippling Effect. Studying Teacher Education,

Self-study research challenges professionals to closely examine their practices, the decisions and actions that shape them, and their commitment to their own development. Focusing on the self is not about navel-gazing but deepening professional learn... Read More about Professional Learning Through Arts-inspired Collaborative Self-Study: Growing From The Inside Out With Rippling Effect.