All Outputs (1168)

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.

Doctoral memes as public pedagogy? (2024)
Journal Article
Thomson, P. (in press). Doctoral memes as public pedagogy?. Studies in Continuing Education,

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?.

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.

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.

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

What is sociological research? Exploring Norwegian, Hungarian and English student and staff views, and curriculum documents (2024)
Presentation / Conference Contribution
HORDOSY, R., Yasdiman, M. B., & Lashari, A. (2024, March). What is sociological research? Exploring Norwegian, Hungarian and English student and staff views, and curriculum documents. Presented at Educational Research Seminar - University of Lancaster, Lancaster / Online

This talk explores sociology through a mixture of curriculum document analysis and interviews with sociology students and staff in three European countries. An overview and comparison of curriculum documents from Hungary, England and Norway explores... Read More about What is sociological research? Exploring Norwegian, Hungarian and English student and staff views, and curriculum documents.