All Outputs (22)

Refugees' gendered experiences of education in Europe since 2015: A scoping review (2023)
Journal Article
Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees' gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), Article e3441. https://doi.org/10.1002/rev3.3441

This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportun... Read More about Refugees' gendered experiences of education in Europe since 2015: A scoping review.

Refugee education: A critical visual analysis (2023)
Journal Article
Mcintyre, J., Dixon, K., & Walton, E. (2023). Refugee education: A critical visual analysis. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2023.2274111

Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how dis... Read More about Refugee education: A critical visual analysis.

Gendered experiences of refugee education in Europe: a scoping review protocol (2023)
Report
Aleghfeli, Y. K., Hunt, L., McIntyre, J., & Stone, C. (2023). Gendered experiences of refugee education in Europe: a scoping review protocol. Hub for Education for Refugees in Europe

This scoping review aims to explore the role of gender in refugees' education access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunit... Read More about Gendered experiences of refugee education in Europe: a scoping review protocol.

The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework (2023)
Report
Aleghfeli, Y. K., McIntyre, J., Hunt, L., & Stone, C. (2023). The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework. Hub for Education for Refugees in Europe

The Hub for Education for Refugees in Europe (HERE) provides a central reference point for information relating to refugee education throughout Europe in the form of a curated, searchable database of academic and non-academic resources on refugee edu... Read More about The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework.

Making a place for refugee education: routes towards meaningful inclusion for refugee teenagers in ‘new-normal’ England (2023)
Book Chapter
McIntyre, J. (2023). Making a place for refugee education: routes towards meaningful inclusion for refugee teenagers in ‘new-normal’ England. In M. Proyer, W. Veck, F. Dovigo, & E. Seitinger (Eds.), Education in an Altered World: Pandemic, Crises and Young People Vulnerable to Educational Exclusion. Bloomsbury Publishing

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? (2023)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1), https://doi.org/10.14324/lre.21.1.01

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccre... Read More about Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?.

Teacher education policy making during the pandemic: shifting values underpinning change in England? (2021)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2021). Teacher education policy making during the pandemic: shifting values underpinning change in England?. Teachers and Teaching: Theory and Practice, 1-18. https://doi.org/10.1080/13540602.2021.1997984

This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, reveal... Read More about Teacher education policy making during the pandemic: shifting values underpinning change in England?.

Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden (2021)
Journal Article
McIntyre, J., & Neuhaus, S. (2021). Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden. British Educational Research Journal, 47(4), 796-816. https://doi.org/10.1002/berj.3701

Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for chil... Read More about Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden.

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa (2020)
Journal Article
Walton, E., McIntyre, J., Awidi, S. J., De Wet-Billings, N., Dixon, K., Madziva, R., …Wedekind, V. (2020). Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa. Frontiers in Education, 5, Article 47. https://doi.org/10.3389/feduc.2020.00047

International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system... Read More about Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa.

Teacher training bursaries in England: an analysis of their impact on the quantity and quality of trainees (2019)
Report
NOYES, A., MCINTYRE, J., & Geppert, C. (2019). Teacher training bursaries in England: an analysis of their impact on the quantity and quality of trainees

Barriers to the inclusion of refugee and asylum-seeking children in schools in England (2018)
Journal Article
McIntyre, J., & Hall, C. (2020). Barriers to the inclusion of refugee and asylum-seeking children in schools in England. Educational Review, 72(5), 583-600. https://doi.org/10.1080/00131911.2018.1544115

© 2018, © 2018 Educational Review. This article reports a study of the barriers faced by headteachers seeking to include young asylum seekers and refugees into secondary schools in England. We trace the new discourses and assemblages of authority cre... Read More about Barriers to the inclusion of refugee and asylum-seeking children in schools in England.

Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden (2018)
Journal Article
McIntyre, J., Neuhaus, S., & Blennow, K. (2020). Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden. Compare: A Journal of Comparative and International Education, 50(3), 391-409. https://doi.org/10.1080/03057925.2018.1515007

Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian crisis of such scale requires a commensurate humanitarian response i... Read More about Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden.

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)

Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England (2017)
Journal Article
McIntyre, J., Youens, B., & Stevenson, H. (2019). Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England. Research Papers in Education, 34(2), 153-168. https://doi.org/10.1080/02671522.2017.1402084

© 2019, © 2019 Informa UK Limited, trading as Taylor & Francis Group. The teacher preparation landscape in England has been subject to radical policy change. Since 2010, the policy agenda has repositioned initial teacher preparation as a craft best... Read More about Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England.

Connecting community through film in ITE English (2017)
Book Chapter
McIntyre, J., & Jones, S. (2017). Connecting community through film in ITE English. In D. Stevens, & K. Lockney (Eds.), Students, places and identities in English and the arts. Routledge

This chapter offers a critical exploration of the work of beginning teachers of secondary English at the University of Nottingham, who have been involved, alongside their own pupils, in a series of film-making projects which have taken place annually... Read More about Connecting community through film in ITE English.

Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes (2016)
Journal Article
McIntyre, J., & Knight, R. (2016). Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes. Urban Review, 8(5), 647-667. https://doi.org/10.1007/s11256-016-0372-y

Schools and the families they serve are sometimes perceived as deficient and in need of fixing. One response has been the implementation of evidence-based family intervention programmes, which may be highly regulated and prescriptive as a condition o... Read More about Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes.

Riots and a blank canvas: young people creating texts, creating spaces (2016)
Journal Article
McIntyre, J. (2016). Riots and a blank canvas: young people creating texts, creating spaces. Literacy, 50(3), 149-157. https://doi.org/10.1111/lit.12080

This article draws on research into the work of Greenshoots,1 a small company of creative practitioners who provide opportunities for young people to work on projects involving visual and creative practices with a strong link to local heritage. Two s... Read More about Riots and a blank canvas: young people creating texts, creating spaces.

Poverty, schooling, and beginning teachers who make a difference: a case study from England (2016)
Book Chapter
McIntyre, J., & Thomson, P. (2016). Poverty, schooling, and beginning teachers who make a difference: a case study from England. In J. Lampert, & B. Burnett (Eds.), Teacher education in high poverty schools. Springer. https://doi.org/10.1007/978-3-319-22059-8_9

Education policy makers in England have, over the last thirty years, radically changed schooling. The introduction of a national curriculum, national testing re-gimes, school inspections and school league tables has been at the heart of these changes... Read More about Poverty, schooling, and beginning teachers who make a difference: a case study from England.

Supporting beginner teacher identity development: external mentors and the third space (2015)
Journal Article
McIntyre, J., & Hobson, A. J. (2016). Supporting beginner teacher identity development: external mentors and the third space. Research Papers in Education, 31(2), 133-158. https://doi.org/10.1080/02671522.2015.1015438

This paper reports findings from a study of support provided by non-school-based mentors of secondary science teachers in England. It focuses on the identity development of beginning teachers of physics, some of the recipients of the mentoring. Drawi... Read More about Supporting beginner teacher identity development: external mentors and the third space.

‘It’s not what it looks like. I’m Santa’: connecting community through film (2014)
Journal Article
Jones, S., & McIntyre, J. (2014). ‘It’s not what it looks like. I’m Santa’: connecting community through film. Changing English, 21(4), https://doi.org/10.1080/1358684X.2014.968348

The lived experiences of young people are becoming increasingly marginalised within the narrowly defined curricula of neoliberal contexts. Many young people are also cast within the media according to deficit discourses of youth, which contributes to... Read More about ‘It’s not what it looks like. I’m Santa’: connecting community through film.