Outputs (91)

Inclusive education in South Africa: path dependencies and emergences (2022)
Journal Article
Walton, E., & Engelbrecht, P. (2022). Inclusive education in South Africa: path dependencies and emergences. International Journal of Inclusive Education, https://doi.org/10.1080/13603116.2022.2061608

Inclusive education is a fundamental right of all students. Despite international policy initiatives, educational exclusion is pervasive, especially in the Global South, and disproportionately affects disabled students. Barriers to inclusive educatio... Read More about Inclusive education in South Africa: path dependencies and emergences.

Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences (2022)
Journal Article
Thomson, P., Greany, T., Cousins, S., & Martindale, N. (2023). Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences. Journal of Educational Administration and History, 55(2), 215-230. https://doi.org/10.1080/00220620.2022.2071849

The work of school leaders during lockdown has been emotionally charged and emotionally draining, affecting immediate well-being and longer term career plans. In order to communicate the emotions that we were told about and which were obvious during... Read More about Vox Poetica: bringing an arts-based research method to school leaders’ lockdown experiences.

Networking Small Rural Schools in the Pandemic (2022)
Book Chapter
Greany, T., & Wolfe, A. (2022). Networking Small Rural Schools in the Pandemic. In The Power of Professional Learning Networks - traversing the present; transforming the future (11). London: John Catt Educational Ltd

This chapter draws on findings from an evaluation of two regional networks developed by the Church of England Foundation for Educational Leadership to support senior leaders in small rural schools in England. The networks were launched in September 2... Read More about Networking Small Rural Schools in the Pandemic.

School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context (2022)
Book Chapter
Greany, T., & Armstrong, P. (2022). School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context. In P. Armstrong, & C. Brown (Eds.), School to School Collaboration: Learning Across International Contexts. London: Emerald

This chapter explores school-to-school collaboration via Teaching School Alliances (TSAs) in one locality in England, drawing on governance theory (Bevir, 2011) - specifically hierarchy, markets and networks (Tenbensel, 2015). It focuses on three TSA... Read More about School to school collaboration through Teaching School Alliances in England: ‘system leadership’ in a messy and hybrid governance context.

Gypsy, Roma, and Traveller Pupils and Mental Wellbeing (2022)
Book Chapter
Myers, M. (2022). Gypsy, Roma, and Traveller Pupils and Mental Wellbeing. In Mental Wellbeing in Schools: What Teachers Need to Know to Support Pupils from Diverse Backgrounds (37-47). London: Taylor & Francis (Routledge). https://doi.org/10.4324/9781003160526-4

Gypsy, Roma, and Traveller (GRT) communities suffer some of the worst health outcomes in the UK including low levels of life expectancy, high rates of infant mortality, and a high prevalence of chronic health conditions (McFadden et al., 2018; NHS, 2... Read More about Gypsy, Roma, and Traveller Pupils and Mental Wellbeing.

Engaging and developing community in digital spaces: Approaches from the Editorial Development Group (2022)
Journal Article
Karamercan, O., Matapo, J., Kamenarac, O., Fa’avae, D. T. M., Arndt, S., Irwin, R., …Monte, P. D. (2022). Engaging and developing community in digital spaces: Approaches from the Editorial Development Group. Educational Philosophy and Theory, 1-13. https://doi.org/10.1080/00131857.2022.2041412

Digital spaces establish diverse expectations among users, and our reliance on them suggests they are permanent fixtures. From a philosophical perspective, they become especially fascinating for their hidden features. For some, these obscurities are... Read More about Engaging and developing community in digital spaces: Approaches from the Editorial Development Group.

'Do you miss kimchi?’: A collaborative arts-based narrative of education and migration (2021)
Book Chapter
Müller, M., Kruger, F., & Jeong, J. (2021). 'Do you miss kimchi?’: A collaborative arts-based narrative of education and migration. In J. Kurzwelly, & L. Escobedo (Eds.), Migrants, Thinkers, Storytellers: Negotiating Meaning and Making Life in Bloemfontein, South Africa (132-150). HSRC Press

This chapter is an exploration of education and migration. The purpose of our exploration is twofold: firstly, to consider how the concepts of becoming, event and affect allow us to think differently about subjectivity in relation to education and mi... Read More about 'Do you miss kimchi?’: A collaborative arts-based narrative of education and migration.

Enacting small justices: Education, place and subjectivity in the Anthropocene (2021)
Journal Article
Kruger, F. (2021). Enacting small justices: Education, place and subjectivity in the Anthropocene. Journal of Philosophy of Education, 55(4-5), 665-674. https://doi.org/10.1111/1467-9752.12565

The concept of the Anthropocene signals both a growing awareness of the negative impact that humans have had on the abiotic and biotic systems of the earth, as well as reflexive opportunity to interrogate how humans might live differently. It is in r... Read More about Enacting small justices: Education, place and subjectivity in the Anthropocene.

Diffractive memory-stories and response-activeness in teaching social justice (2021)
Journal Article
Müller, M., Le Roux, A., & Kruger, F. (2022). Diffractive memory-stories and response-activeness in teaching social justice. Discourse, 43(6), 821-836. https://doi.org/10.1080/01596306.2021.1902944

This article presents a diffractive arts-based narrative that results from a re-turn of our work with subjectivity and memory in relation to our involvement with teaching social justice and diversity in education. Through intra-action, we explore the... Read More about Diffractive memory-stories and response-activeness in teaching social justice.

Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education (2022)
Journal Article
Müller, M., & Kruger, F. (2022). Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education. Studying Teacher Education, 18(3), 276-293. https://doi.org/10.1080/17425964.2022.2079619

This article uses poetry to articulate a collaborative object inquiry into educational spaces through which we move/d. At the time of this study, we were both teacher educators at a university in South Africa, working in social justice and ecojustice... Read More about Engaging in Arts-Based Poetic Inquiry: Generating Pedagogical Possibilities in Preservice Teacher Education.

Working with complexity: Leading school networks in Aotearoa New Zealand and England (2022)
Journal Article
Greany, T., & Kamp, A. (2022). Working with complexity: Leading school networks in Aotearoa New Zealand and England. Educational Management Administration and Leadership, https://doi.org/10.1177/17411432221124746

Inter-school networks have been promoted in many school systems globally to facilitate: knowledge generation and dissemination; responsiveness to increasingly diverse student and societal needs; and emotional and practical peer support for educationa... Read More about Working with complexity: Leading school networks in Aotearoa New Zealand and England.

Self-study in Teaching and Teacher Education: Characteristics and contributions (2022)
Journal Article
Pithouse-Morgan, K. (2022). Self-study in Teaching and Teacher Education: Characteristics and contributions. Teaching and Teacher Education, 119, Article 103880. https://doi.org/10.1016/j.tate.2022.103880

The author analyzes self-study research in Teaching and Teacher Education (TATE). An introduction to self-study of professional practice as scholarship and methodology is followed by descriptions of 10 selected articles. Next is a presentation of 10... Read More about Self-study in Teaching and Teacher Education: Characteristics and contributions.

Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care? (2022)
Journal Article
Sullivan, V., Coles, L., Xu, Y., & Thorpe, K. (2023). Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?. Gender and Education, 35(1), 18-36. https://doi.org/10.1080/09540253.2022.2137106

Retention rates for men in early childhood education and care (ECEC) are low. Exit is associated with experience of feeling ‘other’ perpetuated by judgements of men’s sexuality, motives, and ability. In this paper, we take the unique circumstance of... Read More about Men times ten: does the presence of more men support inclusion of male educators in early childhood education and care?.

Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities (2022)
Journal Article
Muwaniki, C., McGrath, S., Manzeke-Kangara, M. G., Wedekind, V., & Chamboko, T. (2022). Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities. Journal of Vocational, Adult and Continuing Education and Training, 5(1), 94-115. https://doi.org/10.14426/jovacet.v5i1.248

There is a need for the agricultural technical vocational education and training curriculum in Zimbabwe to be reformed so that it can respond to changes in farmer demographics, the expanding roles of agricultural extension officers (AEOs), changes in... Read More about Curriculum reform in agricultural vocational education and training in Zimbabwe: Implementation challenges and possibilities.

Children and young people's perspectives on and experiences of COVID-19 in global contexts (2022)
Journal Article
Hoskins, K., Xu, Y., Gao, J., & Zhai, J. (2023). Children and young people's perspectives on and experiences of COVID-19 in global contexts. Children & Society, 37(1), 1-7. https://doi.org/10.1111/chso.12664

This special issue was proposed by Children & Society editors specifically for the journal's strategic aims to enhance its internationalisation; and to embrace children's perspectives and experiences in producing knowledge about childhoods in challen... Read More about Children and young people's perspectives on and experiences of COVID-19 in global contexts.

Schools and Cultural Citizenship: Arts Education for Life (2023)
Book
Thomson, P., & Hall, C. (2023). Schools and Cultural Citizenship: Arts Education for Life. Routledge. https://doi.org/10.4324/9781003093084

‘Why study the arts at school?’ This book offers a fresh perspective on this question. Informed by rigorous research, the book argues that the arts help young people to develop key skills, knowledge and practices that support them to become both crit... Read More about Schools and Cultural Citizenship: Arts Education for Life.

Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures. (2021)
Journal Article
Swanson, D. M., & Gamal, M. (2021). Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures. Globalisation, Societies and Education, 19(4), 456-469. https://doi.org/10.1080/14767724.2021.1904211

'Global citizenship’ entered public parlance prominently during heightened globalisation. To be a citizen of this new globalised, interconnected world was to be a subject of capital. Like Janus, a subject of this neoliberal world order was to be both... Read More about Global Citizenship Education / Learning for Sustainability: tensions, 'flaws', and contradictions as critical moments of possibility and radical hope in educating for alternative futures..

Unpacking the purposes and potential of interdisciplinary STEM (2020)
Book Chapter
Swanson, D. M., & Tytler, R. (2020). Unpacking the purposes and potential of interdisciplinary STEM. In N. Mansour, & H. EL-Deghaidy (Eds.), STEM in Science Education and S in STEM (242-268). Leiden, Netherlands: Brill Academic Publishers. https://doi.org/10.1163/9789004446076_011

This chapter traces the development of STEM advocacy as a globalizing modernist discourse based in national competitive wealth creation agendas. It therefore addresses the drivers for STEM in schools by way of understanding state and industry intenti... Read More about Unpacking the purposes and potential of interdisciplinary STEM.

Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality (2022)
Journal Article
le Roux, K., & Swanson, D. M. (2022). Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality. Research in Mathematics Education, 23(3), 323-337. https://doi.org/10.1080/14794802.2021.1993978

Education commonly is positioned as central to developing citizens who can address so-called global challenges. Responses are identifiable in global citizenship education, which may recruit mathematics into interdisciplinary relationships, and within... Read More about Toward a reflexive mathematics education within local and global relations: thinking from critical scholarship on mathematics education within the sociopolitical, global citizenship education and decoloniality.

De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique (2019)
Presentation / Conference Contribution
Chronaki, A., & Swanson, D. M. (2019). De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique. In Proceedings of the tenth International Mathematics Education and Society Conference (333-342)

Various interpretations have been given to the double gesture of de/mathematising in relation to a variety of social thematic contexts demarcating ‘the political’ in mathematics education. By way of theoretical intervention, we offer the beginnings... Read More about De/Mathematising the Political in Mathematics Education: A De/Postcolonial Critique.