Outputs (91)

Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan (2022)
Journal Article
Yakavets, N., Winter, L., Malone, K., Zhontayeva, Z., & Khamidulina, Z. (2023). Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan. Journal of Educational Change, 24(4), 727-757. https://doi.org/10.1007/s10833-022-09463-5

This paper explores how schoolteachers in Kazakhstan engaged with the Renewed Content of Education (RCE) that has been introduced by the Government, and how changes in their beliefs and understandings influenced classroom practice. The study draws on... Read More about Educational reform and teachers’ agency in reconstructing pedagogical practices in Kazakhstan.

Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis (2023)
Book Chapter
Swanson, D. M. (2023). Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis. In T. Lovat, R. Toomey, N. Clement, & K. Dally (Eds.), Second International Research Handbook on Values Education and Student Wellbeing (763-781). Switzerland: Springer. https://doi.org/10.1007/978-3-031-24420-9_43

The last decade has seen distinct ideological shifts in particular geopolitical contexts and in global/local relations across the globe, with increasing instability witnessed in social, political, ecological, material, and economic systems. Efforts t... Read More about Re-Valuing the Shadows: Reimagining Possibilities for Alternative Futures through/with an Agentifying Education for a Planet in Crisis.

Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe (2022)
Report
(2022). Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe. British Academy

Contents: Disabled refugees students included and visible in education: challenges and opportunities in three African countries: South Africa case report / Nicole De-Wet Billings, Khuthala Mabetha -- Disabled refugees students included and visible in... Read More about Disabled Refugees Included and Visible in Education (DRIVE): case reports: South Africa, Uganda, Zimbabwe.

Enabling transformative university transitions: becoming a student and a graduate (2023)
Presentation / Conference Contribution
Hordosy, R. (2023, December). Enabling transformative university transitions: becoming a student and a graduate. Paper presented at Society for Research in Higher Education Annual Conference, Aston University, Birmingham, UK

Drawing on a longitudinal research project that followed the undergraduate entrants of 2013 into, and through their university time, this paper provides a novel conceptualisation of transformative transitions via looking at the four dimensions of non... Read More about Enabling transformative university transitions: becoming a student and a graduate.

Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD) (2024)
Journal Article
Doak, L. (2024). Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD). Journal of Early Childhood Literacy, https://doi.org/10.1177/14687984241235124

Shared reading with young children is promoted as good practice in national and international policy. Existing literature explores cognitive and developmental benefits of family shared reading for young, typically developing children, but much less i... Read More about Exploring the value of family shared reading with young people who have Profound and Multiple Learning Disabilities (PMLD).

Poetic inquiry for the social and human sciences: Voices from the South and North (2024)
Book
van Rooyen, H., & Pithouse-Morgan, K. (2024). Poetic inquiry for the social and human sciences: Voices from the South and North. HSRC Press

Poetic Inquiry for the Human and Social Sciences: Voices from the South and North enriches human and social science research by introducing new voices, insights, and epistemologies. Poetic inquiry, or poetry as research, is a literary and performance... Read More about Poetic inquiry for the social and human sciences: Voices from the South and North.

“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.

Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars (2024)
Book Chapter
Pithouse-Morgan, K., Kortjass, M., & Mkhize-Mthembu, N. Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars. In The BERA-SAGE International Handbook of Research-Informed Education Policy and Practice (1-19). SAGE Publications

This chapter traces the evolution of the self-study research field since the 1990s, highlighting it as a growing force for change among education practitioners and scholars. It examines the historical backdrop of the field and identifies a set of eig... Read More about Self-Study as a Movement and Methodology for Inside-Out Educational Change: Foundations, Characteristics, and Exemplars.

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.

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?.

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.