Outputs (130)

From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research (2023)
Book Chapter
Andrews, J., Fay, R., Min Huang, Z., & White, R. (2023). From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research. In Theory and Method in Higher Education Research (137-151). London: Emerald

In this quotation, Heugh critiques literature produced in the Global North which makes claims to promoting social justice while making invisible the sources of knowledge and languages to communicate about those ideas by people in the Global South. Th... Read More about From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research.

Linguistic diversity in research with and by international students: Considerations for research design and practice (2023)
Book Chapter
Andrews, J., Fay, R., Huang, Z. M., & White, R. (2023). Linguistic diversity in research with and by international students: Considerations for research design and practice. In Research with international students. Abingdon: Routledge

Research with and by international students involves opportunities for, and challenges arising from, the linguistic diversity of staff and students, the institutional context, and the fieldwork sites. National, institutional, and disciplinary policie... Read More about Linguistic diversity in research with and by international students: Considerations for research design and practice.

Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision (2023)
Book Chapter
Bovill, H., Chicken, S., Bovill, E., Buckland, J., & McCartan, K. (2023). Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision. In M. Mellins, R. Wheatley, & C. Flowers (Eds.), Young People, Stalking Awareness and Domestic Abuse (253-275). Palgrave Macmillan (part of Springer Nature). https://doi.org/10.1007/978-3-031-32379-9_12

Many young people do not have a strong understanding of stalking-like behaviour; this chapter considers the challenges this presents with specific reference to autistic young people, focusing upon: prevalence, recognition, awareness and consequences... Read More about Exploring perceptions of stalking-like behaviour for autistic young people within a neurodivergent and strengths-based framework: Critiquing relationships, sex and health education provision.

Decolonising the curriculum in English secondary schools: Teacher-led initiatives in Bristol (2023)
Book Chapter
Glowach, T., Hicks-Beresford, T., & Mitchell, R. (2023). Decolonising the curriculum in English secondary schools: Teacher-led initiatives in Bristol. In J. Paulson, L. Tikly, Y. Hutchinson, & A. A. Cortez Ochoa (Eds.), Decolonising Education for Sustainable Futures. Bristol University Press

School teachers in England are in a problematic position with respect to the ‘decolonising the curriculum’ agenda. On the one hand, they have some scope to determine what they teach in terms of content and methods, and are not prohibited from engagin... Read More about Decolonising the curriculum in English secondary schools: Teacher-led initiatives in Bristol.

Research with children (2023)
Book Chapter
Brown, J., & Clark, T. (2023). Research with children. In C. Hayes (Ed.), The Early Years Handbook for Students and Practitioners. Taylor & Francis (Routledge)

The Early Years Handbook for Students and Practitioners is a comprehensive and accessible course text for all degree level students undertaking programmes related to early years and childhood studies. Designed and written by the SEFDEY Professional A... Read More about Research with children.

Vocabulary development (2023)
Book Chapter
Carter, J. (2023). Vocabulary development. In D. Waugh, W. Jolliffe, & K. Allott (Eds.), Primary English for Trainee Teachers (47 to 66). (4). London: SAGE Publications (UK and US)

The chapter focuses on the importance of vocabulary knowledge in both the teaching and learning of reading and writing. It provides the theory that underpins practice, curriculum links, case studies and practical ideas for teaching. The book is a g... Read More about Vocabulary development.

Selective schooling for mystifying social class, neoliberalism, and alternatives (2022)
Book Chapter
Maisuria, A. (2022). Selective schooling for mystifying social class, neoliberalism, and alternatives. In M. Cole (Ed.), Education, Equality and Human Rights. (5th ed.). London: Routledge

The fifth edition of the market-leading Education, Equality and Human Rights has been fully updated to reflect economic, political and cultural changes in the UK, including the impacts of Brexit and Covid-19. It considers the great changes we are wit... Read More about Selective schooling for mystifying social class, neoliberalism, and alternatives.

Lived experience: The process of decolonising the curriculum (2022)
Book Chapter
Saleh, A. (2022). Lived experience: The process of decolonising the curriculum. In A. Thomas (Ed.), Representation Matters: Becoming an anti-racist educator. Bloomsbury Publishing, London: Bloomsbury Publishing

In this section, I define what is meant by 'decolonisation' of the curriculum, before going on to suggest ways this might be approached across different school subjects.

Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales (2022)
Book Chapter
Murphy, A., Tyrie, J., Davies- Waters, J., Chicken, S., & Clement, J. (2022). Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales. In C. Conn, & A. Murphy (Eds.), Inclusive Pedagogies for Early Childhood Education: Respecting and Responding to Differences in Learning. Taylor & Francis (Routledge)

This essential textbook explores inclusive pedagogies by presenting theoretical viewpoints and research on everyday practices in early childhood education that affirm diversity in relation to learning, disability and culture. The authors consider... Read More about Foundation Phase Teachers’ Understandings and Enactment of participation in school settings in Wales.

Neo-liberalism and revolution: Marxism for emerging critical educators (2022)
Book Chapter
Maisuria, A. (2022). Neo-liberalism and revolution: Marxism for emerging critical educators. In Encyclopaedia of Marxism and Education (483-500). The Netherlands: Brill Academic Publishers. https://doi.org/10.1163/9789004505612_030

This entry has been written for those who are arriving at Marxism as newcomers, and curious about where to start. This entry is an explication of some fundamentals of Marxism, which is argued as the most efficacious theoretical framework for understa... Read More about Neo-liberalism and revolution: Marxism for emerging critical educators.