All Outputs (5)

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.

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.