This thesis examines the experiences of young Bangladeshi women studying on a Foundation degree within a widening participation university. It examines their changing identity on their journey to university as they transition through compulsory and p... Read More about Me, myself, I - A matter of becoming, threatened identities?: A qualitative study of female early childhood studies students of Bangladeshi heritage in England.
All Outputs (796)
Pedagogies of discomfort and care: Balancing critical tensions in delivering gender-related violence training to youth practitioners (2021)
Journal Article
This reflective paper explores the emotions, ethics, and challenges of facilitating training for youth practitioners to tackle gender-related violence (GRV). This paper draws on insights from a training intervention that emerged from an EU-funded fem... Read More about Pedagogies of discomfort and care: Balancing critical tensions in delivering gender-related violence training to youth practitioners.
Leaky pipelines: Primary children’s subject interest, science capital and aspirations to careers in engineering (2021)
Presentation / Conference Contribution
De Witt et al (2015) suggest that children are unlikely to change their minds as to whether science-based careers are for them between the end of primary school and year 9 (aged 11 and 14 in the UK). Indeed, attitudes in children to STEM subjects app... Read More about Leaky pipelines: Primary children’s subject interest, science capital and aspirations to careers in engineering.
I found my emotional ally! BIPOC teacher trainee mentoring by BIPOC mentors (2021)
Presentation / Conference Contribution
This small scale project seeks to implement a voluntary pilot mentoring scheme for a group of ITE trainees new to both Exeter and the Graduate School of Education and registered for study during 2020/21. Through this mentorship programme, we hope to... Read More about I found my emotional ally! BIPOC teacher trainee mentoring by BIPOC mentors.
Methodological becoming: Doctoral students’ perceptions of their methodological journeys (2021)
Journal Article
Purpose: The purpose of this paper is to investigate and illustrate the potential relationships between doctoral students’ life histories and educational experiences and their methodological understanding and assumptions. Design/methodology/approach:... Read More about Methodological becoming: Doctoral students’ perceptions of their methodological journeys.
Thinking outside of the black box: esoteric visual data analysis in qualitative educational research (2021)
Presentation / Conference Contribution
In this presentation I discuss a recently undertaken case study pilot to illustrate a problematic lack of methodological theory addressing qualitative visual research analysis. In particular:
• Why does there appear to be a lack of methodological... Read More about Thinking outside of the black box: esoteric visual data analysis in qualitative educational research.
Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021 (2021)
Report
Learning to read is considered a key priority in primary schools, but when Covid-19 forced school closures from March to July 2020 new approaches to teaching reading needed to be developed. This study
considers three sets of data gathered from schoo... Read More about Adapting one-to-one reading support for children during Covid-19 school closures BERA SGF report August 2021.
Bringing the critical into doctoral supervision: What can we learn from debates about epistemic justice and the languaging of research? (2021)
Journal Article
In this article, we discuss how, as supervisors in largely Anglophone university contexts in England, we are trying to develop supervisory practices informed by the discussions of epistemic (in)justice and the languaging of research. Having rehearsed... Read More about Bringing the critical into doctoral supervision: What can we learn from debates about epistemic justice and the languaging of research?.
An exploration of FP teachers’ understanding of participation rights within Foundation Phase Classrooms (2021)
Presentation / Conference Contribution
Using Constructivist Grounded Theory Methodology, this study explores the perceptions of learning of eight career changing trainee teachers enrolled on four one-year primary or secondary postgraduate Initial Teacher Education programmes in England. T... Read More about Experiencing Initial Teacher Education as a career changer in England: A Constructivist Grounded Theory exploration of trainee teachers' perceptions of learning.
What have we learnt planning for inclusive online pedagogies in primary classrooms (2021)
Digital Artefact
Playful learning around the world (2021)
Book Chapter
The go-to textbook for everything you need to know about play!
Covering ages 0-8, this book explores what play is, why it matters and where and how play happens. Taking you from start to finish on your course, it helps you:
Think critically... Read More about Playful learning around the world.
Exploring young people’s experience of ending active cancer treatment: When the “little cancer treatment bubble” pops (2021)
Journal Article
Background The end of active cancer treatment is described as a stressful period for adolescents and young adults (AYAs). However, research evidence describing the experience of AYAs as they transition from active treatment into follow-up care is sca... Read More about Exploring young people’s experience of ending active cancer treatment: When the “little cancer treatment bubble” pops.
Cyprus: A Classroom Without Walls: Volume 2 (2021)
Book
Cyprus: a Classroom without walls Volume 2 is available in print and paper copy in English, Greek and Turkish versions, free of charge to Cypriot schools and teacher educators from the AHDR and online https://drive.google.com/file/d/1TF4G1UkjCsBj-hjN... Read More about Cyprus: A Classroom Without Walls: Volume 2.
Young people and climate change: Hear our voice (2021)
Report
The consequences of climate change are becoming part of people’s everyday worlds as they live with increased risks of drought, flood and wildfires. Such conditions bring with them associated difficulties in food production, disease control and conser... Read More about Young people and climate change: Hear our voice.
While most education professionals report their straightforward enactment of Prevent, a critical multilevel analysis of 17 interviews with education professionals in the Bath and Bristol areas of the UK data demonstrates however, that the policy is w... Read More about Counter-terrorism measures in the classroom: Exploring the perceptions and experiences of education professionals enacting the Prevent Duty in Bath and Bristol.
Integrating sustainable food in school systems (2021)
Digital Artefact
Part of a special series about embedding sustainability in Education, this blog considers the place of edible insects as part of school food systems.
Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project (2021)
Journal Article
This article explores data from a group of British pre-service teachers (PST) following a teaching programme in South Africa. Their reflections are analysed in relation to assertions that such intercultural programmes do little to change hegemonic be... Read More about Difference as an essential teacher in a Them-Us international context: Pre-service teachers’ reflections on a university township teaching project.
Integrating food into the curriculum (2021)
Journal Article
This article explores how integrating food as a whole school approach can support learning and teaching in primary science. It reflects on a two year, international study with educational settings in the UK, Denmark and Czech Republic.