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All Outputs (796)

From translanguaging to transknowledging: Exploring new epistemological and linguistic approaches in higher education research (2023)
Book Chapter

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.

Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education (2023)
Thesis

United Kingdom higher education institutions play a valuable role in preparing students for graduate roles through the development of employability skills and preparedness for employment. This study explores the impact of a transitional Community of... Read More about Community of Practice in a seminar setting: An action research approach to graduate employability and skills in higher education.

Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications (2023)
Journal Article

Sexual violence/abuse (SV/A) is increasingly recognized requiring improved, evidence-based treatments. Delivery of group-based support in survivor services is common but often lacks evaluation. This qualitative study explored how survivors experience... Read More about Exploring the experiences of sexual violence/abuse survivors attending a recovery group: A qualitative study of recovery and evaluation implications.

Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales (2023)
Presentation / Conference Contribution

This research aims to understand to what extent programmes within Initial Teacher Education (ITE) and wider Professional Learning (PL), support the Welsh Government vision for pedagogic practice that embeds young children's participative rights withi... Read More about Pedagogical constructions of young children’s participative rights across initial teacher education and professional learning in Wales.

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

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.

Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’ (2023)
Journal Article

This paper explores teacher enactment of the UNCRC Article 12, a child’s right to participate and give their view within the context of Welsh early years settings (children aged 3-7). A rights-based perspective is adopted in which children are positi... Read More about Can you hear me? Problematising the enactment of UNCRC Article 12 in Welsh early years classrooms, exploring the challenges of ‘children’s voice’.

The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19 (2023)
Journal Article

This paper offers a new child-centred methodology that explores children's visions of their futures, encourages self-reflection and depth and shares children's voices with peers and researchers, as unbrokered as possible. This final stage of a longit... Read More about The tree(s) of hope and ambition: An arts-based social science informed, participatory research method to explore children's future hopes, ambitions and support in relation to COVID-19.

Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol (2023)
Report

This paper reports on a study funded by the UWE Pedagogical Project fund in 2021-2022, which aimed to amplify the voices of neurodivergent (referred to as ‘ND’) students in relation to lived experiences of Higher Education (HE) assessment practices w... Read More about Amplifying the voices of neurodivergent students in relation to higher education assessment at UWE Bristol.

Drawing on community knowledge to engage diverse communities with their children's learning (2023)
Presentation / Conference Contribution

Minoritsed groups are not always comfortable engaging with schools through the traditional approaches used (Moll et al., 1992). Without the engagement and inclusion of all groups, mistrust and conflict is given the space to grow. We also know that be... Read More about Drawing on community knowledge to engage diverse communities with their children's learning.

Research with children (2023)
Book Chapter

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.