ABSTRACT The underdevelopment of a pedagogical culture for research methods education and the lack of a body of knowledge with the potential to influence practice have been highlighted by previous studies. This systematic review explores the pedagogic approaches and strategies evident in recent literature (2014–2020) on teaching social science research methods in higher education. It synthesises 55

Published in British Journal of Educational Studies (Ahead of Print, 2022)

ABSTRACT This article responds to scholarly calls to engage with diaspora in the context of transnational educational mobilities in global higher education. It maintains that transnational academic mobilities produce a particular kind of academic diaspora, that is often valued by both home and host countries but in ways that vary and serve different interests and aspirations. While the contrasting

(2022). EDITORIAL. British Journal of Educational Studies: Vol. 70, No. 1, pp. 1-2.

ABSTRACT Covid-19 has occasioned ongoing shifts in discourse as language changes to reflect and shape new stages of the global pandemic and different voices weigh in on topics, such as infectious diseases and vaccine efficacy. This study looks at an instance of this that relates to the ‘global education industry’, where cancellation of the International Baccalaureate’s May 2020 high stakes examination

(2022). Education in radical uncertainty: transgression in theory and method. British Journal of Educational Studies. Ahead of Print.

ABSTRACT This study aims to critique the concept of active learning in childhood education based on Hegelian Bildung. We have defined childhood education from the perspective of Hegel’s Bildung in The Phenomenology of Spirit. We describe childhood education as a ‘primary Bildung’ having the aim of ‘entering into the conceptual world’. This aim indicates that children can and are required to express

ABSTRACT This study compares the estimated grammar school effect in different regression models, and explains why previous evidence of the effetiveness of grammar school is mixed. Like most studies of school effectiveness evaluation, previous research on grammar school effect usually applies regression to control for confounding between-school factors and determines whether attending grammar schools

(2022). Meeting the challenges of existential threats through educational innovation: a proposal for an expanded curriculum. British Journal of Educational Studies. Ahead of Print.

ABSTRACT In England, failing to achieve a ‘good pass’ (C/4 grade) in key subjects is thought to have serious negative implications. Yet evidence on this issue remains relatively sparse. This paper therefore presents new evidence on the link between meeting a key threshold on high-stakes examination and a wide array of future outcomes. Using Next Steps survey data collected from around 4,000 young people

(2022). Critical research and theorizing: a collection of essays from the critical pedagogy networker. 1988-2002. British Journal of Educational Studies. Ahead of Print.

(2022). Education, crisis, and the discipline of the conjuncture: scholarship and pedagogy in a time of emergent crisis. British Journal of Educational Studies. Ahead of Print.

(2022). Criticality and teachers’ work: a collection of essays from the critical pedagogy networker. 1988-2002. British Journal of Educational Studies. Ahead of Print.

(2022). Adapting approaches and methods to teaching English online theory and practice. British Journal of Educational Studies. Ahead of Print.

(2022). Scripting the moves: culture and control at a no-excuses charter school. British Journal of Educational Studies. Ahead of Print.

Published in British Journal of Educational Studies (Vol. 70, No. 3, 2022)

ABSTRACT When the United Kingdom has figured in the modern history of study abroad, it has featured almost exclusively in the role of host country with little attention paid to the study abroad patterns of UK students. In order to gain a rounded picture of the UK’s role in post-war study abroad, this article explores the position of the UK within the context of the rich data gathered by UNESCO. It

ABSTRACT Bourdieu’s concept of habitus clivé illuminates Indigenous Australians’ experiences in tertiary environments for both Aboriginal students and Aboriginal staff. Habitus formed through family, schooling and social class is also shaped by urban, regional or rural upbringing, creating a durable sense of self. Aboriginal people in Australia live in all of these places, often in marginalised circumstances

ABSTRACT Private tutoring is a globally pervasive phenomenon. While scholars have explored the demand for and supply of private tutoring, how tutoring centres organise their services, and the role of temporality in this, remains underexplored. To address this gap in the scholarship, this article draws on ethnographic data, produced during 2014–15 in Dehradun (India), to discuss four aspects of a ‘shadow

ABSTRACT This paper is on the paradox of a right, the right to education that is almost universally declared as compulsory. The reason for the compulsion seems to be in its nature as a right. Within a Hohfeldian framework, any claim-right has a corresponding duty. Given that making education compulsory equates to establishing a duty, the possible candidates to the duty generating right-bearers are

ABSTRACT In this age of migration and transnationalism, it is imperative to take account of migratory experiences and lives of transmigrant teachers, who exhibit multiple ways of belonging and knowing. Informed by the theoretical framework of transnationalism and flexible citizenship, this study investigates two Asian transmigrant teachers who work in urban bilingual schools in the U.S. and examines

Published in British Journal of Educational Studies (Vol. 70, No. 3, 2022)

Published in British Journal of Educational Studies (Vol. 70, No. 3, 2022)

ABSTRACT This paper brings attention to the notion of ‘religious affects’, namely, the affects, emotions and feelings related to religion and religious experience. It is argued that educators and students have a lot to gain from paying attention to and exploring the meaning and role of religious feelings in the context of controversies and debates surrounding Islam in the West. In particular, the paper

ABSTRACT There are widespread concerns about the mental health implications of the pandemic, particularly among university students, an already at-risk population for poor mental health. This study looked at 1,281 UK university students, recruited through the Prolific website. Participants were asked to complete the Attitudes towards COVID-19 Scale, the CORE-10, the PERMA Profiler, the GAD-7 and the

ABSTRACT It is well established that intelligence testing in its modern form developed and was deployed slightly differently in several countries, most notably France, England and the United States. Less widely recognized is the fact that its originators were all part of a close network of scholars who liaised internationally, exchanged ideas and were thoroughly acquainted with each other’s work. Their

ABSTRACT Schools across the UK were mostly closed from March to July 2020 due to Covid-19. Therefore, parents and children found themselves thrust into a prolonged period of home-schooling. In this study, parents (N = 2,122) reported on their children’s (N = 3,230) home-schooling experiences and its impacts on their children’s academic progress. Parental reports suggest that children spent around 3 hours

ABSTRACT Teacher persistence has been a growing issue in recent decades. This raises the problem of the sustainability of the teaching workforce, the professionalism of working teachers and preserving the quality of education. In this study we aim to create and test an empirical model that makes it possible to predict teachers’ plans to remain in or leave the profession. Proceeding from earlier research

ABSTRACT This paper is significant in its exploration of the experiences of children designated as ‘lower-attaining’ in British primary schooling. It is underpinned by Nancy Fraser’s conceptualisation of a global shift from government via nation-state welfare structures to governance through supra-national financialised neoliberalism. Within this context, we take the innovative path of investigating

ABSTRACT This qualitative study presents an analysis of the experiences of a teacher who had recently left working in an England state funded primary school. Using reflective lifeworld methodology, this study explored the teacher’s struggle to be authentic in the context of state funded education. Three prominent themes were identified as: 1) enhancement of every learner; 2) systemic oppression; and

ABSTRACT Justifying higher education is a political exercise in which representatives of universities advocate for resources from the state while also seeking autonomy to manage their own affairs. This analysis builds upon Collini’s identification of the conflict over the value of higher education in the UK. It sets out the ‘worlds of worth’ typology to explain the basis of conflicting justifications

ABSTRACT This article is based on the premise that the constructed image of the national self is a fundamental criterion shaping the conceptions of history teaching in the Turkish educational system. In this regard, I argue that examining how particular ethno-religious groups are discursively positioned in relation to the idealised self-image can reveal whether and how history textbooks can be revised

(2022). Education research and schooling in rural Europe. An engagement with changing patterns of education, space and place. British Journal of Educational Studies: Vol. 70, No. 2, pp. 261-262.

(2021). DIASPORA, INTERNATIONALIZATION AND HIGHER EDUCATION. British Journal of Educational Studies: Vol. 69, Diaspora, internationalisation and higher education, pp. 501-511.

ABSTRACT Modern universities have largely been portrayed in the literature as an extension of nation building projects, focusing on the state as primary actor. This article challenges such presuppositions by separating ‘nation’ and ‘state’ and with a critical appropriation of diasporic subjectivity and institutions from a comparative historical perspective. The article has four themes: ‘diaspora’,

ABSTRACT This paper explores the contemporary relationship between international student migration and diaspora formation. It argues that international students have been largely absent from recent discussions of ‘knowledge diasporas’, where migrants’ ‘home’ states attempt to harness and co-opt the skills and knowledge of their émigrés. This is surprising, given students’ evident role in knowledge

Published in British Journal of Educational Studies (Vol. 70, No. 3, 2022)

(2022). EXTENDED BOOK REVIEW: HISTORICAL REFLECTIONS ON THE MERITOCRACY-DEMOCRACY TENSION IN THE UNITED KINGDOM, UNITED STATES AND JAPAN. British Journal of Educational Studies: Vol. 70, No. 1, pp. 124-128.

(2022). Autonomy, agency, and identity in teaching and learning English as a foreign language. British Journal of Educational Studies: Vol. 70, No. 1, pp. 122-124.

(2022). Research in mathematics education in Australasia 2016-2019. British Journal of Educational Studies: Vol. 70, No. 2, pp. 259-260.

ABSTRACT This article examines the implications of the transition to online or blended learning for first generation scholars (FGS) brought about by Covid-19. We present the findings of a mixed methods project that draws data from both in-depth qualitative interviews and a large quantitative survey of students at Durham University. We offer a comparative analysis of how FGS contrast to the general

(2022). Refiguring universities in an age of neoliberalism: creating compassionate campuses. British Journal of Educational Studies: Vol. 70, No. 2, pp. 257-258.

(2022). The hidden curriculum; first generation students at legacy universities. British Journal of Educational Studies: Vol. 70, No. 2, pp. 255-256.

(2021). Plato’s dialogues to enhance learning and inquiry: exploring Socrates’ use of protreptic for student engagement. British Journal of Educational Studies: Vol. 69, No. 6, pp. 799-802.

ABSTRACT Societal, structural, value-based or economic changes and changes related to technological developments necessitate a continuous development process in the field of education. In responding to the changes, teacher agency becomes a key factor. This study explores when the context of reform provides the basis for the growth of agency and when it disables the potential for teacher agency. The

ABSTRACT In this paper, I offer a defence of aesthetic education in terms of aesthetic experience, claiming that aesthetic experience and art appreciation is a vital component of a flourishing life. Given schools have an important role to play in helping prepare young people for their adult lives, it is crucial they should consider how best to equip students with the means to achieve a flourishing

ABSTRACT This paper presents a constructivist grounded theory on the decision-making process that UK home and alternative educators undertake and the related influencing factors. Twenty-one participants from a diverse range of backgrounds were interviewed between one and three times over a two-year period. Some were current home and alternative educators and others were undecided, or had changed their

ABSTRACT In a recent article, L. Philip Barnes critiques the Commission on Religious Education (CoRE) Final Report by scrutinising its text and by responding to my interpretation of that text. His particular, but not exclusive, focus is CoRE’s proposal that the idea of worldview should be central to RE. His conclusion is that: ‘The collective force of these criticisms counsels against implementing

ABSTRACT Transnational higher education (TNHE) has been characterised as a crude form of market-driven internationalisation, often targeting immobile student populations in countries with high demand for international academic degrees. In response to recent scholarship on the role of higher education internationalisation in facilitating and producing diasporic networks, this study examines its inverse:

ABSTRACT This article investigates elite young people’s transitions from the Leysin American School in Switzerland, an elite secondary school, to international higher education. These young people often moved to the UK or the US for higher education – locations associated with global status in the education market. However, I argue, new configurations of race and racism in those spaces may challenge

(2022). Making a grade: Victorian examinations and the rise of standardized testing. British Journal of Educational Studies: Vol. 70, No. 1, pp. 121-122.

(2021). Towards the compassionate university: from golden thread to global impact. British Journal of Educational Studies: Vol. 69, No. 6, pp. 795-797.

ABSTRACT Mobility is becoming a defining feature of today’s globalising society. Individuals move for a variety of reasons, including finding employment or pursuing education. This paper focuses on the interrelationship between two different types of migrants who have all moved out of one specific country to another. It builds on the perceptions of Turkish graduates of German universities who moved

(2021). Schools, food and social learning. British Journal of Educational Studies: Vol. 69, No. 6, pp. 793-795.

(2021). Education for democracy in England in World War Two. British Journal of Educational Studies: Vol. 69, No. 3, pp. 381-384.

(2021). Schooling as uncertainty: an ethnographic memoir in comparative education. British Journal of Educational Studies: Vol. 69, No. 3, pp. 385-386.

(2021). Soft skills in education: putting the evidence in perspective. British Journal of Educational Studies: Vol. 69, No. 3, pp. 387-389.

ABSTRACT Global policy transfer has become increasingly popular in recent years, and one recent example of such policy transfer is the England–China Teacher Exchange, which was initiated in 2014 with the explicit aim of raising attainment in maths in English primary schools by trialling concepts used in Shanghai schools, Shanghai rising to the top of the PISA rankings in 2009. However, as this paper

ABSTRACT This paper considers the subjectivation of students in light of the increasing amounts of digital data that are now being produced within schools. Taking a lead from critical data studies and the sociology of numbers, the paper draws on staff interviews in three Australian secondary schools to explore the various types of student data being generated, and the forms of student subjectivities

ABSTRACT The proliferation of diasporas has influenced the nature of internationalization in many higher education (HE) systems and institutions, especially in terms of academic and student mobility/migration. Through a systematic review of the academic literature, I critically analyze the widespread uses of and approaches to ‘diaspora’ in HE research and its relationship to internationalization. I