CERII is the home of education research at ARU. We are committed to developing research on education, identities and inequalities which contributes to knowledge formation and makes a difference to people’s lives and society at large.
Our activities are consistently underpinned by a dual concern for inclusion and excellence, yet are also diverse in terms of epistemological, theoretical and empirical foci. The cluster brings together our expertise in a range of topics related to identities and inequalities in education, including: gender, sexuality and care in education; sustainability in education; early childhood; arts, education and inclusion; critical pedagogies in education; and race, ethnicity and migration in education.
The aims of CERII are to:
For more information, contact Prof Marie-Pierre Moreau at [email protected].
Prof Marie-Pierre Moreau is Professor in Education and Education Research Lead in the School of Education and Social Care at ARU. A sociologist by training, her interests are located at the nexus of education, work and inequalities.
Her current research concentrates in two key areas: teachers' identities and careers, with specific reference to gender and the 'feminisation thesis’, and the relationship between care and academic work, with specific reference to the way students and academic staff with caring responsibilities are positioned in academic discourses.
She is the author or co-author of over 100 publications, including two monographs and two edited volumes. She is the editor of the Bloomsbury Gender and Education book series (with Prof. Penny Jane Burke, Newcastle, Australia and Prof. Nancy Niemi, Yale, USA). In 2014, she was appointed as an expert to the European Commission to provide advice on its policies and programmes in the fields of research, gender equality and education.
Dr Samson Maekele Tsegay is a Research Fellow at ARU. He was a program coordinator in the University of Asmara and the National Board for Higher Education in Eritrea for about ten years. Furthermore, he worked as a Visiting Lecturer at Beijing Normal University and University of Roehampton.
He is author or co-author of many book chapters and articles in peer-reviewed journals. His research interests focus on comparative education, critical pedagogy, global citizenship education, migration and education, and internationalisation of higher education.
Alex Thorpe is a curator and educator interested in the potential of the arts for social change. She brings together artists with people to generate collective actions in response to pressing social issues. Currently Education Curator at the Serpentine Galleries, she leads on collaborative programmes with children, young people and families, producing toolkits to share research more widely.
Alex was co-curator of Rights to the City? an international symposium of artists, organisations and practitioners that seeks to explore the place of social and political activity in art making and is currently co-editing a book reflecting on five years of Serpentine community-based projects. Between 2007 and 2014 Alex worked at Manchester Art Gallery developing programmes and spaces with children and families.
Amal Khalaf is a curator and artist, and currently Director of Programmes at Cubitt and Civic Curator at the Serpentine Galleries where she has worked on the Edgware Road Project since its inception in 2009. Here and in other contexts she has commissioned and developed residencies, exhibitions, workshops and collaborative research projects at the intersection of arts and social justice.
Through Implicated Theatre (2011-2019) she has developed an arts and migrant justice program using Theatre of the Oppressed methodologies to create interventions, curricula and performances with ESOL teachers, hotel workers, domestic workers and other migrant justice organizers. The projects she commissions look to histories of radical pedagogy to create spaces to work collectively, developing a political practice beyond institutional frameworks.
She is a founding member of artist collective GCC, a trustee for not/no.w.here and Art Night and on the artistic committee for Arts Catalyst. In 2019 she curated Bahrain’s pavilion for Venice and in 2016 she co-directed the 10th edition of the Global Art Forum, Art Dubai.
Prof Barbara Krystyna Pierscionek is the Deputy Dean (Research & Innovation) in the Faculty of Health, Education, Medicine and Social Care at ARU. Barbara is a leading Vision and Eye researcher with expertise in optics, biochemistry, biomechanics, nanotechnology, cell biology and how these apply to the study of eye development, ageing and disease as well as to new technologies for sight improvement. She also has research interests in ethico-legal aspects of Big Data and emerging technologies.
Barbara graduated from Melbourne University in Australia with a PhD on the protein chemistry and optics of the eye lens and was awarded a prestigious NHMRC research fellow (MRC equivalent) shortly after graduating to start an independent research program on the optics of the eye. She was supported by the NHMRC at Monash University and La Trobe University before returning to the UK. She led the Vision Research group in Biomedical Science at Ulster University and worked as the Associate Dean (Research and Enterprise) in the Faculty of Science, Engineering and Computing in Kingston University.
Subsequently Barbara held dual roles at Nottingham Trent University: Associate Dean Research in the School of Science and Technology and pan-Institutional Head of Health and Wellbeing. More recently Barbara led research in two Schools as Associate Dean Research in the School of Life Science and Education and in the School of Health and Social Care at Staffordshire University.
In addition to qualifications in science, Barbara has an MBA and legal degrees including an LLM in cybersecurity. She has also worked in the criminal justice system and as a lay judge in employment tribunals. Barbara has published over 150 peer reviewed papers, four book chapters and a book on law and ethics for the eye care practitioner.
Barbara’s research has been supported by a range of external funders including Research Councils in UK and Australia, British Council, EU (Framework 7 and Horizon 2020), Royal Society, industry and Japanese government. She currently has a prestigious doctoral training centre funded under the EU Marie Sklodowska Curie scheme that covers 15 doctoral trainee on the topic of optics and biomechanics of the eye.
Prof Catherine Lee is Deputy Dean for Education in the Faculty of Health, Education, Medicine and Social Care at ARU. She has published extensively on the theme of LGBTQ+ inclusion and her articles have attracted national media interest.
Catherine works with teachers, school leaders, academics and students to promote diversity and inclusion in Education, and is a passionate advocate of authentic leadership. In 2019 she was named as one of the top 100 LGBTQ+ people in the UK in the Independent Newspaper’s Pride Power List, and in 2021 became a National Teaching Fellow for her work on inclusive education at ARU.
Jane Robinson has had a long and varied career in education. She began by teaching English & Drama in Inner City secondary schools in London. She was Head of Department from 1996 to 2003. She became a Local Authority Advisory Teachers for Gifted and Talented pupils for the London Borough of Newham from 2003-2010 and during that time she was seconded to London Gifted and Talented and also became a University Tutor for Canterbury University Christchurch. In 2010 she started at Gallions Primary School as a Senior Teacher, then went on to manage North Beckton Teaching School Alliance and New Wave Teaching School Alliance.
Jane is currently the Head of School for Hilltop Infants. In 2017 she became the Teaching Schools Council Regional Representative for the East of England & the Local Lead for North East London. Her other posts include: NPQML and SL facilitator for IOE and Best Practice Network (BPN), Professional Tutor and English Lead for School Centred Initial Teacher Training East London, Stonewall Champion Train the Trainer Facilitator, Subject Matter Expert for BPN and Associate Lecturer at ARU.
Dr Matt Lumb is Associate Director of the Centre of Excellence for Equity in Higher Education (CEEHE) at the University of Newcastle, Australia. His work focuses on co-developing critical, praxis-based spaces that hold the possibility of challenging hegemonic methodologies constructing policies, practices and evaluative projects of equity and widening participation in higher education.
Matt has been involved in projects of equity research and practice in Higher Education for about ten years, coming to the work from a background in community development and high school teaching. His PhD explored the unintended consequences of a university outreach program he helped to conduct, including the pressure to produce evidence of impact and the worrying ways in which his own white, male, middle class values were shaping evaluative processes.
Prof Nicola Walshe is Head of the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. Previously she gained a PhD in Glaciology and taught and worked as Head of Geography in three secondary schools in the UK before going on to lead the Geography PGCE course at Cambridge University. She then became Head of the School of Education and Social Care at Anglia Ruskin University, where she had overarching responsibility for the leadership of education, research and knowledge exchange across both education and social work provision.
Nicola is Secretary of the Geography Education Research Collective (GEReCo) and co-convenor of the Environmental and Sustainability Education Research (ESER) network in the European Educational Research Association (EERA). Her research is predominantly in the field of geography education, with a particular focus on high quality teacher education practices in environmental and sustainability education and utilising technology for teacher development.
Recently, she has been exploring pedagogies at the intersection of nature, the arts and wellbeing; her AHRC-funded project, Eco-Capabilities, examines the processes by which creative, nature-based practice supports the wellbeing of primary school children.
Dr Phil Kirkman is Associate Professor in Education in the Faculty of Health, Education, Medicine and Social Care at ARU.
Dr Sarah Burch is the Director of Research and Research Students in Education in the Faculty of Health, Education, Medicine and Social Care at ARU.
Dr Sebastian Rasinger is an Associate Professor in Applied Linguistics and Deputy Head of School of Humanities at ARU. He is interested in bilingualism, migration, ethnic and cultural identities, and intercultural communication, as well as the representation of minority groups in public and media discourse, using methods derived from both corpus linguistics and Critical Discourse Analysis.
He has recently edited (with Guido Rings) the multidisciplinary Cambridge Handbook of Intercultural Communication (2020, CUP) and is currently writing (also with Guido Rings) the Cambridge Introduction to Intercultural Communication (forthcoming, CUP).
Dr Adriana Sandu is a Senior Research Fellow at ARU. Her interests include:
Dr Alison Greig is Director of Education for Sustainability at ARU. Her interests include:
Prof Catherine Lee is Deputy Dean for Education at ARU. Her interests include:
Chinenye Ubah is Lecturer in Adult Nursing at ARU. Her interests include:
Dr Chrissy Mangafa is an Associate Member of CERII. Her interests include:
Dr Cynthia Okpokiri is an associate member of CERII. Her interests include:
Dr Daniela Mangione is a Senior Lecturer in Early Years and Primary Education and Course Leader of the FdA Early Years and Education at ARU. Her interests include:
Dr David Smith is a Reader in the Faculty of Health, Medicine and Social Care at ARU. His interests include:
Prof Debbie Epstein is an Associate Member of CERII. Her interests include:
Prof Denise Hawkes is Head of School of Economics, Finance and Law in the Faculty of Business and Law at ARU. Her interests include:
Dr Elsa Lee is a Postdoctoral Research Fellow at ARU. Her interests include:
Dr Emma Miles is a Lecturer at ARU. Her interests include:
Dr Fanny Froehlich is an Associate Member of CERII. Her interests include:
Dr Hazel Wright is a Visiting Fellow in the Faculty of Health, Medicine and Social Care at ARU. Her interests include:
Irine Mano is Senior Lecturer in Social Work at ARU. Her interests include:
Dr Jeannette Baxter is Research Convenor for English Literature at ARU. Her interests include:
Dr Joanna Fox is a Senior Lecturer at ARU. Her interests include:
John Parkin is a Senior Lecturer Practitioner in Primary Education at ARU. His interests include:
Julia Carr is a Senior Lecturer and Course Leader at ARU. Her interests include:
Dr Ka Lee Carrie Ho is a Senior Lecturer at ARU. Her interests include:
Dr Kay Aaronricks is the Head of School for Education and Social Care at ARU. Her interests include:
Dr Leanne Gray is a Senior Lecturer at ARU. Her interests include:
Lucie Wheeler is Associate Lecturer and Research Assistant at ARU. Her interests include:
Margaret Greenfields is Professor of Social Policy at ARU. Her interests include:
Dr Mallika Kanyal an Associate Member of CERII. Her interests include:
Prof Nicola Walshe is an Associate Member of CERII. Her interests include:
Noa Lavi is Honorary Visiting Fellow in the Faculty of Health, Medicine and Social Care at ARU. Her interests include:
Dr Paulette Luff is a course leader at ARU. Her interests include:
Dr Pauline Lane is Associate Professor in the Faculty of Health, Education, Medicine and Social Care at ARU. Her interests include:
Dr Phil Kirkman is Associate Professor in Education at ARU. His interests include:
Dr Poppy Gibson is a Course Leader and Senior Lecturer at ARU. Her interests include:
Dr Rachel Minett is Lead for Initial Teacher Training at ARU. Her interests include:
Dr Rebecca Clarkson is a Senior Lecturer at ARU. Her interests include:
Dr Roxana Anghel is a Senior Researcher and Senior Lecturer at ARU. Her interests include:
Ruth Platt is a Senior Lecturer Practitioner and Course Leader in the PGCE at ARU. Her interests include:
Dr Sara Spear is an Associate Member of CERII. Her interests include:
Dr Sarah Burch is the Director of Research and Research Students in Education at ARU. Her interests include:
Dr Sarah Wall is Senior Lecturer at ARU. Her interests include:
Dr Sebastian Rasinger is an Associate Professor in Applied Linguistics and Deputy Head of School of Humanities at ARU. His interests include:
Dr Sinem Hizli Alkan is a Senior Lecturer at ARU. Her interests include:
Stacy Randall is a Senior Lecturer and FdA Early Childhood Studies Course Leader at ARU. Her interests include:
Dr Steve Connolly is a Senior Lecturer at ARU. His interests include:
Amanda Anderson is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Ethnographies of environmental sustainability education providers
Supervisors: Dr Paulette Luff, Dr Elsa Lee and Prof Nicola Walshe
Folu Ajiboye is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Teaching conceptions and teaching practice: the perspective of architectural lectures in Nigeria
Supervisors: Prof Marie-Pierre Moreau and Dr Adriana Sandu
Friend Olamuyiwa is a postgraduate researcher in the Faculty of Faculty of Art, Humanities, Education and Social Sciences at ARU.
Thesis: Effect of guidance and counselling on the academic performance of secondary school students in Nigeria
Supervisors: Dr Steve Connolly and Dr Samson Maekele Tsegay
Katie Reynolds is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Exploring how LGBTQ teachers construct leadership within heteronormative and/or cisnormative cultures (working title)
Supervisors: Prof Catherine Lee, Prof Daragh McDermott
Mariam Krayem is a postgraduate researcher in the Faculty of Faculty of Art, Humanities, Education and Social Sciences at ARU.
Thesis: Educators promoting children's fine motor skills in early years settings: case studies in England and in Lebanon
Supervisors: Dr Paulette Luff and Dr Daniela Mangione
Sarah Terry is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: A study of 5- and 6-year olds formation of a science identity and the role of science capital and gender in this experience
Supervisors: Prof Marie-Pierre Moreau and Dr Emma Miles
Shingirayi Kandi is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Embedding outdoor learning into special school culture
Supervisors: Prof Marie-Pierre Moreau, Dr Sara Spear and Dr Elsa Lee
Valerie Frestone is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Can an understanding of the lived experience of Black African student mental health nurses help practice assessors to develop culturally-centred pedagogies? A phenomenological study
Supervisors: Dr Pauline Lane and Dr Cynthia Okpokiri
Our research activity concentrates in three domains in which we have significant expertise and a critical mass of researchers. These are: social justice in education, education for sustainability, and early childhood. These areas are closely aligned with the research priority areas identified in the ARU’s Research and Innovation Strategy 2018-2022.
Our research in this area encompasses a broad range of educational inequalities in schools, colleges and universities. Some of our recent research in this area looks at LGBT teachers negotiating heteronormative school cultures, gender issues in the teaching profession, and HE students and academics with caring responsibilities.
Our work in this area has attracted multiple awards and been funded by a broad range of funders including the European Commission, the DfE, the British Academy, Advance HE, the SRHE, Norfolk County Council, and European Institute for Gender Equality (EIGE).
Social justice in education also represents a strong feature of our programme of research events. We run several events related to this theme every year, reflecting our deep commitment to engaging with practitioners, policymakers and the wider public.
Environmental and sustainability education is another thriving area of research activity, with strong research connections, for example, with the European Educational Research Association Environmental and Sustainability Education Research Network.
Current work includes an AHRC-funded large-scale study of the link between art, outdoor learning and children’s wellbeing. We are also lead partners in the establishment of an ongoing network of individuals interested in sustainability in primary education, working with a group of 20 stakeholders across Cambridgeshire and London to explore how we can make a more sustained impact on environmental and sustainability education across our region.
Staff working under this stream regularly share their research at events attended by the wider public, including as part of the Festival of Ideas and the National Creativity and Wellbeing week.
We have expertise in the professional learning of early childhood practitioners; pedagogies and practice in early childhood education and care (with a current focus upon home-based childcare, outdoor learning and Montessori education); and the Rights of the Child. We have strong local, national and international research connections. In particular, we maintain some close relationships with education providers across the east and south east of England and internationally.
The work of the Early Childhood Research Group (ECRG) is central to our activities in this area. ECRG welcomes other international early childhood specialists from various parts of the world as visiting scholars who contribute to our research and teaching activities. ECRG maintains close links and organises annual research visits with Erasmus exchange partners, including the Universities of Bologna, Padua, Rome, Venice (Italy) and Sofia (Bulgaria). ECRG also runs an annual series of research seminars and summer writing groups for academic staff and postgraduate students.
In 2019, we launched the Policy Briefing paper series to provide specific guidelines and recommendations to policymakers in our areas of expertise. Each paper is informed by our recent research and designed in consultation with the relevant stakeholders.
CERII welcomes applications from prospective doctoral students who are interested in developing research on education, identities and inequalities through our PhD or EdD route.
Particular areas of expertise within CERII include: gender, sexuality and care in education; sustainability in education; early childhood pedagogies and practice; children’s rights; arts, education and inclusion; critical pedagogies in education; and race, ethnicity and migration in education. Contact [email protected] (EdD route) or [email protected] (PhD route) for more information.
Check the ARU community events listing for our upcoming events.
We offer a stimulating and inclusive programme of research activities. Our activities include:
Please contact Dr Samson Maekele Tsegay at [email protected] if you would like to be added to our mailing list and receive information about our programme of events.
Gibson, P., Morgan, R., Brett, A. (2023) Primary teacher solutions: ready pedagogy and inspirational ideas. Abingdon: Taylor & Francis.
Moreau, M. P., Lee, C., Okpokiri, C. (Eds) (2023) Reinventing the family in uncertain times: Education, policy and social justice. London: Bloomsbury.
Hook, G., Moreau, M. P., Brooks, R. (Eds) (2022) Student carers in higher education: Navigating, resisting and redefining academic cultures. London: Routledge.
Connolly, S. (2021) The Changing Role of Media in the English Curriculum: Returning to Nowhere. Abingdon: Routledge.
Lee, C. (2020) Courage in the Classroom: LGBT teachers share their stories. London: Hachette.
Lee, C. (2020) Pretended: Schools and Section 28: Historical, Cultural and Personal Perspectives. Melton: John Catt.
Moreau, M. P. (2019) Teachers, gender and the feminisation debate. London: Routledge.
Tsegay, S. M. (2023) 'International Migration: Definition, Causes and Effects', Genealogy, 7(3), pp. 61.
Ashraf, M. A., Shabnam, N., Tsegay, S. M. and Huang, G. (2023) 'Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students', International Journal of Environmental Research and Public Health, 20(3), pp. 2756. Available at: https://doi.org/10.3390/ijerph20032756
Connolly, S. and Wicks, K. (2023) 'Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism', Compass: Journal of Learning and Teaching, 16(1), pp. 71-92.
Gibson, P. (2023) 'Combining words and drawings, the better to understand students’ lived experiences', Compass: Journal of Learning and Teaching, 16(1), pp. 20-33.
Hoskins, K., Moreau, M. P. and McHugh, E. (2023) 'From PhD to ECR: Supervisory relationships, precarity and the temporal regimes of academia', Access: Critical explorations of equity in higher education, 11(1), pp. 47–62.
Moreau, M. P. and Wheeler, L. (2023) 'Through a glass, darkly: Gazing into the field of carers in academia', Review of Education, 11(1), pp. 1-36. Available at: https://doi.org/10.1002/rev3.3387
Smith, L., López Sánchez, G. F., Veronese, N., Soysal, P., Oh, H., Kostev, K., Rahmati, M., Butler, L., Gibson, P., Keyes, H. and Barnett, Y. (2023) 'Association of fruit and vegetable consumption with mild cognitive impairment in low-and middle-income countries', The Journals of Gerontology: Series A, glad055. Available at: https://doi.org/10.1093/gerona/glad055
Tsegay, S. M., Wheeler, L., Kirkman, P., Pratt-Adams, S. (2023) 'Teacher Perspectives on Primary-Secondary School Transition Projects During the COVID-19 Pandemic', Sage Open, 13(2), 21582440231181382. Available at: https://doi.org/10.1177/21582440231181382
Bunn, M., Burke, P.J., Lumb, M., Moreau, M. P., Shaw, J., Tsegay, S. M., 2022. Editorial: Theory as contestation. Access: Critical explorations of equity in higher education, 10(1), pp. 1-6. doi: 1959.13/1451553
Tsegay, S. M., Epstein, D., 2022. Interview: In conversation with Professor Debbie Epstein. Access: Critical explorations of equity in higher education, 10(1), pp. 99–105. doi: 1959.13/1451566
Wood, A., Gray, L., Bowser-Angermann, J., Gibson, P., Fossey, M., Godier-McBard, L., 2022. Social media and Internet-based communication in military families during separation: An international scoping review. New media & society. doi: 10.1177/14614448221117
Hizli Alkan, S., 2022. Traversing between Supra, Macro, and Meso Sites. Scottish Educational Review, 54(1), pp. 70-92. doi: 10.1163/27730840-54010007
Hizli Alkan, S., 2022. "Are we making a quilt, with lots of ill-fitting cloths in here?": Teachers’ internal conversations on curriculum making. Journal of Educational Change. doi: 10.1007/s10833-022-09452-8
Xenofontos, C., Hizli Alkan, S., 2022. "They're coming into school hungry, they're not ready to learn". Scottish teachers' perceptions of marginalization in school mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2116. doi: 10.29333/ejmste/12071
Xenofontos, C., Hizli Alkan, S., Andrews, P., 2022. Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence? Athens Journal of Education, 9.
Xenofontos C., Hizli Alkan, S., 2022. Prospective Primary Teachers' Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair. Education Sciences, 12(1), pp. 55. doi: 10.3390/educsci12010055
Connolly, S. M., Bates, G., 2022. 'Different people, different backgrounds, different identities’: filling the vacuum created by policy views of ‘cultural capital’. The Curriculum Journal. doi: 10.1002/curj.198
Gibson, P., Clarkson, R., Scott, M., 2022. Promoting potential through purposeful inclusive assessment for distance learners. Distance Education. doi: 10.1080/01587919.2022.2143321
Alam, J., Ashraf, M. A., Tsegay, S. M., Shabnam, N., 2022. Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan. International Journal of Environmental Research and Public Health, 19(8), 4486. doi: 10.3390/ijerph19084486
Green, B., Connolly, S., 2022. English teaching and media education: the (lost) legacies of Cultural Studies. Continuum Journal of Media & Cultural Studies. doi: 10.1080/10304312.2022.2053503
Lee, C., 2022. Coming out in the university workplace: a case study of LGBTQ + staff visibility. Higher Education. doi: 10.1007/s10734-022-00884-y
Mano, I., 2022. A scoping review to explore what is known about black African social work students who have additional support needs in England. Journal of Practice Teaching and Learning, 18(3), pp. 67-86.
Nyathi, N., 2022. A synthesis of contextual safeguarding and commonly used child safeguarding theoretical models and approaches. Journal of Children's Services. doi: 10.1108/JCS-02-2022-0008
Pardhan, S., Parkin, J., Trott, M., Driscoll, R., 2022. Risks of digital screen time and recommendations for mitigating adverse outcomes in children and adolescents. Journal of School Health. doi: 10.1111/josh.13170
Tsegay, S. M., Ashraf, M. A., Perveen, S., Zegergish, M. Z., 2022. Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University. Sustainability, 14(1), p. 568. doi: 10.3390/su14010568
Walshe, N., Moula, Z., Lee, E., 2022. Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability,14(6), 3582. doi: 10.3390/su14063582
Hizli Alkan, S., 2021. Curriculum making as relational practice: a qualitative ego-network approach. The Curriculum Journal, 32(3), pp. 421-443. doi: 10.1002/curj.98
Hizli Alkan, S., Priestley, M., 2019. Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies, 51(5), pp. 737-754. doi: 10.1080/00220272.2019.1637943
Ashraf, M., Cagliesi, G., Hawkes, D., Rab, M., 2021. Tackling the gender biases in higher education careers in Pakistan: potential online opportunities post COVID-19. Emerald Open Research, 3(13). doi: 10.35241/emeraldopenres.14256.1
Bodenhorn, B., Lee, E., 2021. What Animates Place for Children? A Comparative Analysis. Anthropology & Education Quarterly, 12409. doi: 10.1111/aeq.12409
Anghel, R., 2021. From ‘the New Man’ to care‐leaver activists - Communist and contemporary discourses shaping 50 years of leaving care in Romania. Child & Family Social Work, 26(2), pp. 258-269. doi: 10.1111/cfs.12819
Ashraf, M. A., Tsegay, S. M., Meijia, Y., 2021. Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. Sage Open, 11(3), 21582440211030623. doi: 10.1177/21582440211030623
Ashraf, M. A., Tsegay, S. M., Ning, J., 2021. Teaching Global Citizenship in a Muslim-Majority Country: Perspectives of Teachers from the Religious, National, and International Education Sectors in Pakistan. Religions, 12(5), pp. 1-14. doi: 10.3390/rel12050348
Bodenhorn, B., Lee, E., 2021. What Animates Place for Children? A Comparative Analysis. Anthropology & Education Quarterly, pp. 1-18. doi: 10.1111/aeq.12409
Casa-Nova, M. J., Smith, D., 2021. Introduction: beyond nation states? Journal of Contemporary European Studies, 29(1), pp. 1-8. doi: 10.1080/14782804.2020.1815680
Connolly, S., 2021. The Changing Role of Media in the English Curriculum: Returning to Nowhere (Abingdon: Routledge). doi: 10.4324/9781003047308
Lane, P., Smith, D., 2021. Mid-term review-UK Roma national integration strategy: Roma at the intersection of ethnic-inclusive, post-racial and hyper-ethnic policies. Journal of Contemporary European Studies, 29(1), pp. 73-83. doi: 10.1080/14782804.2019.1626226
Lee, C., 2021. How do male and female Headteachers evaluate their authenticity as school leaders? Management in Education, 0892020621999675. doi: 10.1177/0892020621999675
Lee, C., 2021. Inclusive relationships, sex and health education: Why the moral panic? Management in Education, 08920206211016453. doi: 10.1177/08920206211016453
Lee, C., 2021. Promoting diversity in university leadership: the argument for LGBTQ+ specific leadership programmes in higher education. Perspectives: Policy and Practice in Higher Education, 25(3), pp. 91-99. doi: 10.1080/13603108.2021.1877205
Moreau, M. P., Galman, S. C., 2021. Writing/drawing care-based equity into practice: A research-and art-based collaboration about caring responsibilities in academia. Access: Critical explorations of equity in higher education, 9(1), pp. 40-52.
Moula, Z., Walshe, N., Lee, E., 2021. Making nature explicit in children’s drawings of wellbeing and happy spaces. Child Indicators Research, 14(4), pp. 1653-1675. doi: 10.1007/s12187-021-09811-6
Okpokiri, C., 2021. Parenting in fear: Child welfare micro strategies of Nigerian parents in Britain. The British Journal of Social Work, 51(2), pp. 427-444. doi: 10.1093/bjsw/bcaa205
Osaiyuwu, A., Burch, S., Sandu, A., 2021. Acceptance, obedience and resistance: Children's perceptions of street trading in Nigeria. Children & Society, 36(1), pp. 36-51. doi: 10.1111/chso.12482
Smith, D. M., Gillin, N., 2021. Filipino nurse migration to the UK: Understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. doi: 10.1016/j.socscimed.2021.113881
Spear, S., Parkin, J., van Steen, T., Goodall, J., 2021. Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures. Educational Review, pp. 1-20. doi: 10.1080/00131911.2021.2007054
Spear, S., Spotswood, F., Goodall, J. and Warren, S., 2021. Reimagining parental engagement in special schools–a practice theoretical approach. Educational Review, pp. 1-21. doi: 10.1080/00131911.2021.1874307
Spear, S., Tapp, A., Morey, Y., 2021. End of life choices and storytelling–exploring preferences and conflicts. Storytelling, Self, Society.
Spotswood, F., Wiltshire, G., Spear, S., Makris, A., 2021. Disrupting social marketing through a practice-oriented approach. RAUSP Management Journal, 56(3), pp. 334-347. doi: 10.1108/RAUSP-10-2020-0231
Thomason, M., Connolly, S., 2021. What Does Engagement Look Like in a Media Studies Classroom? Participations: Journal of Audience & Reception Studies, 18(2), pp. 356-373.
Tsegay, S. M., 2021. A reflection on my academic journey: The struggle to shape my destiny. Access: Critical explorations of equity in higher education, 9(1), pp. 69-77.
Tsegay, S. M., 2021. Gender and Family Relations: Experiences of Highly Educated Eritrean Migrants in the UK. Global Social Welfare, pp. 1-10. doi: 10.1007/s40609-021-00217-4
Tsegay, S. M., 2021. Hope Springs Eternal: Exploring the Early Settlement Experiences of Highly Educated Eritrean Refugees in the UK. Journal of International Migration and Integration, pp. 1-21. doi: 10.1007/s12134-021-00883-5
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