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  1.  22
    The Vital Message: Continuing Education and the University of Cambridge 1945–2010 The Vital Message: Continuing Education and the University of Cambridge 1945–2010. By Mark Freeman. Pp 320. St Albans: Regents Court Press. 2023. £12.99 (pbk). ISBN 978-1-916308-48-0 (pbk). [REVIEW]Peter Cunningham - 2024 - British Journal of Educational Studies 72 (3):379-381.
    Mark Freeman deploys insight and empathy, as well as a sense of humour, introducing ‘University Extension’ in Chapter 1 with the quizzical title of ‘Mustard left on dinner plates’. This was the inf...
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  2.  26
    Teaching Mindfulness in an Unmindful System.Francis Gilbert - 2024 - British Journal of Educational Studies 72 (3):359-378.
    This article explores a case study of a mindfulness teacher, Beth, and her experiences of teaching mindfulness to 11- to 16-year-olds in several English schools. It shows why Beth was drawn to teaching mindfulness, which was both to alleviate the stress amongst her pupils and improve her own mental health. It illustrates how and why she became a confident, successful mindfulness teacher: she learnt about mindfulness at various classes, retreats and teacher-education training sessions, spending thousands of pounds on her own (...)
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  3.  19
    Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms Learning to Live Together Harmoniously: Spiritual Perspectives from Indian Classrooms. By Jwalin Patel. Pp 239 + xxiii. Cham: Palgrave Macmillan. 2023. £109.99 (hbk), £87.50 (ebk). ISBN 978-3-031-23538-2 (hbk), ISBN 978-3-031-23539-9 (ebk). [REVIEW]Nikita Jha - 2024 - British Journal of Educational Studies 72 (3):383-385.
    For an educational zeitgeist so rooted, and understandably so, in measurable, scalable, and replicable results, it is difficult to entertain the idea of an unquantifiable goalpost. Although terms l...
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  4.  2
    Supporting Young Children’s Exploration of Mathematical Concepts: Co-teachers’ Involvement in Joint Play.Liang Li - 2024 - British Journal of Educational Studies 72 (3):341-358.
    There has been a major international focus on the education and care of toddlers. To date, empirical studies on adults’ interactions in play with toddlers have focussed on the proximity of teachers, teachers’ affective responses, and joint attention between adults and children in play. However, less attention has been given to the role of two teachers working together in supporting children’s exploration of concepts in joint play. This paper takes a cultural-historical perspective and draws upon the concepts of play and (...)
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  5.  2
    Using Graphic Novels in the STEM Classroom Using Graphic Novels in the STEM Classroom. By William Boerman-Cornell, Josha Ho, David Klanderman and Sarah Klanderman. Pp 168. London: Bloomsbury Academic. 2023. £55.00 (hbk), £17.99 (pbk), ISBN 9781350279193 (hbk), ISBN 9781350279186 (pbk). [REVIEW]Charlie Pettit - 2024 - British Journal of Educational Studies 72 (3):389-391.
    Beyond securing exam results and opening the door for career destinations, teachers of STEM subjects have the broader (and almost certainly more daunting) responsibility of developing a young perso...
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  6.  16
    The Instrumental Motivation of Teachers: Implications of High-Stakes Accountability for Professional Learning.Kevin Proudfoot & Pete Boyd - 2024 - British Journal of Educational Studies 72 (3):295-320.
    This article considers the motivations of teachers to pursue ongoing professional learning. During recent decades, the international policy context has been characterised by high-stakes accountability, but the implications of this agenda for teachers’ motivations toward professional learning remains under-explored. In this mixed methods study, combining a large teacher survey and in-depth teacher interviews, a new and significant concept of ‘instrumental motivation’ is generated to capture how high-stakes performance management policies damage the motivation of teachers to learn professionally. This innovative approach, (...)
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  7.  8
    Engaging with the Elusiveness of Violent Extremism in Norwegian Schools – The Promise and Potential of Agonistic Listening.Martin M. Sjøen - 2024 - British Journal of Educational Studies 72 (3):321-340.
    The issue of violent extremism has given rise to new policy debates in Norway. A key limitation of these debates, often grounded in naïve assumptions about the peacebuilding effect of education, is the downplay of emotions and dissent in democratic engagement. This article analyses how selected educators in Norway describe encountering and engaging with extremist students for educational interventional purposes. Previous research suggests that educational efforts to counter violent extremism can be exclusionary from the perspective of target audiences. In contrast, (...)
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  8.  3
    Professional Development for Practitioners in Academia: Pracademia Professional Development for Practitioners in Academia: Pracademia. Edited by Jill Dickinson and Teri-Lisa Griffiths. Pp 284. Cham: Springer. 2023. £109.99 (hbk), £87.50 (ebk). ISBN 978-3-031-33745-1 (hbk), ISBN 978-3-031-33746-8 (ebk). [REVIEW]Rachel Stone - 2024 - British Journal of Educational Studies 72 (3):393-395.
    When I agreed to review this book, I did not expect that my whole professional self-identity would be transformed as a result. Reader, I am, it seems, a pracademic! I had thought of myself as an ex...
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  9.  4
    Recent Trends in Formal School Exclusions in Wales.Foteini Tseliou, Chris Taylor & Sally Power - 2024 - British Journal of Educational Studies 72 (3):269-293.
    Historically Wales has been regarded as a country with relatively low levels of school exclusion, particularly in comparison with England. This has been used as an indicator of Wales’ commitment to the UN Convention on the Rights of the Child, which foregrounds a rights-based agenda that would argue school exclusion is a consequence of broader socio-economic structures than individual actions. However, simple analyses may mask a different picture of school exclusions in Wales. In this article, we study more detailed information (...)
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  10.  10
    Learning and Teaching in Higher Education: Policy Discourses and the Illusion of Best Practice Learning and Teaching in Higher Education: Policy Discourses and the Illusion of Best Practice. By Sarah Horrod. Pp 236. Cham: Palgrave Macmillan. 2023. £109.99 (hbk), £39.99 (pbk). ISBN 978-3-031-28037-5 (hbk), ISBN 978-3-031-28040-5 (pbk). [REVIEW]Yonghua Wang - 2024 - British Journal of Educational Studies 72 (3):387-388.
    1. There have been growing concerns from international scholars and relevant stakeholders over enhancing the quality of teaching and learning in higher education (HE) owing to its remarkable boom a...
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  11.  17
    Responding To Cyber Risk With Restorative Practices: Perceptions And Experiences Of Canadian Educators.Michael Adorjan, Rosemary Ricciardelli & Mohana Mukherjee - 2024 - British Journal of Educational Studies 72 (2):155-175.
    Restorative practices are gaining traction as alternative approaches to student conflict and harm in schools, potentially surpassing disciplinary methods in effectiveness. In the current article, we contribute to the evolving understanding of restorative practices in schools by examining qualitative responses from educators regarding restorative interventions for online-mediated conflict and harm, including cyberbullying and sexting. Participants include pre-service educators, as well as junior and senior teachers with varying levels of familiarity with restorative practices. Our findings highlight how educators who have implemented (...)
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  12.  6
    The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth. By Derron Wallace. Pp 296. Oxford: Oxford University Press. 2023. £19.99 (pbk), £74.99 (hbk). ISBN 9780197531471 (pbk), ISBN 9780197531464 (hbk). [REVIEW]Will Baker - 2024 - British Journal of Educational Studies 72 (2):259-260.
    The Culture Trap: Ethnic Expectations and Unequal Schooling for Black Youth by Derron Wallace is a brilliant and powerful book. It will no doubt achieve the status of a classic in the sociology of...
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  13.  6
    Reinventing the Family in Uncertain Times. Education, Policy and Social Justice Reinventing the Family in Uncertain Times. Education, Policy and Social Justice. Edited by Marie-Pierre Moreau, Catherine Lee and Cynthia Okpokiri. Pp 223 + xi. London: Bloomsbury Academic. 2023. £90.00 (hbk), £81.00 (ebk). ISBN 978-1-3502-8710-5 (hbk), ISBN 978-1-3502-8712-9 (ebk). [REVIEW]Janet Boddy - 2024 - British Journal of Educational Studies 72 (2):261-263.
    In opening this new edited volume, Moreau, Lee and Okpokiri argue for an ‘encompassing approach’ to engaging with discourses of family (3). They have certainly achieved this, presenting a very dive...
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  14.  7
    Who’s Afraid of Political Education? The Challenge to Teach Civic Competence and Democratic Participation Who’s Afraid of Political Education? The Challenge to Teach Civic Competence and Democratic Participation. Edited by Henry Tam. Pp 229. Bristol: Policy Press. 2023. £80.00 (hbk), £27.99 (epub). ISBN 978-1447366959 (hbk), ISBN 978-1447366973 (epub). [REVIEW]Elizabeth Gregory - 2024 - British Journal of Educational Studies 72 (2):253-255.
    This edited volume contributes to current debates around the fate of democracy in times of uncertainty. As with so many areas of life, education has been widely posited as the answer to promoting a...
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  15.  7
    Basil Bernstein: Code Theory and Beyond Basil Bernstein: Code Theory and Beyond. By Brian Barrett. Pp xix, 122. Cham: Springer. 2024. £39.99 (pbk). £31.99 (ebk). ISBN 978-3-031-50743-4 (pbk), ISBN 978-3-031-50745-8 (ebk). [REVIEW]Jim Hordern - 2024 - British Journal of Educational Studies 72 (2):265-267.
    The work of Basil Bernstein has proved generative of some of the most insightful and nuanced sociological studies of education of the last 25 years, including volumes produced following various sym...
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  16.  13
    How Did Spain Perform In PISA 2018? New Estimates Of Children’s PISA Reading Scores.John Jerrim, Luis Alejandro Lopez-Agudo & Oscar David Marcenaro-Gutierrez - 2024 - British Journal of Educational Studies 72 (2):177-198.
    International large-scale assessments have gained much attention since the beginning of the twenty-first century, influencing education legislation in many countries. This includes Spain, where they have been used by successive governments to justify education policy change. Unfortunately, there was a problem with the PISA 2018 reading scores for this country, meaning the OECD refused to initially release the results. Therefore, in this paper we attempt to estimate the likely PISA 2018 reading scores for Spain, and for each region within. The (...)
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  17.  9
    Resourcing Their Own Aspirations: First-In-Family Young People and DIY Career Counselling.Sarah McDonald, Garth Stahl, Tin Nguyen & Kirsten Fairbairn - 2024 - British Journal of Educational Studies 72 (2):235-252.
    The relationship between career counselling and widening participation is increasingly capturing the attention of educational researchers, especially those interested in its social justice implications. International research on first-in-family students demonstrates the continual class-based barriers they are faced with which influence their progression into and through higher education. Career counselling has an important role to play in both supporting first-in-family students to not only enter university but also set them on a career trajectory which allows them to fulfil their aspirations. However, (...)
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  18.  9
    Understanding the Causes and Consequences of School Exclusions. Teachers, Parents and Schools’ Perspectives Understanding the Causes and Consequences of School Exclusions. Teachers, Parents and Schools’ Perspectives. By Feyisa Demie. Pp 172. London: Routledge. 2023. £35.99 (pbk), £130 (hbk), £32.99 (ebk). ISBN 978-1-032-20524-3 (pbk), ISBN 978-1-032-19301-4 (hbk), ISBN 978-1-003-26401-9 (ebk). [REVIEW]Richard Race - 2024 - British Journal of Educational Studies 72 (2):257-258.
    1. This is a book not only about school exclusions. It examines the scale of the problem which has wider implications for educational inequality both in England and internationally (Demie, 2019, 20...
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  19.  7
    Islamic Ethics As Alternative Epistemology In Intercultural Education: Educators’ Situated Knowledges.Hamza R’Boul, Osman Z. Barnawi & Benachour Saidi - 2024 - British Journal of Educational Studies 72 (2):199-217.
    This paper explores the epistemological affordances of Islamic ethics as alternative knowledge within intercultural education. Despite the calls for epistemological plurality in intercultural education that centre epistemologies of the South, educators may find it hard to reaffirm their situated knowledges and practices because they may have been overwhelmed by the wide endorsements of the mainstream literature. Drawing on in-depth interviews with 25 EFL teachers, this study aims to (a) unpack educators’ perspectives around the adoption of alternative knowledges anchored in local (...)
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  20.  12
    Should The More Highly Educated Get More Votes? Education, Voting and Representation.Malcolm Tight - 2024 - British Journal of Educational Studies 72 (2):219-234.
    This article examines the relation between education, voting and representation, and, in particular, the argument that more highly educated people should have more votes, as they should be better at judging important political decisions. In the past this issue attracted the attention of great thinkers such as Plato, Aristotle, Newman and Mill. In the UK there is also a practical precedent, rarely recalled today, where for centuries university graduates had their own representatives in Parliament. There are also some interesting contemporary (...)
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  21.  17
    Governance of Academies in England: The Return of “Command and Control”?Anne West, David Wolfe & Basma B. Yaghi - 2024 - British Journal of Educational Studies 72 (2):131-154.
    School-based education in England has undergone significant changes since 2010, with a huge expansion of academies, schools outside local authority control, funded directly by central government. Academies and local authority (LA) maintained schools are subject to different legislative and regulatory frameworks. This paper focuses on the governance of LA maintained schools, single academy trusts (SATs) and schools that are part of multi-academy trusts (MATs). The research involved analysing legislative provision, policy documents, and documents addressing the governance arrangements of a sample (...)
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  22.  2
    Transitioning To Emergency Remote Teaching In A Block Model Curriculum: A Case Study Of Academics’ Experiences In An Australian University.Kaye Cleary, Gayani Samarawickrema, Trudy Ambler, Daniel Loton, Thomas Krcho & Trish McCluskey - 2024 - British Journal of Educational Studies 72 (1):63-84.
    This Australian university case study explores the transition to emergency, remote teaching (ERT) in an intensive Block Model curriculum during the COVID-19 pandemic. An online survey investigated academics’ experiences of factors that helped or hindered their transition. A thematic analysis of the data revealed a symbiotic relationship between the Block Model curriculum, professional learning, and academics’ sense of agency as they experienced their transition. We relate our findings to Whittle et al.’s 2020 framework and propose an extended framework based on (...)
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  23.  3
    The Degree Generation: The Making of Unequal Graduate Lives The Degree Generation: The Making of Unequal Graduate Lives. By Nicola Ingram, Ann-Marie Bathmaker, Jessie Abrahams, Laura Bentley, Harriet Bradley, Tony Hoare, Vanda Papafilippou, and Richard Waller. Pp 212. Bristol: Bristol University Press. 2023. £80.00 (hbk), £14.99 (pbk), £14.99 (EPUB). ISBN 978-1529208849 (hbk), ISBN 978-1529208856 (pbk), ISBN 978-1529208870 (EPUB). [REVIEW]Achala Gupta - 2024 - British Journal of Educational Studies 72 (1):127-129.
    The Degree Generation illustrates a remarkable and inspiring research effort that carefully and diligently unpacks the complexity of graduate lives. In so doing, this book shows the ways in which s...
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  24.  4
    Pedagogies for the Future: A Critical Reimagining of Education Pedagogies for the Future: A Critical Reimagining of Education. By Gary Beauchamp, Dylan Adams and Kevin Smith. Pp 107. London, UK: Routledge. 2023. £120.00 (hbk), £28.99 (pbk), £28.99 (ebk). ISBN 9781032025612 (hbk), ISBN 9781032025650 (pbk), ISBN 9781003183938 (ebk). [REVIEW]Michael Harpham - 2024 - British Journal of Educational Studies 72 (1):117-119.
    Pedagogies for the Future: A Critical Reimagining of Education provides a number of alternative approaches to education and pedagogy that helps the reader better understand the current educational...
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  25.  3
    Education, Work and Social Change in Britain’s Former Coalfield Communities: The Ghost of Coal Education, Work and Social Change in Britain’s Former Coalfield Communities: The Ghost of Coal. Edited by Robin Simmons and Katherine Simpson. Pp 268. Cham: Palgrave Macmillan. 2022. £89.99 (hbk), £71.50 (ebk). ISBN 978-3-031-10791-7 (hbk), ISBN 978-3-031-10792-4 (ebk). [REVIEW]Geoff Hayward - 2024 - British Journal of Educational Studies 72 (1):113-115.
    Approaching a topic as vast as the social and educational effects of de-industrialisation in Britain over the last 100 years is a daunting task. To do so largely through the narratives of those who...
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  26.  11
    Towards Instrumental Trainability in England? The ‘Official Pedagogy’ Of The Core Content Framework.Jim Hordern & Clare Brooks - 2024 - British Journal of Educational Studies 72 (1):5-22.
    This paper focuses on the structure and substance of the Core Content Framework (CCF), a controversial document which stipulates content that providers of teacher education in England must incorporate in their programmes. We identify both a concept of instrumental trainability and a lack of coherence in the CCF which suggests it is unsuitable as a guide to a curriculum for teacher education. Drawing on Bernstein’s work and its application by other sociologists of educational knowledge, we identify how the CCF embeds (...)
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  27.  7
    The Enactment Of Cognitive Science Informed Approaches In The Classroom - Teacher Experiences And Contextual Dimensions.Clara Rübner Jørgensen, Thomas Perry & Rosanna Lea - 2024 - British Journal of Educational Studies 72 (1):43-62.
    Cognitive science-informed approaches have gained considerable influence in education in the UK and internationally, but not much is known about how teachers perceive cognitive science-informed strategies or enact them within the contexts of their everyday classrooms. In this paper, we discuss the perceptions and experiences of cognitive science-informed strategies of 13 teachers in England. The paper critically explores how the teachers understood and used cognitive science-informed strategies in their teaching, their views of the benefits and challenges for different subjects and (...)
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  28.  7
    A Transactional Or A Relational Contract? The Student Consumer, Social Participation And Alumni Donations In Higher Education.Manuel Souto-Otero, Michael Donnelly & Mine Kanol - 2024 - British Journal of Educational Studies 72 (1):85-107.
    The relationship between students and higher education is seen to have become increasingly transactional. We approach the study of the student–HE relationship in a novel way, by focusing on students’ behaviour post-university, rather than on student narratives. Conceptually, the article builds on multidimensional views of student engagement and the differentiation between psychological transactional contracts – where students who achieve better academic results are more likely to donate – and relational contracts – where students donate more following engagement in social experiences. (...)
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  29.  6
    Uniting Teachers Through Critical Language Awareness: a Role for the Early Career Framework?Kathryn Spicksley & Alison Kington - 2024 - British Journal of Educational Studies 72 (1):23-41.
    In this paper, we make initial advances towards building an argument for the inclusion of Critical Literacy Awareness within the new Early Career Framework in England. Using illustrative examples from recent research projects, we argue that post-2010 education policy has discursively divided practitioners, structuring relationships between different groups of teachers in schools as hierarchical and competitive, rather than collegial and supportive. We argue that such hierarchies may be a contributing factor to the teacher retention crisis, given that research indicates teachers (...)
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  30.  6
    Education, Curriculum and Nation-Building: Contributions of Comparative Education to the Understanding of Nations and Nationalism Education, Curriculum and Nation-Building: Contributions of Comparative Education to the Understanding of Nations and Nationalism. Edited by Daniel Tröhler. Pp 288. Abingdon: Routledge. 2023. £120.00 (hbk), £35.09 (ebk). ISBN 9781032307589 (hbk), ISBN 9781003315988 (ebk). [REVIEW]Can Tao - 2024 - British Journal of Educational Studies 72 (1):109-111.
    Since Eugen Weber’s (1976) classic work Peasants into Frenchmen, the role of mass education in nation-building has been repeatedly discussed in the literature on nationalism. However, the specific...
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  31.  2
    The Floating University: Experience, Empire, and the Politics of Knowledge The Floating University: Experience, Empire, and the Politics of Knowledge. By Tamson Pietsch. Pp. 320. Chicago: The University of Chicago Press. 2023. $40 (Cloth). ISBN 9780226825168. [REVIEW]Stephen Tuffnell - 2024 - British Journal of Educational Studies 72 (1):121-122.
    This exceptional volume uncovers the eight-month cruise of 500 US citizen-travellers as they circumnavigated the globe from September 1926 to May 1927. The SS Ryndham, a rusting tub in the Holland...
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  32.  4
    Ethical Dilemmas in Educational Research: Considering Challenges and Risks in Practice Ethical Dilemmas in Educational Research: Considering Challenges and Risks in Practice. Edited by Carol Brown and Mary Wild. Maidenhead: McGraw Hill. 2023. £27.99 (Print Text), £22.99 (Ebk). ISBN 9780335251322. [REVIEW]Paul Watts - 2024 - British Journal of Educational Studies 72 (1):123-125.
    Researchers are regularly faced with ethical dilemmas, both prior to and during the collection of data in the field. In this book, Brown, Wild, and their contributing colleagues, outline various et...
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