Results 41 to 50 of about 1,888 (248)
Worldviews, Virtues, and Education
Theology and Philosophy of EducationMeaning-oriented Reflection (i.e. ‘MORe3.1.2’) is addressed as modus operandi for reflecting on ethical behaviour. The article connects decolonising the curriculum, worldviews core virtues, educational interventions, while ensuring a safe learning ...
Bert Meeuwsen
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Addressing racialised awarding gap in higher education: Insights from personal tutors
British Educational Research Journal, EarlyView.Abstract Situated within a wider cross‐institutional research project, this article provides an in‐depth case study of one higher education (HE) institution, focusing on how personal tutors make sense of racialised degree awarding disparities for both undergraduate and postgraduate students, how they perceive their responsibilities, the challenges and ...
Benjamin Ajibade +3 more
wiley +1 more source
Liberal Humanism, Decolonising the Curriculum and the Importance of Epistemic Boundaries
European Journal of GeographyBoundaries are how we construct meaning for concepts, language and social institutions, including the educational space of schools and content of the curriculum.
Alex Standish
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British Educational Research Journal, EarlyView.Abstract Previous research concerning Global South doctoral students in the United Kingdom has mainly situated their experiences within adaptationist paradigms, emphasising cultural adjustment and assimilation into Western academic norms. Such studies often depict students as passive recipients, overlooking their agency and the transformative potential
Peng Zhang +3 more
wiley +1 more source
Reconciliation, resilience and resistance in Inuit teacher's professional development and practices
Education in the North, 2018 In February 2017, 26 Inuit educators gathered in Nain, Nunatsiavut for the Inuit Education Forum. Teachers from each of the four Inuit regions in Canada were invited to share their experiences on education in Inuit Nunangat with the goal of identifying ...
Kathy Snow +3 more
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Decolonising globalised curriculum landscapes: The identity and agency of academics
London Review of Education, 2021 This article explores how academics in a higher education institution (HEI) make sense of the challenges that they encounter in a neoliberal context typified by an increasingly globalised curriculum landscape.
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British Educational Research Journal, EarlyView.Abstract This paper examines the experiences of Nigerian cross‐border students in UK higher education, focusing on how colonial legacies continue to shape the interplay between structure and agency. Three key themes emerged in the analysis of the data: First, the persistence of a ‘West is Best’ mentality reflects the internalisation of colonial ...
Jennifer Marshall, Jack Bryne Stothard
wiley +1 more source
London Review of Education, 2022 Within the spirit of conspiration, this article brings together contributions from participants of the PhD-led UCL Reading and React Group ‘Colonialism(s), Neoliberalism(s) and Language Teaching and Learning’, which ran in 2019/20.
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British Educational Research Journal, EarlyView.Abstract Mental health is a critical issue globally, with young people being one of the most affected groups. Young people have campaigned vehemently for a ‘curriculum for life,’ arguing that their education is failing to meet their needs (British Council, 2022).
Lisa Stephenson, Helen Young
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Plant PerspectivesThis article examines the intricate interplay between humans and plants within the context of contemporary dialogues surrounding the climate crisis and the evolving dynamics of human and more-than-human relationships in the Anthropocene.
Gabriele Brandstetter
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