Centre for Education Research and Scholarship (CERS)
| Title | Centre for Education Research and Scholarship (CERS) |
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Latest research outputs
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It is time for other stories: troubling the science fact of developmental babyhood
Osgood, J. 2027. It is time for other stories: troubling the science fact of developmental babyhood. in: Sakr, M. and Osgood, J. (ed.) Postdevelopmental Approaches to Babyhood London, UK Bloomsbury Publishing.Book chapter
Re-imagining education in times of planetary crises: How transdisciplinary ecopedagogies come to matter [Editorial]
de Rijke, V. and Osgood, J. 2026. Re-imagining education in times of planetary crises: How transdisciplinary ecopedagogies come to matter [Editorial]. Global Studies of Childhood. 16 (2), pp. 95-97. https://doi.org/10.1177/20436106261449349Article
Becoming-worldly-wit(h)nesses: from Social Justice towards Worldly Justice in Early Childhood Research
Osgood, J., Scarlet, R.R. and Becoming-Worldly-Wit(h)nesses Research Collective 2026. Becoming-worldly-wit(h)nesses: from Social Justice towards Worldly Justice in Early Childhood Research. in: Mimi, Michelle and Marek (ed.) The Reconceptualizing Early Childhood Education Handbook London, UK Palgrave Macmillan.Book chapter
Beyond critique <=> towards creativity: revisiting 'professionalism' in early childhood education
Osgood, J., Westgaard Bjelkerud, A. and Andersen, E. 2026. Beyond critique <=> towards creativity: revisiting 'professionalism' in early childhood education. Contemporary Issues in Early Childhood. https://doi.org/10.1177/14639491261446071Article
Sustainability and climate change education in teacher education: a survey report
Vare, P., Baker, T., Bamber, P., Jowett, L., Kitson, A., Lengthorn, E., Reed Johnson, J.A., Simcock, A., Wilson, S. and Wynne, J. 2026. Sustainability and climate change education in teacher education: a survey report. Universities Council for the Education of Teachers (UCET).Technical report
Difference between political intent and action: implementation of recent changes in doctoral education in Georgia
Siprashvili, T., Gibbs, P., Grdzelidze, I., Sanadze, R., Sharvashidze, G., Sikharulidze, D., Idadze, S., Mamrikishvili, T., Gogadze, N. and Gognelashvili, M. 2026. Difference between political intent and action: implementation of recent changes in doctoral education in Georgia. Higher Education Policy. https://doi.org/10.1057/s41307-026-00445-3Article
RiDE 2056: the futures of drama education and applied theatre and performance
Fryer, N., Lazaroo, N. and Ong, A. 2026. RiDE 2056: the futures of drama education and applied theatre and performance. Research in Drama Education: The Journal of Applied Theatre and Performance. 30 (2), pp. 201-208. https://doi.org/10.1080/13569783.2025.2589187Article
Re-storying anthropocene childhoods through non-innocent encounters with microbes
Osgood, J. and de Rijke, V. 2026. Re-storying anthropocene childhoods through non-innocent encounters with microbes. in: Osgood, J. (ed.) Postdevelopmental Approaches to Early Childhood Environmental Education London, UK Bloomsbury Publishing.Book chapter
A Froebelian-inspired vision of professional learning in early childhood education and care
Halls, K. and Sakr, M. 2026. A Froebelian-inspired vision of professional learning in early childhood education and care. Journal of Early Childhood Research. https://doi.org/10.1177/1476718X251406875Article
The case for caring compassionately for the well-being of others in the University
Gibbs, P. 2026. The case for caring compassionately for the well-being of others in the University. in: Dalingwater, L., Page, A. and Winnett, L.B. (ed.) Structural and Systemic Perspectives on Health and Well-being Springer. pp. 59-72Book chapter
Learning, sharing and caring: pedagogical features of parents' educational activism
Fretwell, N. 2026. Learning, sharing and caring: pedagogical features of parents' educational activism. Education, Citizenship and Social Justice. 21 (1), pp. 144-159. https://doi.org/10.1177/17461979241290052Article
'Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings
Sakr, M. and Halls, K. 2026. 'Dissensus’ and the emergence of activist leadership in the baby room of UK early childhood settings. Education, Citizenship and Social Justice. 21 (1), pp. 96-108. https://doi.org/10.1177/17461979241241514Article
Hybrid-transitions as spaces for children’s agency
Scollan, A. 2025. Hybrid-transitions as spaces for children’s agency. International Scientific Conference: Education – A Catalyst for Well-Being. European Higher Education Week 2025 (EHEW 2025). East European University, Tbilisi, Georgia 24 - 26 Jun 2025Conference keynote
Digital culture change
Nottingham, J. and Nottingham, P. 2025. Digital culture change. Desnos, L., Vogl, R., Merakos, L., Diaz, C., Mincer-Daszkiewicz, J. and Mclellan, S. (ed.) EUNIS 2025 Congress. University of Ulster, Belfast, Northern Ireland 04 - 06 Jun 2025 EasyChair Publications. pp. 1-10 https://doi.org/10.29007/sx9zConference paper
Understanding the world matters
Boyd, D., Scollan, A. and Lee, K. 2025. Understanding the world matters. in: Lee, K. and Veale, V. (ed.) School Readiness Matters: Embedded and Threaded Transitions TACTYC. pp. 101-109Report Section
Early childhood sustainable pedagogy into and beyond the 21st century
Boyd, D., Scollan, A. and Lee, K. 2025. Early childhood sustainable pedagogy into and beyond the 21st century. in: Bradbury, A., Swailes, R. and Thompson, P. (ed.) A Manifesto for Early Childhood London, UK SAGE Publications. pp. 23-37Book chapter
Play matters. Why play matters in early childhood
2025. Play matters. Why play matters in early childhood. Early Years Reviews.Report
Solving the paradox: the social semantics of children’s right of self-determination
Farini, F. and Scollan, A. 2025. Solving the paradox: the social semantics of children’s right of self-determination. Socium. 2 (1), pp. 5-23. https://doi.org/10.62476/soc.2105Article
A taxonomy of trust in education: with a lens to magnify the limitations of hierarchical foundations of trust, and a key to solve the puzzle of children’s trust in teaching
Farini, F. and Scollan, A. 2025. A taxonomy of trust in education: with a lens to magnify the limitations of hierarchical foundations of trust, and a key to solve the puzzle of children’s trust in teaching. Global Studies of Childhood. https://doi.org/10.1177/20436106251398511Article
Being attuned: high-quality baby rooms – what they look like and how we get there
Bonetti, S., Sakr, M. and Halls, K. 2025. Being attuned: high-quality baby rooms – what they look like and how we get there. Nursery World. 2025 (11), pp. 18-19. https://doi.org/10.12968/nuwa.2025.11.18Article
Defeating misinformation through classroom deliberation
Jerome, L. 2025. Defeating misinformation through classroom deliberation. in: Brown, C. and Handscomb, G. (ed.) Demagogues, Populism and Misinformation: A Guide to Combating Dark Ideas Emerald Publishing Limited. pp. 83-93Book chapter
Tunnelling through the anthropocene: making oddkin with a children’s picturebook
de Rijke, V. and Osgood, J. 2025. Tunnelling through the anthropocene: making oddkin with a children’s picturebook. Children's Literature in Education. https://doi.org/10.1007/s10583-025-09639-6Article
Stakeholders’ analysis – doctoral education in Georgia
Gibbs, P., Grdzelidze, I., Sanadze, R., Sharvashidze, G., Sikharulidze, D., Idadze, S., Mamrikishvili, T., Siprashvili, T., Gognelashvili, M. and Gogadze, N. 2025. Stakeholders’ analysis – doctoral education in Georgia. Ministry of Education, Science and Youth of Georgia.Project report
Enacting arachnean ethics: refusing the ‘thought-out-project’ of early childhood environmental education through arts-based praxis
Osgood, J. and de Rijke, V. 2025. Enacting arachnean ethics: refusing the ‘thought-out-project’ of early childhood environmental education through arts-based praxis. Children's Geographies. https://doi.org/10.1080/14733285.2025.2550718Article
The school as a civic institution
Jerome, L. and Kisby, B. 2025. The school as a civic institution. in: Dyers, H., Bates, A., Gordon, J. and Hinchliffe, G. (ed.) Society, Politics, and Education in Uncertain Times: Rethinking Citizenship and Belonging in International Contexts Routledge. pp. 133-147Book chapter
Memories of the futures of drama education: attempt structures, minor gestures and Forced Entertainment
Fryer, N. 2025. Memories of the futures of drama education: attempt structures, minor gestures and Forced Entertainment. Research in Drama Education: The Journal of Applied Theatre and Performance. 30 (2), pp. 396-408. https://doi.org/10.1080/13569783.2025.2519624Article
The case for compassionate caring for the well-being of others, through problem-based learning, an Azerbaijani perspective
Gibbs, P. and Sattarova, U. 2025. The case for compassionate caring for the well-being of others, through problem-based learning, an Azerbaijani perspective. Socium. 2 (2), pp. 93-101. https://doi.org/10.62476/soc.22.93Article
Beyond anthropocentric boundaries, childing as an embodied kind of praxis: a conversation with Jayne Osgood and Sid Mohandas
Osgood, J., Mohandas, S., Forte, M. and Barreiro, J. 2025. Beyond anthropocentric boundaries, childing as an embodied kind of praxis: a conversation with Jayne Osgood and Sid Mohandas. Matter: A Journal of New Materialist Research. 10, pp. 1-19. https://doi.org/10.1344/jnmr.v10i.50503Article
The role of EdTechs in the commodification of knowledge
Hara, S. 2025. The role of EdTechs in the commodification of knowledge. Jahankhani, H. and Issac, B. (ed.) 16th International Conference on Global Security, Safety and Sustainability. London, UK 25 - 27 Nov 2024 Springer. pp. 497-519 https://doi.org/10.1007/978-3-031-82031-1_25Conference paper
Mess with Jayne Osgood and Sid Mohandas
Osgood, J., Mohandas, S., de Rijke, V. and Sinker, R. 2025. Mess with Jayne Osgood and Sid Mohandas. in: de Rijke, V. and Sinker, R. (ed.) Challenging Contemporary Thinking on Play Springer. pp. 57-75Book chapter
What the global evidence says [Part 1]
Sakr, M. 2025. What the global evidence says [Part 1]. Early Years Educator. 24 (14), pp. 1-2. https://doi.org/10.12968/eyed.2025.24.14.10Article
What the global evidence says [Part 2]
Sakr, M. 2025. What the global evidence says [Part 2]. Early Years Educator. 24 (14), pp. 1-2. https://doi.org/10.12968/eyed.2025.24.14.11Article
Votes at 16: empowering young people and revitalising democracy in Britain
Jerome, L. and Kisby, B. 2025. Votes at 16: empowering young people and revitalising democracy in Britain. London, UK Bloomsbury Publishing.Authored Book
A preliminary study on the reality of autonomy in Georgian universities
Gibbs, P., Grdzelidze, I. and Sanikidze, T. 2025. A preliminary study on the reality of autonomy in Georgian universities . Higher Education Research & Development. 44 (4), pp. 901-913. https://doi.org/10.1080/07294360.2025.2456846Article
Transdisciplinary ecopedagogies [Editorial]
Osgood, J. and de Rijke, V. 2025. Transdisciplinary ecopedagogies [Editorial]. Global Studies of Childhood. 15 (4), pp. 335-342. https://doi.org/10.1177/20436106241304739Article
‘It’s a tiger instinct – that’s my baby!’: affective practices of care in parents’ educational activism
Fretwell, N. and Barker, J. 2025. ‘It’s a tiger instinct – that’s my baby!’: affective practices of care in parents’ educational activism. British Journal of Sociology of Education. 46 (1), pp. 19-33. https://doi.org/10.1080/01425692.2024.2409277Article
Poetry versus colonialism: holding onto pedagogies of love and justice, despite everything
de Rijke, V. 2025. Poetry versus colonialism: holding onto pedagogies of love and justice, despite everything. in: Pedagogical Love in Adult Education: New Perspectives in Nurturing, Growth and Transformation Springer. pp. 125-143Book chapter
Digital piggybacking: materialised figuration across Roblox, with children hampered by adults
de Rijke, V. and Yamada-Rice, D. 2025. Digital piggybacking: materialised figuration across Roblox, with children hampered by adults. in: McClure Sweeny, M. and Sakr, M. (ed.) Postdevelopmental Approaches to Digital Arts in Childhood Bloomsbury Publishing.Book chapter
Refusing perpetual mediation: playing in the undercommons
Osgood, J., de Rijke, V. and Maxwell, M. 2025. Refusing perpetual mediation: playing in the undercommons. in: Osgood, J. and de Rijke, V. (ed.) Postdevelopmental Approaches to Play London, UK Bloomsbury Publishing. pp. 117-136Book chapter
How gender comes to matter: tracing matter, space, place, time and affect in early childhood research
Osgood, J. and Mohandas, S. 2025. How gender comes to matter: tracing matter, space, place, time and affect in early childhood research. in: Prioletta, J., Davies, A. and Smith, K. (ed.) Bloomsbury Handbook of Gender and Sexuality in Early Childhood London, UK Bloomsbury Publishing. pp. 205-216Book chapter
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