Centre for Education Research and Scholarship (CERS)
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Latest research outputs
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A transdisciplinary currere
Gibbs, P. 2022. A transdisciplinary currere. Journal of Educational Studies. 21 (2), pp. 6-17.Article
Introduction
O'Sullivan, J. and Sakr, M. 2022. Introduction. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 1-9Introduction
Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation
Gibbs, P. 2022. Transcending a single reality: transdisciplinarity, the emerging forces of spirituality and a pedagogy of self-cultivation. in: Bengtsen, S. and Gildersleeve, R. (ed.) Transformation of the University: Hopeful Futures for Higher Education Routledge. pp. 44-58Book chapter
In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good
Osgood, J. 2021. In pursuit of worldly justice in early childhood education: bringing critique and creation into productive partnership for the public good. in: Ross, A. (ed.) Educational Research for Social Justice: Evidence and Practice from the UK Switzerland Springer.Book chapter
The unequal costs of Covid-19 on well-being in Europe
Dalingwater, L., Boullet, V., Costantini, I. and Gibbs, P. (ed.) 2022. The unequal costs of Covid-19 on well-being in Europe. Cham Springer.Edited Book
Turning towards discomfort in postdevelopmental approaches to childhood art: The potentials of multimodal mediated discourse analysis
Sakr, M. 2022. Turning towards discomfort in postdevelopmental approaches to childhood art: The potentials of multimodal mediated discourse analysis. Multimodality and Society. 2 (4), pp. 434-450. https://doi.org/10.1177/26349795221135579Article
Student Relational Bonding - the key to focusing on needs of the individual - a UK study
Gibbs, P., Dean, A. and Mclean, J. 2022. Student Relational Bonding - the key to focusing on needs of the individual - a UK study. Journal of Further and Higher Education. https://doi.org/10.1080/08841241.2022.2089943Article
Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming
Osgood, J. and Odegard, N. 2022. Crafting granular stories with child-like embodied, affective and sensory encounters that attune to the world's differential becoming. Australian Journal of Environmental Education. 38 (3-4), pp. 227-241. https://doi.org/10.1017/aee.2022.11Article
Portal-time and wanderlines: what does virusing-with make possible in childhood research?
Osgood, J., Andersen, C. and Otterstad, A. 2022. Portal-time and wanderlines: what does virusing-with make possible in childhood research? Reconceptualizing Educational Research Methodology. 13 (3), pp. 208-231. https://doi.org/10.7577/rerm.5138Article
The struggling towards a transdisciplinary metaphysics
Gibbs, P. 2022. The struggling towards a transdisciplinary metaphysics. Postdigital Science and Education. 4 (3), pp. 649-657. https://doi.org/10.1007/s42438-021-00278-wArticle
Intergenerational solidarity, agency, trust in primary school children's narratives during the Covid-19 pandemic In London
Farini, F. and Scollan, A. 2021. Intergenerational solidarity, agency, trust in primary school children's narratives during the Covid-19 pandemic In London. 15th European Sociological Association (ESA) Conference: Sociological Knowledges for Alternative Futures. Barcelona (online)Conference item
Facilitation of classroom interaction using photographs: the SHARMED project
Baraldi, C., Farini, F. and Scollan, A. 2021. Facilitation of classroom interaction using photographs: the SHARMED project. World Education Research Association 2021 Virtual Focal Meeting. University of Santiago de Compostela, Spain - online 07 - 09 Jul 2021Conference item
Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston
Scollan, A. 2021. Hybrid-transitions as a space for children’s agency. A case-study from a pre-kindergarten in Boston. Centre for Education Research and Scholarship (CERS) Childhood and Society Seminar. Middlesex University, London, UK (online & recorded) 28 Jun 2021Conference item
The cohesion of schools as intercultural communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of teachers and children in England and Italy
Farini, F., Baraldi, C. and Scollan, A. 2021. The cohesion of schools as intercultural communities in the management of COVID-19 pandemic. Reflections, narratives, fears and hopes from the voices of teachers and children in England and Italy. Academic Workshop: Dialogue with and among the Existing, Transforming and Emerging Communities. The Dialogue Society, London (online) 16 Jun 2021Conference keynote
Video online: Shaping curricula through pedagogical innovation: facilitation of young children’s narratives in the classroom
Scollan, A. 2021. Video online: Shaping curricula through pedagogical innovation: facilitation of young children’s narratives in the classroom. Centre for Education Research and Scholarship (CERS) Childhood and Society Seminar. Middlesex University (online & recorded) 22 Mar 2021Conference item
Finding self-determination. Conversation analysis as a methodology for interpreting adults-children interactions
Scollan, A. 2021. Finding self-determination. Conversation analysis as a methodology for interpreting adults-children interactions. Centre for Education Research Workshops Series. University of Northampton (CER online) 29 Sep 2021Conference item
Meanings and methods of pedagogical innovation
Farini, F. and Scollan, A. 2021. Meanings and methods of pedagogical innovation. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy. London Bloomsbury. pp. 67-88Book chapter
La facilitazione: commenti dei facilitatori
Baraldi, C., Farini, F. and Scollan, A. 2021. La facilitazione: commenti dei facilitatori. in: Baraldi, C., Farini, F. and Iervese, V. (ed.) Raccontare storie personali in classe: Dalla ricerca all'innovazione educativa Milan FrancoAngeli. pp. 104-119Book chapter
Dalla ricerca alla formazione
Scollan, A. 2021. Dalla ricerca alla formazione. in: Baraldi, C., Farini, F. and Iervese, V. (ed.) Raccontare storie personali in classe: Dalla ricerca all’innovazione educativa. Milan FrancoAngeli. pp. 230-246Book chapter
SHARMED training: design and practice
Scollan, A. and Joslyn, E. 2021. SHARMED training: design and practice. in: Baraldi, C., Joslyn, E. and Farini, F. (ed.) Promoting Children's Rights in European Schools: Intercultural Dialogue and Facilitative Pedagogy London Bloomsbury. pp. 173-192Book chapter
Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research
Taylor, B., Mills, M., Elwick, A., Pillinger, C., Gronland, G., Hayward, J., Hextall, I. and Panjwani, F. 2021. Addressing extremism through the classroom. A research report from the Centre for Teachers & Teaching Research. London, UK UCL Institute of Education.Technical report
Can academics be trusted to be truth-tellers more than the rest of society?
Gibbs, P. 2021. Can academics be trusted to be truth-tellers more than the rest of society? in: Bengtsen, S., Robinson, S. and Shumar, W. (ed.) The University Becoming: Perspectives from Philosophy and Social Theory Cham Switzerland Springer International.Book chapter
Values of the university in a Time of uncertainty
Gibbs, P., Jameson, J. and Elwick, A. (ed.) 2019. Values of the university in a Time of uncertainty. Cham, Switzerland Springer International.Book
‘She’s nice company and a good friend’: thinking with Haraway to reconceptualise children’s playful interactions with Alexa in the family home
Sakr, M. 2021. ‘She’s nice company and a good friend’: thinking with Haraway to reconceptualise children’s playful interactions with Alexa in the family home. in: Mikats, J., Kink-Hampersberger, S. and Oates-Indruchová, L. (ed.) Creative families: Gender and technologies of everyday life Cham, Switzerland Palgrave Macmillan. pp. 167-188Book chapter
Advancing pedagogical leadership at national level: looking for a policy window
Bonetti, S. and Sakr, M. 2022. Advancing pedagogical leadership at national level: looking for a policy window. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 181-193Book chapter
An organisational approach to supporting pedagogical leadership: reporting on a case study with London Early Years Foundation
Sakr, M. 2022. An organisational approach to supporting pedagogical leadership: reporting on a case study with London Early Years Foundation. in: Sakr, M. and O'Sullivan, J. (ed.) Pedagogical leadership in early childhood education: conversations from across the world London, UK Bloomsbury Publishing. pp. 119-131Book chapter
Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps
Sakr, M. and Bonetti, S. 2021. Continuing professional development for the early years workforce in England since 2015: a synthesis of survey data highlighting commonalities, discrepancies and gaps. Early Years. https://doi.org/10.1080/09575146.2021.1959524Article
Triple disadvantage: when othered students, study an othered course at an othered university – working-class, mature students’ discursive accounts of life on (and beyond) a two-year undergraduate Law degree
Peck, S. 2020. Triple disadvantage: when othered students, study an othered course at an othered university – working-class, mature students’ discursive accounts of life on (and beyond) a two-year undergraduate Law degree. PhD thesis Middlesex University School of Science and TechnologyPhD thesis
Review Symposium: Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018). Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov. Routledge.
Gibbs, P., Rozas Gómez, C. and Mikulan, P. 2021. Review Symposium: Claudia Rozas Gómez, Paul Gibbs and Petra Mikulan on Peter Roberts and Herner Saeverot’s Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov, with a response from the authors, Roberts, P., & Saeverot, H. (2018). Education and the limits of reason: Reading Dostoevsky, Tolstoy and Nabokov. Routledge. Educational Philosophy and Theory. https://doi.org/10.1080/00131857.2021.1923005Article
Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia
Cherkezishvili, D., Sanikidze, T. and Gibbs, P. 2020. Modern challenges: the socio-political issues of introducing professional and practice in doctoral education in the emerging economy of Georgia. Quality in Higher Education. 26 (1), pp. 98-113. https://doi.org/10.1080/13538322.2020.1728834Article
Islam on campus: contested identities and the cultures of higher education in Britain [Book review]
Gibbs, P. 2021. Islam on campus: contested identities and the cultures of higher education in Britain [Book review]. Higher Education. https://doi.org/10.1007/s10734-021-00688-6Article
Tri-partite reviews: a signature pedagogy for police education
Lester, S., Bravenboer, D. and Lillis, F. 2021. Tri-partite reviews: a signature pedagogy for police education. London, UK Middlesex University.Project report
Scholasticism with a transdisciplinary attitude
Gibbs, P. 2021. Scholasticism with a transdisciplinary attitude. Transdisciplinary Journal of Engineering and Science. 12, pp. 137-146. https://doi.org/10.22545/2021/00161Article
From enabling environments to environments that enable: notes for theoretical innovation at the intersection between environments, learning and children’s agency
Scollan, A. and Farini, F. 2021. From enabling environments to environments that enable: notes for theoretical innovation at the intersection between environments, learning and children’s agency. An Leanbh Óg - the OMEP Ireland Journal of Early Childhood Studies. 14 (1), pp. 20-39.Article
The contribution to climate change research of the Professional Doctorate and PhD: more of the same but of a different flavour?
Gibbs, P. 2021. The contribution to climate change research of the Professional Doctorate and PhD: more of the same but of a different flavour? in: Barnacle, R. and Cuthbert, D. (ed.) The PhD at the End of the World: Provocations for the Doctorate and a Future Contested Cham, Switzerland Springer.Book chapter
A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not
Gibbs, P. 2021. A pedagogy of emergent self-cultivation; why students should have a “sameness” and why they should not. Philosophy and Theory in Higher Education. 3 (2), pp. 43-58. https://doi.org/10.3726/ptihe022021.0003Article
Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research?
Yasukawa, K. and Evans, J. 2019. Adults’ numeracy practices in fluid and unstable contexts—An agenda for education, policy and research? Zeitschrift für Weiterbildungsforschung. 42 (3), pp. 343-356. https://doi.org/10.1007/s40955-019-00145-zArticle
What might the Pandemic have done to and for higher education?
Gibbs, P. 2020. What might the Pandemic have done to and for higher education? Softic, K., Teixeira, A. and Szucs, A. (ed.) EDEN 2020 Online Research Workshop. Virtual hosted by Universidade Aberta, Portugal 21 - 23 Oct 2020 European Distance and E-Learning Network (EDEN). pp. 417-421 https://doi.org/10.38069/edenconf-2020-rw-0046Conference paper
Contemporary thinking on transdisciplinary knowledge: what those who know, know
Gibbs, P. and Beavis, A. 2020. Contemporary thinking on transdisciplinary knowledge: what those who know, know. Cham, Switzerland Springer.Book
Alternative universities: speculative design for innovation in higher education [Book review]
Elwick, A. 2021. Alternative universities: speculative design for innovation in higher education [Book review]. Educational Review. 73 (1), pp. 129-130. https://doi.org/10.1080/00131911.2020.1774166Article
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