Centre for Education Research and Scholarship
In this paper we explore what decentring the child in posthumanism does to our research practices, to our conceptualisations of and relationalities to the child. Crucially, we explore the imperative for other ways to encounter the child – that pursue Read More …
You are invited to join this seminar which will launch the Childhood & Society Seminar series 2022-2023. The C&SSIGN promotes debate on practices and theories shaping education, welfare and lives-lived by children in contemporary societies, it covers a broad spectrum of topics, Read More …
In this seimar we explore what decentring the child in posthumanism does to our research practices, to our conceptualisations of and relationalities to the child. Crucially, we explore the imperative for other ways to encounter the child – that pursue Read More …
Research-Creation as Methodology in the arts, humanities & social sciences A Seminar with Dr Sarah E. Truman Thursday 29th September, 2pm-4pm, Hendon Campus, C133 Originally coined in Canada, the concept research-creation has been mobilized as a term that acknowledges research Read More …
Based on qualitative interviews with primary school teachers in Greater London, this presentation explores teachers’ narratives to uncover how children with migrant backgrounds (CMB) are positioned in the contexts of their learning experience. In particular, the article utilises the analytical Read More …
This paper considers children’s agency within the framework of children’s rights education (CRE). It starts by considering the ways in which agency is conceptualised within the UN Convention on the Rights of the Child (CRC) and the implications for education. Read More …
There is a growing body of literature on leadership across the early years sector. However, early years leadership research so far has tended to focus on the role of the setting manager, or in some cases, the role of room Read More …
Abstract: The seminar reflects on quality education for the promotion of active and responsible citizenship in primary school, focusing on the meaning and sense of two central skills that education for sustainable development promotes in children: the ability to think Read More …
Abstract: This paper materialises ‘arboreal methodologies’ as a way to push childhood studies in other directions. The problematic divide between theory and practice in early childhood education has long been recognised (Lenz Taguchi, 2010), it is our intention to pursue Read More …