Items where Division is "Educational Studies"

Goldsmiths Departments, Centres and Research Units (28679)
- Educational Studies (1110)
  - Centre for Identities and Social Justice (114)
  - Centre for Language, Culture and Learning (109)
  - Centre for the Arts and Learning (76)

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Number of items at this level: 964.

Hickey Moody, Anna and Laurie, Tim, eds. 2015. Angelaki: Journal of the Theoretical Humanities. Special edition ‘Geophilosophies of Masculinity’, Angelaki: Journal of the Theoretical Humanities, 20(1). 0969-725X [Edited Journal]

Hickey Moody, Anna, ed. 2013. 'Assembling Wonder' Performance Paradigm Volume 9, online, Performance Paradigm, 9. [Edited Journal]

Petric, Bojana; Ros i Sole, Cristina and Holmes, Prue, eds. 2023. Belonging and Homemaking in the Internationalised Campus, London Review of Education, . 1474-8479 [Edited Journal]

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Bhopal, Kalwant and Shain, Farzana, eds. 2014. British Journal of Sociology of Education (Special Issue): Educational inclusion: towards a social justice agenda?, British Journal of Sociology of Education, 35(5). 0142-5692 [Edited Journal]

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Gilbert, Francis, ed. 2022. Creative Power: Investigating Creative Writing & Its Value. London: Gold Publishing (Centre for Languages, Culture and Learning). ISBN 9781913694081 [Edited Book]

Hickey Moody, Anna and Malins, Peta, eds. 2007. Deleuzian Encounters: Studies in Contemporary Social Issues. Palgrave School. ISBN 978-0230506923 [Edited Book]

Hickey Moody, Anna and Crowley, Vicki, eds. 2013. Disability Matters: Pedagogy, Media and Affect. London: Routledge. ISBN 978-1138817715 [Edited Book]

Matthews, Miranda, ed. 2020. Discomfort Zones - Special Edition of the International Journal of Art and Design Education., International Journal of Art and Design Education, 39(4). 1476-8062 [Edited Journal]

Hickey Moody, Anna and Crowley, Vicki, eds. 2010. Discourse: Studies in the Cultural Politics of Education. Special edition 'Disability matters: pedagogy, media and affect', Discourse: Studies in the Cultural Politics of Education, 31(4). 0159-6306 [Edited Journal]

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Friedland, Deborah; Troiano, Gabriel and Gilbert, Francis, eds. 2022. Diversity and Inspiration. London: Gold Publishing (Centre for Languages, Culture and Learning). ISBN 9781913694074 [Edited Book]

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Gilbert, Francis, ed. 2020. Dreams and Nightmares: The Gold Schools Anthology 2020. London: Gold Schools Publishing. ISBN 9781913694029 [Edited Book]

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Sweeney, Carrie; Januchowski-Hartley, Stephanie and Gilbert, Francis, eds. 2024. Freeing Creative Voice. London: Centre for Language, Culture and Learning. Goldsmiths, University of London. ISBN 9781913694098 [Edited Book]

Jackson, Carolyn; Paechter, Carrie F. and Renold, Emma, eds. 2010. Girls and Education 3-16. Open University Press. ISBN 978-0335235629 [Edited Book]

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Brankin, Emma; Gilbert, Francis and Sharples, Carinya, eds. 2020. Inspire: Exciting Ways to Teach Creative Writing. London: Gold Publishing. ISBN 9781913694043 [Edited Book]

Atkinson, Dennis; Adams, Jeff N. P.; Dash, Paul; Herne, Steve and Page, Tara, eds. 2009. International Journal of Art and Design Education, International Journal Of Art & Design Education, . [Edited Journal]

Lytra, Vally; Ros i Sole, Cristina; Anderson, Jim and Macleroy, Vicky, eds. 2022. Liberating Language Education. Bristol: Multilingual Matters. ISBN 9781788927932 [Edited Book]

Gregory, Eve E.; Long, Susi and Volk, Dinah, eds. 2004. Many Pathways to Literacy: Young Children Learning with Siblings: Grandparents, Peers and Communities. London: Routledge. ISBN 978-0415306171 [Edited Book]

Hickey Moody, Anna; Edwards, Jan; Harwood, Valerie; Kamlar-Kumar, Margaret and Rasmussen, Mary Lou, eds. 2003. Melbourne Studies in Education. Special edition ‘Inclusive Methodologies for Educational Inquiry’, Melbourne Studies in Education (now called Critical Studies in Education), 44(1). 0076-6275 [Edited Journal]

Anderson, Jim and Macleroy Obied, Vicky, eds. 2016. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Oxford: Routledge. [Edited Book]

Lytra, Vally and Jørgensen, J N, eds. 2008. Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe. University of Copenhagen (Copenhagen Studies in Bilingualism 45). ISBN 879162100-3 [Edited Book]

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Wilkins, Andrew, ed. 2023. Policy Foundations of Education. London: Bloomsbury Academic. ISBN 9781350171138 [Edited Book]

Hickey Moody, Anna and Page, Tara, eds. 2015. Practice, Pedagogy, Resistance: A New Materialism. London: Rowman & Littlefield International. ISBN 978-1783484867 [Edited Book]

Herne, Steve; Cox, Sue and Watts, Robert, eds. 2009. Readings in Primary Art Education. Bristol: Intellect. ISBN 987-1-84150-242-7 [Book]

Lytra, Vally and Martin, Peter, eds. 2010. Sites of Multilingualism. Complementary Schools in Britain Today. Stoke-on-Trent: Trentham. ISBN 1858564549 [Edited Book]

Macleroy, Vicky and Marshall, Bethan, eds. 2014. Special Issue of English in Education on ITE, English in Education: Special Issue, 48(1). 0425-0494 [Edited Journal]

Woods, Kathryn and Botcherby, Pierre, eds. 2021. Special Issue: Then & Now - Arts at Warwick, Exchanges: The Interdisciplinary Research Journal, 8(4). 2053-9665 [Edited Journal]

Page, Tara, ed. 2023. With–In Bodies: Research Assemblages of the Sensory and the Embodied, Humanities, . 2076-0787 [Edited Journal]

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Gilbert, Francis, ed. 2020. Writing in Practice, Writing in Practice, 6. 2058-5535 [Edited Journal]

Abdelhadi, Reem; Hameed, Luma; Khaled, Fatima and Anderson, Jim. 2020. Creative interactions with art works: an engaging approach to Arabic language-and-culture learning. Innovation in Language Learning and Teaching, 14(3), pp. 273-289. ISSN 1750-1229 [Article]

Adams, Jeff N. P.. 2003. The Artist-Teacher Scheme as Postgraduate Professional Development in Higher Education. International Journal of Art & Design Education, 22(2), pp. 183-194. ISSN 14768062 [Article]

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Adams, Jeff N. P.. 2007. Artists Becoming Teachers: Expressions of Identity Transformation in a Virtual Forum. International Journal of Art & Design Education, 26(3), pp. 264-273. ISSN 14768062 [Article]

Adams, Jeff N. P.. 2005. Room 13 and the Contemporary Practice of Artist-Learners. Studies in Art Education, 47(1), pp. 23-33. ISSN 00393541 [Article]

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Adams, Jeff N. P.; Worwood, Kelly; Atkinson, Dennis; Dash, Paul; Herne, Steve and Page, Tara. 2008. Teaching through contemporary art: a report on innovative practices in the classroom. London: Tate Publishing. ISBN 978 1 85437 812 5 [Book]

Adams, Jeff; Bailey, Rowan and Walton, Neil. 2017. The National Arts Education Archive: Ideas and Imaginings. International Journal of Art and Design Education, 36(2), pp. 176-187. [Article]

Akgun Ezin, Busra. 2025. Children’s Agency in Family Language Policy: Turkish-speaking families in the UK. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Alabar, Rahaf. 2017. An Assessment Framework of Communicative Arabic Proficiency CAP in the Light of Diglossia. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Alexander, Patricia. 2018. Reframing Black or Ethnic Minority Teachers as Role Models. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Alexander, Patricia. 2022. Shared discursive history, rethinking teachers as role models. Pedagogy, Culture & Society, 30(4), pp. 529-547. ISSN 1468-1366 [Article]

Alexander, Patricia. 2010. '“Teachers as Role Models: In whose Image”'. In: Identity and Social Justice Research Group seminar. Department of Educational Studies, Goldsmiths University of London, United Kingdom. [Conference or Workshop Item]

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Allsop, Y and Jessel, John. 2014. Teachers’ experience and reflections on game-based learning in the primary classroom: views from England and Italy. International Journal of Game Based Learning, 5(1), pp. 1-17. ISSN 2155-6849 [Article]

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Alothman, Hanadi Fahad. 2017. Implementing an early childhood curriculum in a different cultural context: an ethnographic study of Arabic early literacy practices in a Saudi Arabian preschool. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Anderson, Jim. 2010. Community languages, the arts and transformative pedagogy. Race Equality Teaching, 28(3), pp. 16-20. ISSN 1478-8551 [Article]

Anderson, Jim. 2009. Curriculum Guide for Chinese (Cantonese). CILT, The National Centre for Languages, London. [Other]

Anderson, Jim. 2017. Engagement, multiliteracies and identity: developing pedagogies for heritage/community language learners within the UK school context. In: Olga E. Kagan; Maria M. Carreira and Claire Chik, eds. The Routledge Handbook of Heritage Language Education From Innovation to Program Building. New York: Routledge. ISBN 9781138845787 [Book Section]

Anderson, Jim. 2014. Making a diversified and inclusive language curriculum work? Principles into practice. In: Norbert Pachler and Ana Redondo, eds. Teaching Modern Foreign Languages in the Secondary School: A Practical Guide. London: Routledge, pp. 120-129. ISBN 978-0415633321 [Book Section]

Anderson, Jim. 2018. Museum artefacts, language learning and cross-curricular pedagogy. EAL Journal(6), pp. 42-43. ISSN 2398-8533 [Article]

Anderson, Jim. 2008. Pre- and In-service Professional Development of Teachers of Community/Heritage Languages in the UK: Insider Perspectives. Language and Education, 22(4), pp. 283-297. ISSN 0950-0782 [Article]

Anderson, Jim. 2009. Relevance of CLIL in developing pedagogies for minority language teaching. In: David Marsh; Peeter Meehisto; Dieter Wolff; Rosa Aliaga; Tuula Asikainen; Maria J. Frigols-Martin; Sue Hughes and Gisella Lange, eds. CLIL practice: perspectives from the field. Jyväskylä: CCN: University of Jyväskylä, pp. 124-132. ISBN 978-951-39-3561-0 [Book Section]

Anderson, Jim. 2011. Reshaping pedagogies for a plurilingual agenda. Language Learning Journal, 39(2), pp. 135-147. ISSN 09571736 [Article]

Anderson, Jim. 2008. Towards integrated second language teaching pedagogy for foreign and community/heritage languages in multilingual Britain. Language Learning Journal, 36(1), pp. 79-89. ISSN 0957-1736 [Article]

Anderson, Jim. 2014. Transforming learning, building identities: arts based creativity in the community languages classroom. In: Jean Conteh and Gabriela Meier, eds. The multilingual turn in languages education: benefits for individuals and societies. Clevedon: Multilingual Matters.. ISBN 978-1783092222 [Book Section]

Anderson, Jim. 2008. The initial teacher education of teachers of Arabic, Mandarin Chinese, Punjabi and Urdu at Goldsmiths, University of London. In: Charmian Kenner and Tina Hickey, eds. Multilingual Europe: diversity and learning. Stoke-on-Trent: Trentham Books, pp. 152-157. ISBN 978-185856-423-4 [Book Section]

Anderson, Jim; Ali, K and Syed, H. 2007. Curriculum Guide for Urdu. CILT, The National Centre for Languages, London. [Other]

Anderson, Jim; Bhatt, Arvind and Kant, Jay. 2009. Curriculum Guide for Gujarati. CILT, The national Centre for Languages, London. [Other]

Anderson, Jim; Chandla, N and Grewal, P. 2007. Curriculum Guide for Panjabi. CILT, The National Centre for Languages, London, London. [Other]

Anderson, Jim and Chaudhuri, M. 2003. Citizenship and community languages: a critical perspective. In: Kim Brown and Margot Brown, eds. Reflections on Citizenship in a multilingual world. London: CILT, pp. 54-65. ISBN 978-1902031705 [Book Section]

Anderson, Jim and Chung, Yu-Chiao. 2012. Community languages, the arts and transformative pedagogy: developing active citizenship for the 21st century. Citizenship Teaching and Learning, 7(3), pp. 259-271. ISSN 17511917 [Article]

Anderson, Jim and Chung, Yu-Chiao. 2011. Finding a voice: arts based creativity in the community languages classroom. International Journal of Bilingual Education and Bilingualism, 14(5), pp. 551-569. ISSN 1367-0050 [Article]

Anderson, Jim; Farah, Y and Mohamud, A. 2009. Curriculum Guide for Somali. CILT, The National Centre for Languages, London. [Other]

Anderson, Jim; Gregory, Eve E. and Kenner, Charmian. 2008. The National Languages Strategy in the UK: are minority languages still on the margins? In: Christine Herlot and Anne-Marie de Mejia, eds. Forging Multilingual Spaces: Integrating Perspectives on Majority and Minority Bilingual Education (Bilingual Education and Bilingualism). Clevedon: Multilingual Matters, pp. 183-202. ISBN 978-1847690753 [Book Section]

Anderson, Jim; Helot, Christine; McPake, Joanna and Obied, Vicky. 2010. Professional development for staff working in multilingual schools.. Other. Council of Europe, Strasbourg. [Report]

Anderson, Jim and Macleroy Obied, Vicky. 2011. Languages, literacies and learning: from monocultural to intercultural perspectives. NALDIC Quarterly, 8(3), pp. 16-26. ISSN 1751-2182 [Article]

Anderson, Jim and Macleroy, Vicky. 2017. Connecting worlds: interculturality, identity and multilingual digital stories in the making. Language and Intercultural Communication, 17(4), pp. 494-517. ISSN 1470-8477 [Article]

Anderson, Jim and Macleroy, Vicky. 2019. Connecting worlds: interculturality, identity and multilingual digital stories in the making. In: Prue Holmes; Richard Fay and Jane Andrews, eds. Education and Migration: Languages Foregrounded. Abingdon: Routledge. ISBN 9780367178239 [Book Section]

Anderson, Jim and Macleroy, Vicky. 2014. Rethinking Multilingualism: trajectories in policy, pedagogy and research in the UK. In: Andrioula Yiokoumetti, ed. Multilingualism and Language in Education: Sociolinguistic and Pedagogical Perspectives from Commonwealth Countries. Cambridge: Cambridge University Press, pp. 243-266. ISBN 9781107574311 [Book Section]

Anderson, Jim; Oyetade, A and Oke, Y. 2009. Curriculum Guide for Yoruba. CILT, The National Centre for Languages, London. [Other]

Anderson, Jim and Pillai, S. 2008. Connections in cyberspace: implications for Tamil diasporic communities. In: Charmian Kenner and Tina Hickey, eds. Multilingual Europe: Diversity and Learning. Stoke-on-Trent: Trentham Books Ltd, pp. 33-37. ISBN 978-1858564234 [Book Section]

Anderson, Jim; Pillai, S and Nithiya, K. 2007. Curriculum Guide for Tamil. CILT, The National Centre for Languages, London. [Other]

Anderson, Jim; Saffaf, Sawsan and Abdel-Hay, Nazek. 2007. Curriculum Guide for Arabic. CILT, The National Centre for Languages, London. [Other]

Anderson, Jim; Thompson, A; Lee, E and Li, K. 2007. Curriculum Guide for Chinese. CILT, The National Centre for Languages, London. [Other]

Anim-Addo, Joan and Back, Les. 2008. British Literature in British Universities – A Twenty-first Century Reality? English Subject Centre Newsletter(15), pp. 10-14. [Article]

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Archer, Louise; Hollinworth, Sumi and Mendick, Heather. 2010. Urban Youth and Education. Maidenhead: Open University Press. ISBN 0335223826 [Book]

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Areses Huertas, Alfonso; Frimet, Ben; Johnston, John; McGeer, Naoise and Page, Tara. 2012. Finding your way: The purpose and relevance of writing for artist researcher teacher practices. Journal of Writing in Creative Practice, 5(1), pp. 45-72. ISSN 17535190 [Article]

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Atkinson, Dennis. 2024. After Progress Perhaps Another Education is Possible: We Can Be Pagans for More Than One Day! Nordic Studies in Education, 44(4), pp. 278-291. ISSN 1891-5949 [Article]

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Atkinson, Dennis. 2002. Art in Education: Identity and Practice. Kluwer Academic Publishers. ISBN 1402010842 [Book]

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Atkinson, Dennis. 2011. Art, Equality and Learning: Pedagogies Against the State. Rotterdam and Boston: Sense Publishers. ISBN 978-9460914539 [Book]

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Atkinson, Dennis. 2023. Brief Remarks on the Strategic Experimentation of Belonging and the Instauring of Cosmicities in the Context of Art Education. International Journal of Art & Design Education, 42(4), pp. 521-529. ISSN 1476-8062 [Article]

Atkinson, Dennis. 2012. Contemporary Art and Art in Education: The New, Emancipation and Truth. International Journal of Art & Design Education, 31(1), pp. 5-18. ISSN 1476-8062 [Article]

Atkinson, Dennis. 2009. How children use drawing. In: Steve Herne; Sue Cox and Robert Watts, eds. Readings in Primary Art Education. Bristol and Chicago: Intellect, pp. 139-152. ISBN 978-1-84150-242-7 [Book Section]

Atkinson, Dennis. 2025. Imaginative Interdependence: Imagination, Speculation and Aesthesis. International Journal of Art & Design Education, ISSN 1476-8062 [Article] (In Press)

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Atkinson, Dennis. 2022. Inheritance, disobedience and speculation in pedagogic practice. Discourse: Studies in the Cultural Politics of Education, 43(5), pp. 749-765. ISSN 0159-6306 [Article]

Atkinson, Dennis. 2013. Learning Truth and Self Encounter: The Dilemma of Contemporary Art Education. In: Nicholas Addison and Lesley Burgess, eds. Debates in Art and Design Education. Oxford, UK: Routledge, pp. 198-213. ISBN 9780415618878 [Book Section]

Atkinson, Dennis. 2008. Pedagogy against the state. International Journal Of Art & Design Education, pp. 226-240. ISSN 14768062 [Article]

Atkinson, Dennis. 2007. Pedagogy against the state: some remarks upon events of learning. Access: critical perspectives on communication, culture and policy studies, 26(2), pp. 45-57. ISSN 01118889 [Article]

Atkinson, Dennis. 2006. School Art Education: Mourning the Past and Opening a Future. International Journal Of Art & Design Education, 25(1), pp. 16-27. [Article]

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Atkinson, Dennis. 2024. Seeds for Reclaiming Art in Education. International Journal of Art & Design Education, 43(3), pp. 433-447. ISSN 1476-8062 [Article]

Atkinson, Dennis. 2004. Theorising how student teachers form their identities in initial teacher education. British Educational Research Journal, 30(3), pp. 379-394. ISSN 01411926 [Article]

Atkinson, Dennis; Brown, T. and England, J.. 2006. Regulatory Discourses in Education: A Lacanian Perspective. Peter Lang AG. ISBN 3039105272 [Book]

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Ayomoto, Bomiegha Ofeni. 2019. Investigating language use, shift and change across generations in Nigeria: The case of Ijáw. Doctoral thesis, Goldsmiths, University of London [Thesis]

Bain, Jennifer; Kimbell, Richard; Miller, Soo and Stables, Kay. 2004. Assessing Design Innovation: a research & development project for the DfES and the Qualifications and Curriculum Authority. Project Report. Technology Education Research Unit, UK. [Report]

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Bernard, Claudia A. and Carlile, Anna. 2021. Black girls navigate the physical and emotional landscape of the neighbourhood: Normalized violence and strategic agency. Qualitative Social Work, 20(3), pp. 866-883. ISSN 1473-3250 [Article]

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Bhopal, Kalwant and Shain, Farzana. 2014. Introduction. Educational inclusion: towards a social justice agenda? British Journal of the Sociology of Education, 35(5), pp. 645-649. ISSN 0142-5692 [Article]

Bhopal, Kalwant and Shain, Farzana, eds. 2015. Neoliberalism and Education Rearticulating Social Justice and Inclusion, 1st Edition. New York, NY: USA: Routledge. ISBN 9781138182530 [Edited Book]

Binesse, Helene; Millora, Chris; Aikman, Sheila and Robinson-Pant, Anna. 2025. Towards an alternative framework for family literacy in the Global South. In: Esther Prins and Rakhat Zholdoshalieva, eds. Family and intergenerational literacy and learning: international perspectives. Hamburg: UNESCO Institute for Lifelong Learning, pp. 29-42. ISBN 9789282012598 [Book Section]

Bissessar, Charmaine; McCauley, Kate and Phillips, Elly. 2023. Exploring Female Academics’ Resiliency During the Pandemic. In: Charmaine Bissessar, ed. Female Academics' Resilience during the COVID-19 Pandemic: Intercultural Perspectives. Cham, Switzerland: Springer, pp. 3-25. ISBN 9783031341397 [Book Section]

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Black, Laura; Mendick, Heather and Solomon, Yvette. 2009. Mathematical Relationships in Education: identities and participation. New York: Routledge. ISBN 0415996848 [Book]

Branley, Duncan; Seale, Clive and Zacharias, Thomas. 2018. Doing a Literature Review. In: Clive Seale, ed. Researching Society and Culture. London: Sage, pp. 63-78. ISBN 9781473947160 [Book Section]

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Carlile, Anna. 2008. 'Bitchy girls and silly boys': Gender and exclusion from school. International Journal on School Disaffection, 6(2), pp. 30-36. ISSN 1478-8497 [Article]

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Carlile, Anna. 2010. The Causes and Effects of Permanent Exclusion from School: Policy and Practice in an Urban Children's Services Department. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Carlile, Anna. 2012. ‘ ‘Critical bureaucracy’ in action: Embedding student voice into school governance’. Pedagogy Culture and Society, 20(3), pp. 393-412. ISSN 1468-1366 [Article]

Carlile, Anna. 2011. Docile bodies or contested space? Working under the shadow of permanent exclusion. International Journal of Inclusive Education, 15(3), pp. 303-316. ISSN 1360-3116 [Article]

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Carlile, Anna. 2009. Finding Space for Agency in Permanent Exclusion from School. Power and Education, 1(3), pp. 259-269. [Article]

Carlile, Anna. 2012. Permanent Exclusion from School and Institutional Prejudice. Rotterdam and Boston: Sense Publishers. ISBN 978-9462091801 [Book]

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Carlile, Anna. 2018. School Surveillance, Control, and Resistance in the United Kingdom. In: Jo Deakin; Emmeline Taylor and Aaron Kupchik, eds. The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Cham, Switzerland: Palgrave Macmillan, pp. 17-42. ISBN 9783319715582 [Book Section]

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Carlile, Anna. 2009. Sexism and Permanent Exclusion from School. FORUM, 51(3), pp. 333-345. ISSN 0963-8253 [Article]

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Carlile, Anna. 2020. Teacher experiences of LGBTQ- inclusive education in primary schools serving faith communities in England, UK. Pedagogy, Culture & Society, 28(4), pp. 625-644. ISSN 1468-1366 [Article]

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Carlile, Anna. 2010. An ethnography of permanent exclusion from school: revealing and untangling the threads of institutionalised racism. Race Ethnicity and Education, ISSN 1361-3324 [Article]

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Carlile, Anna. 2020. The experiences of transgender and non-binary children and young people and their parents in healthcare settings in England, UK: interviews with members of a family support group. International Journal of Transgender Health, 21(1), pp. 16-32. ISSN 1553-2739 [Article]

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Carlile, Anna; Butteriss, Ethan and Pullen Sansfaçon, Annie. 2021. “It’s like my kid came back overnight”: Experiences of trans and non-binary young people and their families seeking, finding and engaging with clinical care in England. International Journal of Transgender Health, 22(4), pp. 412-424. ISSN 1553-2739 [Article]

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Chadwick, Alice; Fadel, Bianca and Millora, Chris. 2022. Ethnographies of Volunteering: Providing Nuance to the Links Between Volunteering and Development. VOLUNTAS: International Journal of Voluntary and Nonprofit Organizations, 33(6), pp. 1172-1178. ISSN 0957-8765 [Article]

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Charalambous, Maria. 2019. Negotiating and constructing a reflexive multiliteracies pedagogy in a Greek complementary school in London. Doctoral thesis, Goldsmiths, University of London [Thesis]

Chen, Yang Guang. 2014. Becoming global citizens through bilingualism: Language policy and Chinese citizenship education in a globalising world. In: Kerry J. Kennedy; Gregory Fairbrother and Zhenzhou Zhao, eds. Citizenship Education in China: Preparing Citizens for the 'Chinese Century'. Abingdon: Routledge, pp. 144-156. ISBN 9780415502726 [Book Section]

Chen, Yang Guang. 2007. Contributing to Success: Chinese parents and the community school. In: J. Conteh; P. Martin and L. Robertson L, eds. Multilingual Learning: Stories in Schools and Communities in Britain. Trentham Books, pp. 63-85. ISBN 1858563984 [Book Section]

Chen, Yang Guang. 2007. Equality and Inequality of Opportunity in Education: Chinese Emergent Bilingual Children in the Mainstream Classroom. Language Culture and Curriculum, 20(1), pp. 36-51. ISSN 07908318 [Article]

Chen, Yang Guang. 2009. Language Support for Emergent Bilinguals in English Mainstream Schools: An Observational Study. Language Culture and Curriculum, 22(1), pp. 57-70. ISSN 0790-8318 [Article]

Chen, Yang Guang and Barradas, O. 2008. How Portugese and Chinese community schools in London support educational achievement. In: Charmian Kenner and Anna Hickey Moody, eds. Multilingual Europe: Diversity and Learning. Stoke-on-Trent: Trentham Books. ISBN 978-1858564234 [Book Section]

Chen, Yang Guang and Gregory, Eve E.. 2004. 'How do I read these words?': bilingual exchange teaching between Cantonese-speaking peers. In: Eve E. Gregory; S. Long and D. Volk, eds. Many Pathways to Literacy: Young Children Learning with Siblings, Grandparents, Peers and Communities. Routledge Falmer, pp. 117-128. ISBN 0415306167 [Book Section]

Chen, Yang Guang and Reid, I.. 2002. Citizenship Education in Chinese Schools: retrospect and prospect. Research in Education, 67, pp. 58-69. ISSN 1743727X [Article]

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Chen, Yangguang. 2004. The Negotiation of Equality of Opportunity for Emergent Bilingual Children in the English Mainstream Class. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Chitty, Clyde W.. 2004. Education Policy in Britain. Palgrave Macmillan. ISBN 1403902224 [Book]

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Chitty, Clyde W.. 2007. Eugenics, Race and Intelligence in Education. Continuum International Publishing Group. ISBN 082648980X [Book]

Chitty, Clyde W.. 2002. The Role and Status of LEAs: post-war pride and de siècle uncertainty. Oxford Review of Education, 28(2-3), pp. 261-73. ISSN 03054985 [Article]

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Chitty, Clyde W.. 2002. Understanding Schools and Schooling. RoutledgeFalmer. ISBN 041523879X [Book]

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Clark, Sheryl. 2018. Fitness, fatness and healthism discourse: girls constructing ‘healthy’ identities in school. Gender and Education, 30(4), pp. 477-493. ISSN 0954-0253 [Article]

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Clark, Sheryl. 2010. Girlhood, Sport and Physical Activity: The Construction of Young Femininities in the Transition to Secondary School. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Clark, Sheryl. 2020. Responsible Girlhood and 'Healthy' Anxieties in Britain: Girls' Bodily Learning in School Sport. In: Liza Tsaliki and Despina Chronaki, eds. Discourses of Anxiety over Childhood and Youth across Cultures. Switzerland: Palgrave Macmillan, pp. 119-142. ISBN 9783030464356 [Book Section]

Clark, Sheryl. 2021. Sporty Girls: Gender, Health and Achievement in a Postfeminist Era. Cham, Switzerland: Palgrave Macmillan/Springer. ISBN 9783030672485 [Book]

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Clark, Sheryl and Sayers, Esther. 2025. Skateparks as communities of care: the role of skateboarding in girls’ and non-binary youth’s mental health recovery during lockdown. Pedagogy, Culture and Society, 33(2), pp. 613-632. ISSN 1468-1366 [Article]

Coles, Jane and Pitfield, Maggie. 2006. Routes into English teaching: beginning teachers’ reflections on college-based and school-based Initial Teacher Education programmes. Changing English: Studies in Culture and Education, 13(3), pp. 283-292. ISSN 1358-684X [Article]

Corbett, Emily. 2024. In Transition: Young Adult Literature and Transgender Representation. Jackson, Mississippi: University Press of Mississippi. ISBN 9781496852601 [Book]

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Corbett, Emily. 2020. Transgender Books in Transgender Packages: The Peritextual Materials of Young Adult Fiction. International Journal of Young Adult Literature, 1(1), pp. 1-25. ISSN 2634-5277 [Article]

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Corbett, Emily and Phillips, Leah. 2022. Ploughing the Field: (Inter)disciplinary Approaches to YA Studies. International Journal of Young Adult Literature, 3(1), ISSN 2634-5277 [Article]

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Corbett, Emily and Phillips, Leah. 2020. Ploughing the Field: A Discussion About YA Studies. International Journal of Young Adult Literature, 1(1), ISSN 2634-5277 [Article]

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Corbett, Emily and Phillips, Leah. 2021. Ploughing the Field: YA in Translation. International Journal of Young Adult Literature, 2(1), ISSN 2634-5277 [Article]

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Coskun, Kerem; Liebovich, Betty; Kara, Cihan and Cikrikci, Ozkan. 2022. Is theory of mind correlated with moral identity among primary school children? Journal of Social and Educational Research, 1(1), pp. 27-33. [Article]

Courtney, Jane M.. 2007. Do monitoring and evaluation tools, designed to measure the improvement in the quality of primary education, constrain or enhance educational development? International Journal of Educational Development, ISSN 07380593 [Article]

Courtney, Jane M.. 2007. Does partnership and sustainability really happen? International Journal of Educational Development, 27(6), pp. 625-636. ISSN 07380593 [Article]

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Courtney, Jane M.. 2012. What Do You Need to Know to Design a Teacher Education Project? An Analysis of How Teacher Education Projects Are Implemented in Cambodia Against a Backdrop of Global Policy and Local Contexts. Doctoral thesis, Goldsmiths, University of London [Thesis]

Courtney, Jane M.. 2007. What are effective components of in-service teacher training? A study examining teacher trainers' perceptions of the components of a training programme in mathematics education in Cambodia. Journal of In-service Education, 33(3), pp. 321-339. ISSN 13674587 [Article]

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Crowther, Anthony; Martins, Sara; Page, Tara; Rose Glowacki, Becca and Steer, Tom. 2022. Rapid Research and Analysis of Local Cultural Education Partnerships. Project Report. Arts Council England, Manchester. [Report]

Cullen, Fin and Teague, Laura. 2009. Lesbian Cinderella and other stories: telling tales and researching sexualities equalities in primary school. Sex Education, 9(2), pp. 141-154. ISSN 1468-1811 [Article]

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Cullen, Fiona. 2007. Why stop having fun?: Drinking and smoking as ways of 'doing' girl. Doctoral thesis, Goldsmiths, University of London [Thesis]

Dahl, Kari Kragh Blume and Millora, Chris. 2016. Lifelong learning from natural disasters: transformative group-based learning at Philippine universities. International Journal of Lifelong Education, 35(6), pp. 648-663. ISSN 0260-1370 [Article]

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Dash, Paul. 2008. African Caribbean Pupils and Art Education. Doctoral thesis, Goldsmiths, University of London [Thesis]

Dash, Paul. 2007. Black History Month and African Caribbean Student Learning in Art. International Journal of Art & Design Education, 26(3), pp. 345-353. ISSN 14768062 [Article]

Dash, Paul. 2006. Black hair culture, politics and change. International Journal of Inclusive Education, 10(1), pp. 27-37. ISSN 13603116 [Article]

Dash, Paul. 2006. Heritage, identity and belonging: African Caribbean students and art and design education. International Journal Of Art & Design Education, 25(3), pp. 256-267. ISSN 1476-8062 [Article]

Dash, Paul; Adams, Jeff N. P.; Atkinson, Dennis; Herne, Steve and Page, Tara. 2004. Teaching, Learning and Communicating Through Contemporary Art Practices. Project Report. Tate Modern. [Report]

DePalma, Renee and Teague, Laura. 2008. A democratic community of practice: unpicking all those words. Educational Action Research, 16(4), pp. 441-456. ISSN 0965-0792 [Article]

Demie, Feyisa and Lewis, Kirstin. 2018. Raising achievement of English as additional language pupils in schools: implications for policy and practice. Educational Review, 70(4), pp. 427-446. ISSN 0013-1911 [Article]

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Ding, Hong. 2009. Living Through Ambiguity: The Cross-Cultural Experience of Chinese Students in London. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Dixon-Smith, Steve. 2024. Articulating Inequalities: a linguistic ethnographic account of race and class in an undergraduate architecture studio in England. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Drury, Rosemary Anne. 2004. Young Bilingual Children Learning at Home and at School. Doctoral thesis, Goldsmiths, University of London [Thesis]

Epstein, Debbie; Mendick, Heather and Moreau, Marie-Pierre. 2010. Imagining the mathematician: young people talking about popular representations of maths. Discourse: Issues in the Cultural Politics of Education, 31(1), pp. 45-60. ISSN 0159-6306 [Article]

Fay, R; Lytra, Vally and Ntavaliagkou, M. 2010. Multicultural awareness through English: A potential contribution of TESOL to Greek schools. Intercultural Education, 21(5), pp. 581-595. ISSN 1467-5986 [Article]

Fay, Richard; Sifakis, Nicos and Lytra, Vally. 2016. Interculturalities of English as a Lingua Franca: International communication and multicultural awareness in the Greek context. In: P. Holmes and F. Dervin, eds. The Cultural and Intercultural Dimensions of English as a Lingua Franca. Clevedon: Multilingual Matters, pp. 67-92. ISBN 9781783095094 [Book Section]

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Floka, Nikoula. 2014. Family Language Histories: Three generations of Greek Cypriot origin in London. Doctoral thesis, Goldsmiths, University of London [Thesis]

Folb, Naomi. 2011. When what hurts us saves us: the formation of subjectivity in adults that identify themselves as dyslexic. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Foster, Kimberley. 2024. Material Acts of Thinking and Learning in the Art Museum: Embodied Encounters and the Agency of the Pedagogical Art Object. Doctoral thesis, Goldsmiths, University of London [Thesis]

Francis, Becky and Paechter, Carrie F.. 2015. The problem of gender categorisation: addressing dilemmas past and present in gender and education research. Gender and Education, 27(7), pp. 776-790. ISSN 0954-0253 [Article]

Francis, Gilbert. 2016. We need to reform the academy system – and stop the power-hungry super-heads. The Guardian, ISSN 0261-3077 [Article]

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Francombe-Webb, Jessica; Clark, Sheryl and Palmer, Laura. 2020. Embodying Sporty Girlhood: Health and the Enactment of "Successful" Femininities. Thresholds in Education, 43(1), pp. 33-49. ISSN 0196-9641 [Article]

Franks, Anton; Thomson, Pat; Hall, Chris and Jones, Ken. 2014. Teachers, Arts Practice and Pedagogy. Changing English: Studies in Culture and Education, 21(2), pp. 171-181. ISSN 1358-684X [Article]

George, Rosalyn P.. 2002. The Developing Role of the Headteacher in English Schools. Educational Management Administration & Leadership, 30(2), pp. 175-188. ISSN 17411432 [Article]

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George, Rosalyn P.. 2007. Girls in a Goldfish Bowl: Moral Regulation, Ritual and the Use of Power amongst Inner City Girls. Sense Publishers. ISBN 9087901852 [Book]

George, Rosalyn P.. 2010. Inner City Girls: Choosing schools and negotiating friendship. In: Carolyn Jackson; Carrie F. Paechter and Emma Renold, eds. Girls and Education 3-16: Continuing Concerns, New Agendas. New York, NY: Open University Press, pp. 91-103. ISBN 9780335235629 [Book Section]

George, Rosalyn P.. 2012. Looking out for Little Miss Popular. In: Roger Hancock; Janet Collins and Mary Stacey, eds. Primary Teaching Assistants: Learners and learning. Oxford, UK: Guilford Press. ISBN 9780415504300 [Book Section]

George, Rosalyn P.. 2007. Urban girls' `race' friendship and school choice: changing schools, changing friendships. Race Ethnicity and Education, 10(2), pp. 115-129. ISSN 13613324 [Article]

George, Rosalyn P. and Clay, John. 2013. Challenging Pedagogy: Emotional Disruptions, Young Girls, Parents and Schools. Sociological Research Online, 18(2), pp. 214-222. ISSN 1360-7804 [Article]

George, Rosalyn P. and Clay, John. 2013. Equality and Diversity. In: Viv Ellis, ed. Learning and Teaching in Secondary Schools. Learning Matters; Fifth Edition edition, pp. 169-182. ISBN 978-1446267516 [Book Section]

George, Rosalyn P. and Clay, John. 2008. Equality and Inclusion. In: Viv Ellis, ed. Learning and Teaching in Secondary Schools. Learning Matters, pp. 131-144. [Book Section]

George, Rosalyn P. and Clay, John. 2008. Reforming Teachers and Uncompromising 'Standards': implications for social justice in schools. FORUM, 50(1), pp. 103-112. ISSN 0963-8253 [Article]

George, Rosalyn P. and Clay, John. 2016. Second modernity, (in)equality, and social (in)justice. Review of Education, Pedagogy and Cultural Studies, 38(1), pp. 29-41. ISSN 1071-4413 [Article]

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George, Rosalyn P. and Gaine, Chris. 1999. Gender, 'Race', and Class in Schooling: A new Introduction. Falmer Press. ISBN 0750707577 [Book]

George, Rosalyn P. and Hey, Valerie. 2013. Dissident Daughters? The Psychic Life of Class Inheritance. Pedagogy, Culture and Society, 21(1), pp. 95-110. ISSN 1468-1366 [Article]

George, Rosalyn P.; Moore, A.; Edwards, G. and Halpin, D.. 2002. Compliance, Resistance and Pragmatism:the (re)construction of school teacher identities in a period of intensive educational reform. British Educational Research Journal, 28(4), pp. 551-565. ISSN 01411926 [Article]

George, Rosalyn P. and Wadsworth, John. 2009. Choosing the right approach: New Labour and the care and education of young children. Forum for Promoting 3-19 Comprehensive Education, 51(3), pp. 309-317. ISSN 0963-8253 [Article]

George, Rosalyn P. and Wadsworth, S. J.. 2007. Negotiating the School Climate. In: Kate Myers; Hazel Taylor; Sue Adler and Diana Leonard, eds. Genderwatch. Trentham Publications. ISBN 978-1858564012 [Book Section]

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Gilbert, Francis. 2024. 6 Ways to Become a Better Teacher of Creative Writing. [Film/Video]

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Gilbert, Francis. 2016. Aesthetic Learning, Creative Writing and English Teaching. Changing English, 23(3), pp. 257-268. ISSN 1358-684X [Article]

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Gilbert, Francis. 2018. Aesthetic literacy and autobiography. Writing in Practice, 4, ISSN 2058-5535 [Article]

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Gilbert, Francis. 2022. Angela Kreeger: Subject of the miracle of modern medicine and psychoanalysis. Educational Studies Blog, [Article]

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Gilbert, Francis. 2024. The British Library, research and creative writing. Francis Gilbert's website, [Article]

Gilbert, Francis. 2015. Corbyn? Blimey, yes! Politico EU, [Article]

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Gilbert, Francis. 2024. 'Creative Writing and English: collaboration, connection, crossovers'. In: Creative Writing and English: collaboration, connection, crossovers. The English Association, United Kingdom 7 March 2024. [Conference or Workshop Item]

Gilbert, Francis. 2016. The Dark Alleyway. Writing in Education, 70(2016), ISSN 1361-8539 [Article]

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Gilbert, Francis. 2022. Diagrarting: Theorising and practising new ways of writing. New Writing: The International Journal for the Practice and Theory of Creative Writing, 19(2), pp. 153-182. ISSN 1479-0726 [Article]

Gilbert, Francis. 2017. Dreaming of a Better World. Teaching English, [Article]

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Gilbert, Francis. 2022. Exciting Developments in the Parklife Project! A Community Garden will be coming soon!. [Project]

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Gilbert, Francis. 2019. Finding your inspiration. Writing in Education, 79, pp. 27-31. ISSN 1361-8539 [Article]

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Gilbert, Francis. 2024. Four reasons we should all learn about Green Careers (+ some top job hunting tips!). Educational Studies blog, [Article]

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Gilbert, Francis. 2024. Four ways education can make the world more socially just. Educational Studies blog, [Article]

Gilbert, Francis. 2016. Freedom and the new English GCSEs. Teaching English, [Article]

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Gilbert, Francis. 2022. How can primary school children improve their local parks?. [Project]

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Gilbert, Francis. 2022. 'How can we harness the power of creativity?'. In: Creative Power Conference. Goldsmiths, University of London, United Kingdom 9 December 2022. [Conference or Workshop Item]

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Gilbert, Francis. September 2022-July 2024 How can we help young people improve their local environments? How can they become agents of change?. [Project]

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Gilbert, Francis. 2017. How to Get A Great English Degree. London: FGI Publishing. ISBN 978-1492282181 [Book]

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Gilbert, Francis. 2024. ‘I need you to jump out of your seat and go plant more flowers!’ What do primary school children in Lambeth want for their local parks? Educational Studies Blog, [Article]

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Gilbert, Francis. 2019. 'Improving your results without teaching to the test'. In: Improving Results without teaching to the test: four key lessons. Cambridge, United Kingdom 27 March 2019. [Conference or Workshop Item]

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Gilbert, Francis. 2023. Inquiry: Urban Green Spaces. Discussion Paper. UK Parliament, London. [Report]

Gilbert, Francis. 2016. Lines of Work: Teacher Francis Gilbert on Rousseau. [Audio]

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Gilbert, Francis. 2020. Lockdown lessons: Teaching and working during the Covid-19 crisis. Writing in Education, 81, pp. 31-40. ISSN 1361-8539 [Article]

Gilbert, Francis. 2018. Mindfulness and English Teaching. Teaching English, 16, pp. 54-56. ISSN 2051-7971 [Article]

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Gilbert, Francis. 2024. Of Note- Four Ways Taking Notes have Enriched My Life. Blue Door Press Blog, [Article]

Gilbert, Francis. 2016. The Party in the Snow. GLITS-E, 2015/6(5), [Article]

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Gilbert, Francis. 2022. The Reciprocal Rebellion: Promoting Discussion in Authoritarian Schools. Changing English, 29(3), pp. 232-250. ISSN 1358-684X [Article]

Gilbert, Francis. 2017. 'Reciprocity and reading'. In: Reciprocity and reading. Goldsmiths, United Kingdom 14th September 2017. [Conference or Workshop Item]

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Gilbert, Francis. 2023. Review of Creativity in the English Curriculum: Historical Perspectives and Future Directions by Lorna Smith. Changing English, 30(4), pp. 425-427. ISSN 1358-684X [Article]

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Gilbert, Francis. 2022. Review of Out of Time: Poetry From the Climate Emergency. Writing in Education, 86(Spring), pp. 57-59. ISSN 1361-8539 [Article]

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Gilbert, Francis. 2022. Review of Real-World Writers: A Handbook for Teaching Writing with 7-11 Year Olds by Ross Young and Felicity Ferguson. Teaching English, 28(Spring), p. 86. ISSN 2051-7971 [Article]

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Gilbert, Francis. 2018. Riding the Reciprocal Teaching Bus A teacher’s reflections on nurturing collaborative learning in a school culture obsessed by results. Changing English, 25(2), pp. 146-162. ISSN 1469-3585 [Article]

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Gilbert, Francis. September 2022 - July 2024 Spreading good practice: developing the Parklife Toolkit. [Project]

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Gilbert, Francis. 2021. Teaching Creative Writing Online: Research-Informed Strategies. Writing in Education, 83, pp. 89-91. ISSN 1361-8539 [Article]

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Gilbert, Francis. 2024. Teaching Mindfulness in an Unmindful System. British Journal of Educational Studies, 72(3), pp. 359-378. ISSN 0007-1005 [Article]

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Gilbert, Francis. 2022. The Time Devil runs amok: How I improved my creative practice by adopting a multimodal approach for a specific audience. Writing in Practice, 7, pp. 120-132. ISSN 2058-5535 [Article]

Gilbert, Francis. 2025. Using creative writing to fuel creativity. In: Jen Katz-Buonincontro and Todd Kettler, eds. The Oxford Handbook of Creativity and Education. Oxford: Oxford University Press, pp. 495-511. ISBN 9780197698181 [Book Section]

Gilbert, Francis. 2016. We need to reform the academy system – and stop the power-hungry super-heads. The Guardian, [Article]

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Gilbert, Francis. 2024. What can the opera ‘Carmen’ teach us about domestic violence? Blue Door Press Blog, [Article]

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Gilbert, Francis. September 2022 - July 2024 What is the impact of the Parklife Project? A special report from Blue Gate Fields Primary School. [Project]

Gilbert, Francis. 2020. Whatever Happened to the New Man? Blue Door Press Blog, [Article]

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Gilbert, Francis. 2021. What’s Next? Ecoliteracies and creative writing. Writing in Education, 83, pp. 12-19. ISSN 1361-8539 [Article]

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Gilbert, Francis. 2017. Who Do You Love. London: Blue Door Press. ISBN 978-1539626183 [Book]

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Gilbert, Francis. 2021. Why teach creative writing? Examining the challenges of its pedagogies. Changing English, 28(2), pp. 148-168. ISSN 1358-684X [Article]

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Gilbert, Francis; Daly, Grainne and Riley, Peggy. 2021. Letting it all spill out: the benefits of venting for creative writing teachers and students. Writing in Education, 84, ISSN 1361-8539 [Article]

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Gilbert, Francis and Dobson, Tom. 2025. Towards boundary crossing: primary and secondary school teachers teaching creative writing and its redrafting. English Teaching: Practice & Critique, 24(1), pp. 17-32. ISSN 2059-5727 [Article]

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Gilbert, Francis and Matthews, Miranda. 2021. Affective digital presence: how to free online writing and drawing? Journal of Writing in Creative Practice, 14(2), 29. ISSN 1753-5190 [Article]

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Gilbert, Francis and Matthews, Miranda. 2020. Finding a new path: Building affective online learning spaces for creative writing and arts practice. BERA Blog, [Article]

Gilbert, Francis and Pitfield, Maggie. 2019. Teaching 1984 in the surveillance culture of schools. English Teaching: Practice and Critique, 18(1), pp. 85-99. ISSN 1175-8708 [Article]

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Gillborn, David; Demack, Sean; Rollock, Nicola and Warmington, Paul. 2017. Moving the goalposts: education policy and 25 years of the Black/White achievement gap. British Educational Research Journal, 43(5), pp. 848-874. ISSN 0141-1926 [Article]

Gillborn, David; Dixson, Adrienne; Ladson-Billings, Gloria; Parker, Laurence; Rollock, Nicola and Warmington, Paul. 2018. Critical Race Theory in Education. United States: Routledge. ISBN 9781138848276 [Book]

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Gillborn, David; McGimpsey, Ian and Warmington, Paul. 2022. The Fringe is the Centre: racism, pseudoscience and authoritarianism in the dominant English education policy network. International Journal of Educational Research, 115, 102056. ISSN 0883-0355 [Article]

Gillborn, David; Rollock, Nicola; Vincent, Carol and Ball, Stephen. 2012. `You got a pass, so what more do you want?': race, class and gender intersections in the educational experiences of the Black middle class. Race Ethnicity and Education, 15(1), pp. 121-139. ISSN 1361-3324 [Article]

Gillborn, David; Rollock, Nicola; Vincent, Carol and Ball, Stephen. 2015. The black middle classes, education, racism, and dis/Ability: an intersectional analysis. In: David J. Connor; Beth A. Ferri and Subini A. Annamma, eds. Disability Studies and Critical Race Theory in Education. Teachers College Press, pp. 35-54. ISBN 9780807756683 [Book Section]

Gleeson, Denis and Shain, Farzana. 2002. Managing Ambiguity in Further Education. In: N Bennett; M Crawford and M Cartright, eds. Effective Educational Leadership. Sage, pp. 229-246. ISBN 9780761940562 [Book Section]

Gleeson, Denis and Shain, Farzana. 1999. Managing Ambiguity: Between Markets and Managerialism — A Case Study of ‘Middle’ Managers in Further Education. The Sociological Review, 47(3), pp. 461-490. ISSN 0038-0261 [Article]

Gobby, Brad; Karnovsky, Saul and Wilkins, Andrew. 2025. Using Foucault to interrogate teaching wellbeing as discourse. In: Richard Niesche and Denise Mifsud, eds. Thinking with Michel Foucault in Educational Leadership: Methodological and Conceptual Challenges. London: Bloomsbury. [Book Section] (Forthcoming)

Gokay, Bulent and Shain, Farzana. 2025. How to solve the universities’ financial crisis. LSE British Politics and Policy blog, London. [Other]

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Gokay, Bulent and Shain, Farzana. 2013. Making sense of the protests in Turkey (and Brazil). Journal of Global Faultlines, 1(2), pp. 58-68. ISSN 2397-7825 [Article]

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Gokay, Bulent and Shain, Farzana. 2015. Making sense of the protests in Turkey (and Brazil): contesting neo-liberal urbanism in ‘Rebel Cities’. Estudos Ibero-Americanos, 41(2), pp. 242-260. ISSN 0101-4064 [Article]

Greenan, Althea; George, Rosalyn P.; Joncus, Berta; Richmond, Vivienne and Wolf, Nicole. 2014. 'Feminism@Goldsmiths'. In: Feminism@Goldsmiths. Goldsmiths, Universirty of London, United Kingdom. [Conference or Workshop Item]

Gregory, Eve E.. 2011. 'Invisible teachers : becoming literate in a wider community'. In: Annual conference of the Literacy Research Association : widening the circle for literacy research and practice: expanding access, knowledge, and participation. Jacksonville, Florida, United States. [Conference or Workshop Item]

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Gregory, Eve E.. 2008. Learning to Read in a New Language: Making Sense of Words and Worlds. London and New York: Sage. ISBN 9781412928571 [Book]

Gregory, Eve E.. 1996. Making Sense of a New World: Learning to read in a second language. London: Routledge. ISBN 978-1853962639 [Book]

Gregory, Eve E.. 2005. Playful Talk: The Interspace between Home and School Discourse. Early Years, 25(3), pp. 223-236. ISSN 0957-5146 [Article]

Gregory, Eve E.. 2001. Sisters and Brothers as Language and Literacy Teachers: Synergy Between Siblings. Journal of Early Childhood Literacy, 1(3), pp. 301-322. ISSN 1468-7984 [Article]

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Gregory, Eve E.; Arju, Tahera; Jessel, John; Kenner, Charmian and Ruby, Mahera. 2007. Snow White in different guises: Interlingual and intercultural exchanges between grandparents and young children at home in East London. Journal of Early Childhood Literacy, 7(1), pp. 5-25. ISSN 14687984 [Article]

Gregory, Eve E.; Choudhury, Halimun; Ilankuberan, Arani; Kwapong, Amoafi and Woodham, Malgozarta. 2013. Practice, performance and perfection: Learning sacred texts in four faith communities in London. International Journal of the Sociology of Language, 2013(220), pp. 27-48. ISSN 0165-2516 [Article]

Gregory, Eve E.; Conteh, Jean; Kearney, Chris and Mor, Aura. 2005. On Writing Educational Etnographies: The Art of Collusion. Stoke-on-Trent: Trentham Books Ltd. ISBN 978-1858563411 [Book]

Gregory, Eve E.; Lytra, Vally; Choudhury, Halimun; Ilankuberan, Arani; Kwapong, Amoafi and Woodham, Malgozarta. 2013. Syncretism as a creative act of mind: The narratives of children from four faith communities in London. Journal of Early Childhood Literacy, 13(3), pp. 322-347. ISSN 1468-7984 [Article]

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Gregory, Eve E.; Lytra, Vally; Ilankuberan, Arani; Choudhury, Halimun; Kwapong, Amoafi and Woodham, Malgozarta. 2012. Translating Faith: Field Narratives as a Means of Dialogue in Collaborative Ethnographic Research. International Journal of Qualitative Methods, 11(3), pp. 195-213. ISSN 1609-4069 [Article]

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Gregory, Eve E. and Ruby, Mahera. 2011. The ‘insider/outsider’ dilemma of ethnography: Working with young children and their families in cross-cultural contexts. Journal of Early Childhood Research, 9(2), pp. 162-174. ISSN 1476-718X [Article]

Gregory, Eve E.; Ruby, Mahera and Kenner, Charmian. 2010. Modelling and close observation: ways of teaching and learning between third-generation Bangladeshi British children and their grandparents in London. Early Years, 30(2), pp. 161-173. ISSN 0957-5146 [Article]

Gregory, Eve E. and Williams, A.. 2001. Siblings bridging literacies in multilingual contexts. Journal of Research in Reading, 24(3), pp. 248-265. ISSN 01410423 [Article]

Gregory, Eve E. and Williams, Ann. 2000. City Literacies: Learning to Read Across Generations and Cultures. London: Routledge. ISBN 978-0415191166 [Book]

Gregory, Eve E.; Williams, Ann; Baker, Dave and Street, Brian. 2004. Introducing Literacy to Four Year Olds: Creating Classroom Cultures in Three Schools. Journal of Early Childhood Literacy, 4(1), pp. 85-108. ISSN 14687984 [Article]

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Grennan, Simon; Matthews, Miranda; Penketh, Claire and Wild, Carol. 2024. Thinking About Drawing As Cause and Consequence: Practical Approaches in Time. The International Journal of Art and Design Education, 43(4), pp. 534-546. ISSN 1476-8062 [Article]

Gretsch, Gerard. 2010. TEO – The Role and Function of an Oral Text Editor in Language Learning in a Multilingual Context. Doctoral thesis, Goldsmiths, University of London [Thesis]

Griffiths, Alison and Bosanquet, P. 2006. Identity and Equal Opportunities: Making Sure Every Child Matters. [Digital]

Griffiths, Alison and Bosanquet, Paula. 2007. 'Making 'What I thought was a scary subject easier to teach: supporting trainee teachers in responding to issues around identity and diversity.'. In: Annual Conference 2007 British Educational Research Association. Institute of Education, University of London, United Kingdom. [Conference or Workshop Item]

Griffiths, Alison and Bosanquet, Paula. 2007. Primary geography: working with student teachers in developing strategies for supporting EAL learners at all stages of the acquisition of English. [Digital]

Griffiths, Alison and Bosanquet, Paula. 2008. 'Turning ‘It was a major culture shock’ into ‘Part of everyday life’: the journey of ITE trainees in moving from areas of low to high cultural diversity'. In: Annual Conference 2008 British Educational Research Association. Heriot-Watt University, Edinburgh, United Kingdom. [Conference or Workshop Item]

Habib, Sadia. 2008. Refugee Boy: The Social and Emotional Impact of the Shared Experience of a Contemporary Class Novel. Changing English, 15(1), pp. 41-52. ISSN 1358-684X [Article]

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Habib, Sadia. 2016. Teaching & Learning Britishness: Encountering and negotiating discourses of identities and belongings through critical pedagogy. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Hammersley, Martyn and Traianou, Anna. 2012. Ethics in Qualitative Research: Controversies and Contexts. London: SAGE. ISBN 9780857021410 [Book]

Hammersley, Martyn and Traianou, Anna. 2011. Moralism and Research Ethics: A Machiavellian Perspective. International Journal of Social Research Methodology, 14(5), pp. 379-390. ISSN 1364-5579 [Article]

Harding, Eve. 2012. Challenging Attitudes. Early Years Educator, 14(7), pp. 24-26. [Article]

Harris, Vee. 2007. Exploring progression: reading and listening strategy instruction with near-beginner learners of French. Language Learning Journal, 35(2), pp. 189-204. ISSN 09571736 [Article]

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Harwood, Valerie; Olssen, Mark and Shain, Farzana. 2018. Foucault as educator. British Journal of the Sociology of Education, 39(8), pp. 1226-1234. ISSN 0142-5692 [Article]

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Hayes, Aneta and Shain, Farzana. 2023. Whiteness, citizenship of class and educational privilege of Eastern European pupils in British schools. Whiteness and Education, 8(1), pp. 82-100. ISSN 2379-3406 [Article]

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Hellen, Mark. 2009. Information Handling and Adaptive Expertise. Education and information Technologies, [Article]

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Hellen, Mark. 2009. Transgender Children in Schools. Liminalis: journal for sex/gender emancipation and resistance, pp. 81-99. [Article]

Herne, Steve. 2006. Communities of practice in art and design and museum and gallery education. Pedagogy Culture and Society, 14(1), pp. 1-17. ISSN 14681366 [Article]

Herne, Steve. 2005. 'Download': 'Postcards Home' Contemporary Art and New Technology in the Primary School. International Journal Of Art & Design Education, 24(1), pp. 5-19. ISSN 1476-8062 [Article]

Herne, Steve; Adams, Jeff N. P.; Atkinson, Dennis; Dash, Paul and Jessel, John. 2013. Technology, learning communities and young people: The Future Something Project. The International Journal of Art & Design Education, 32(1), pp. 68-82. ISSN ISSN 1476-8062 [Article]

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Herne, Steve; Burgess-Macey, Celia and Rogers, Maggie. 2007. Performing Arts and Carnival in Initial Teacher Education and Schools: HEARTS project at Goldsmiths, University of London 2005-2006. Project Report. Goldsmiths. [Report]

Herne, Steve and McLaren, J.. 2001. A Toe in the Water: Introducing Exhibitions on Video with Young People at the Whitechapel Art Gallery. International Journal Of Art & Design Education, 20(3), pp. 284-295. [Article]

Hey, Valerie and George, Rosalyn P.. 2016. Dissident daughters? The psychic life of class inheritance. In: Carrie F. Paechter; Rosalyn P. George and Angela McRobbie, eds. Pedagogical Responses to the Changing Position of Girls and Young Women. Abingdon: Routledge, pp. 95-110. ISBN 9781138654921 [Book Section]

Hickey Moody, Anna. 2013. “Affect as Method: Feelings, Aesthetics and Affective Pedagogy”. In: Rebecca Coleman and Jessica Ringrose, eds. Deleuze and Research Methodologies. Edinburgh: Edinburgh University Press, pp. 79-95. ISBN 978-0748644100 [Book Section]

Hickey Moody, Anna. 2005. “Arena Theatre’s Gamegirl”. Lowdown: Youth Performing Arts in Australia, 30(2), p. 43. [Article]

Hickey Moody, Anna. 2004. “Art of Bad Theatre”. Lowdown: Youth Performing Arts in Australia, 27(2), p. 42. [Article]

Hickey Moody, Anna. 2013. Assembling Wonder: Introduction to themed edition. Performance Paradigm, 9, ISSN 1832-5580 [Article]

Hickey Moody, Anna. 2009. “Becoming-Dinosaur”. In: Laura Cull and Ian Buchanan, eds. Deleuze and Performance. Edinburgh: Edinburgh University Press, pp. 161-181. ISBN 978-0748635047 [Book Section]

Hickey Moody, Anna. 2014. “Corporeal and sonic diagrams for cinematic ethics in Rolf De Heer’s Dance Me to My Song”. In: Anna Hickey Moody and Vicki Crowley, eds. Disability Matters: Pedagogy, Media and Affect. London & NY: Routledge, pp. 96-107. ISBN 978-1138817715 [Book Section]

Hickey Moody, Anna. 2015. “Cultural Territories of Inclusive Education”. In: Karen Hatton, ed. Towards an Inclusive Arts Education. London: Trentham Books. ISBN 978-1858566542 [Book Section]

Hickey Moody, Anna. 2000. The Days Allotted to Me. In: "The Days Allotted to Me, The Space Theatre", Festival Centre, South Australia, Australia. [Performance]

Hickey Moody, Anna. 2008. “Deleuze, Guattari & the Boundaries of Intellectual Disability”. In: Susan Gabel; Scot Danforth and Lee Barton, eds. International Reader for Disability Studies in Education. NY: Peter Lang Publishers., pp. 353-370. ISBN 978-0820488943 [Book Section]

Hickey Moody, Anna. 2013. Deleuze’s children. Educational Philosophy and Theory, 45(3), pp. 272-286. ISSN 0013-1857 [Article]

Hickey Moody, Anna. 2009. “Eminem’s Lyrical Personae: The Everyman, the Needy Man, the Hegemon”. Culture, Society and Masculinities, 1(2), pp. 213-223. ISSN 1941-5583 [Article]

Hickey Moody, Anna. 2009. European perspectives on men and masculinities, by Jeff Hearn and Keith Pringle with members of CROME (Critical Research on Men in Europe). Gender and Education, 21(2), pp. 235-236. ISSN 0954-0253 [Article]

Hickey Moody, Anna. 2004. “Fiasco Practice: Art n’ Death Trilogy”. M/C Reviews, [Article]

Hickey Moody, Anna. 1998. The Flight. In: "The Flight,The Space Theatre", Festival Centre, South Australia, Australia. [Performance]

Hickey Moody, Anna. 2006. “Folding the Flesh into Thought”. Angelaki: Journal of the Theoretical Humanities, 11(1), pp. 189-197. ISSN 0969-725X [Article]

Hickey Moody, Anna. 2001. Headlong. In: "Headlong (including the 2002 Schools Tour) Restless Dance Company", Odeon Theatre, Norwood and Come Out Festival Tour. [Performance]

Hickey Moody, Anna. 2003. “In the Time of Distance with Doppio Parallelo”. M/C Reviews, [Article]

Hickey Moody, Anna. 2002. In the blood. In: "In the blood, Restless Dance Company", Queen’s Theatre, Adelaide, Australia. [Performance]

Hickey Moody, Anna. 2015. “Little Public Spheres: Youth Arts as Citizenship”. In: Greg Noble; Megan Watkins and Catherine Driscoll, eds. Cultural Pedagogies and Human Conduct. Routledge, pp. 78-91. ISBN 978-1138014411 [Book Section]

Hickey Moody, Anna. 2009. “Little War Machines: Posthuman Pedagogy and its Media”. Journal of Literary & Cultural Disability Studies, 3(3), pp. 273-280. ISSN 1757-6458 [Article]

Hickey Moody, Anna. 2009. “Making creative places”. In: Margaret Somerville; Keith Power and Phoenix de Carteret, eds. Landscapes and Learning: Place Studies in a Global World. Rotterdam: Sense Publishers. ISBN 978-9460910814 [Book Section]

Hickey Moody, Anna. 2015. “Manifesto: The Rhizomatics of Practice as Research”. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance. London: Rowman and Littlefield.. ISBN 978-1-78348-486-7 [Book Section]

Hickey Moody, Anna. 2006. “Missing Link”. Lowdown: Youth Performing Arts in Australia, 33(1), p. 40. [Article]

Hickey Moody, Anna. 2004. “Order in the 'House: Courthouse Youth Arts decree a new humanism through affective community”. Lowdown: Youth Performing Arts in Australia, 26(5), pp. 10-11. [Article]

Hickey Moody, Anna. 2008. “Performing New Spaces: The Theatre of Urban”. Critical Studies in Education, 49(2), pp. 199-203. ISSN 1750-8487 [Article]

Hickey Moody, Anna. 1999. Precious 1. In: "Precious 1, State Opera Theatre", Netley, South Australia, Australia. [Performance]

Hickey Moody, Anna. 2000. Precious 2. In: "Precious 2, The Paralympics Arts Festival", Sydney, Australia. [Performance]

Hickey Moody, Anna. 2001. Proximal. In: "Proximal , Restless Dance Company", State Opera Theatre, Netley, South Australia, Australia. [Performance]

Hickey Moody, Anna. 2007. “Re-Imagining Intellectual Disability: Sensation & the Outside of Thought”. In: Anna Hickey Moody and Peta Malins, eds. Deleuzian Encounters: Studies in Contemporary Social Issues. London: Palgrave Macmillan. ISBN 978-0230506923 [Book Section]

Hickey Moody, Anna. 2008. “Reconfiguring Intellectual Disability through Integrated Dance Theatre”. In: Angela O'Brien and Kate Donlean, eds. The Arts and Youth ‘At Risk’: Global and Local Challenges. Cambridge: Cambridge Scholars Publishing, pp. 156-170. ISBN 978-1847186324 [Book Section]

Hickey Moody, Anna. 2007. “Review of Miss Lily and the ASO by the Adelaide Symphony Orchestra”. Lowdown: Youth Performing Arts in Australia, 29(3), p. 34. [Article]

Hickey Moody, Anna. 2007. Review of Rebel Rebel by Restless Dance Company. Lowdown: Youth Performing Arts in Australia, 29(3), p. 35. [Article]

Hickey Moody, Anna. 2007. “Review of Vin by Stephen House”. Lowdown: Youth Performing Arts in Australia, 29(3), p. 35. [Article]

Hickey Moody, Anna. 1997. Sex Juggling. In: "Sex Juggling (including the Darwin Youth Dance Festival, Top End Tour & School Workshop Series)", The Junction Hall, Adelaide, Australia. [Performance]

Hickey Moody, Anna. 2000. “Shifting the Boundaries: Feminist Practices in Adult Education. Australian Journal of Adult Learning, 40(1), pp. 114-116. [Article]

Hickey Moody, Anna. 2003. Starry Eyed. In: "Starry Eyed Restless Dance Company", ACA Theatre, South Australia, Australia. [Performance]

Hickey Moody, Anna. 1996. Talking Down. In: "Talking Down Adelaide Fringe Youth Program Tour", South Australia and Northern Territory., Australia. [Performance]

Hickey Moody, Anna. 2007. “Thinking Bodies and Art as Force”. In: Barbara Bolt; Felicity Colman; Graham Jones and Ashley Woodward, eds. Sensorium: Life, Art, Aesthetics. Cambridge: Cambridge Scholars Press.. ISBN 978-1847183347 [Book Section]

Hickey Moody, Anna. 2003. “Turning Away from Intellectual Disability: Methods of Practice, Methods of Thought”. Critical Studies in Education, 44(1), pp. 1-22. ISSN 1750-8487 [Article]

Hickey Moody, Anna. 2009. “Un-containable Affects: Disability and the Edge of Aesthetics”. Cultural Studies Review, 15(2), pp. 204-208. ISSN 1446-8123 [Article]

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Hickey Moody, Anna. 2009. Unimaginable Bodies: Intellectual Disability, Performance and Becomings. Rotterdam, The Netherlands: Sense Publishers. ISBN 978-90-8790-854-6 [Book]

Hickey Moody, Anna. 2003. “Welcome to the New World Disorder”. Lowdown: Youth Performing Arts in Australia, 25(5), pp. 44-45. [Article]

Hickey Moody, Anna. 2010. “Youth arts and the differential becoming of the world”. Continuum: Journal of Media and Cultural Studies, 24(2), pp. 203-214. ISSN 1030-4312 [Article]

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Hickey Moody, Anna. 2012. Youth, Arts and Education: Reassembling Subjectivity through Affect. UK: Routledge. ISBN 978-0-415-57264-4 [Book]

Hickey Moody, Anna. 2004. “noors_inbox (queer non object oriented radio signal)”. UN Magazine, 2, [Article]

Hickey Moody, Anna and Crowley, Vicki. 2014. “Disability Matters: Pedagogy, Media and Affect”. In: Anna Hickey Moody and Vicki Crowley, eds. Disability Matters: Pedagogy, Media and Affect. London & NY: Routledge, pp. 1-10. ISBN 978-1138817715 [Book Section]

Hickey Moody, Anna and Crowley, Vicki. 2010. “Introduction: Disability Matters: Pedagogy, Media and Affect”. Discourse: Issues in the Cultural Politics of Education, 31(4), pp. 399-409. ISSN 0159-6306 [Article]

Hickey Moody, Anna; Driscoll, Catherine and Garland, Carina. 2011. “‘(Hetero)sexing the Child: Hans, Alice and The Repressive Hypothesis’. In: Frida Beckman, ed. Deleuze and Sex. Edinburgh: Edinburgh University Press., pp. 117-134. ISBN 978-0748642601 [Book Section]

Hickey Moody, Anna; Gard, Michael and Enright, Eimear. 2012. Youth Culture, Physical Education and the Question of Relevance: After 20 Years, a reply to Tinning and Fitzclarence. Education, Sport and Society, 18(1), pp. 97-114. ISSN 1357-3322 [Article]

Hickey Moody, Anna and Haworth, Robert. 2009. “Affective Literacies”. In: David Cole and Diana Masny, eds. Multiple Literacies Theory: A Deleuzian Perspective. Rotterdam: Sense Publishers. ISBN 978-9087909093 [Book Section]

Hickey Moody, Anna and Iocco, Melissa. 2005. “‘Christ Kid, You're a Weirdo': the aural construction of subjectivity in Bad Boy Bubby”. In: Rebecca Coyle, ed. Reel Tracks: Australian Film Soundtracks and cultural identities from 1990 to 2004. London: John Libbey Publishing. [Book Section]

Hickey Moody, Anna and Iocco, Melissa. 2004. “Sonic affect(s): Binaural technologies & the construction of auratorship in Rolf De Heer's Bad Boy Bubby”. Metro Magazine, 140, pp. 78-81. [Article]

Hickey Moody, Anna and Kenway, Jane. 2007. “Cool Cartography & Youthful Masculinity”. Redress: Journal of the Association of Women Educators, 16(1), pp. 39-43. [Article]

Hickey Moody, Anna and Kenway, Jane. 2012. “Global Scapes of Abjection: The Contemporary Dynamics of Some Intersecting Injustices”. In: Lois Weis and Nadine Dolby, eds. Social Class and Education: Global Perspectives. NY: Routledge, pp. 141-158. ISBN 978-0415886963 [Book Section]

Hickey Moody, Anna and Kenway, Jane. 2011. “‘Life chances, lifestyle and everyday aspirational strategies and tactics”. Critical Studies in Education, 52(2), pp. 151-163. ISSN 1750-8487 [Article]

Hickey Moody, Anna and Kenway, Jane. 2006. Masculinity Beyond the Metropolis. London: Palgrave Macmillan. ISBN 978-1403939326 [Book]

Hickey Moody, Anna and Kenway, Jane. 2009. “Moving Abjection”. In: William Ayers; Therese Quinn and David Stovall, eds. Handbook of Social Justice in Education. NY: Routledge, pp. 95-106. ISBN 978-0805859287 [Book Section]

Hickey Moody, Anna and Kenway, Jane. 2009. Spatialized leisure-pleasures, global flows and masculine distinctions. Social & Cultural Geography: Special Issue: Masculinity, intersectionality and place, 10(8), pp. 837-852. ISSN 1464-9365 [Article]

Hickey Moody, Anna and Kenway, Jane. 2014. “Spatio-Temporal and Spatio-Sensual Assemblages of Masculinity”. In: Andrew Gorman-Murray and Peter Hopkins, eds. Masculinity and Place. Milton Oxon: Ashgate, pp. 43-56. ISBN 978-1472409799 [Book Section]

Hickey Moody, Anna and Laurie, Tim. 2015. Geophilosophies of Masculinity. Angelaki: Journal of the Theoretical Humanities, 20(1), pp. 1-10. ISSN 0969-725X [Article]

Hickey Moody, Anna and Malins, Peta. 2007. “Gilles Deleuze & Four Movements in Social Thought: An Introduction”. In: Anna Hickey Moody and Peta Malins, eds. Deleuzian Encounters: Studies in Contemporary Social Issues. London: Palgrave Macmillan. ISBN 978-0230506923 [Book Section]

Hickey Moody, Anna and Page, Tara, eds. 2015. Arts, Pedagogy and Cultural Resistance: New Materialisms. Rowman & Littlefield International. ISBN 978-1783484874 [Edited Book]

Hickey Moody, Anna and Page, Tara. 2015. Making Matter Matter. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield, pp. 1-20. ISBN 9781783484867 [Book Section]

Hickey Moody, Anna and Rasmussen, Mary Lou. 2009. “The Sexed Subject In-Between Deleuze and Butler”. In: Chrysanthi Nigianni; Claire Colebrook; Merl Storr and Ian Buchanan, eds. Deleuze and Queer Theory. Edinburgh: Edinburgh University Press, pp. 37-53. ISBN 978-0748634057 [Book Section]

Hickey Moody, Anna; Rasmussen, Mary Lou and Harwood, Valerie. 2008. “How to be a Real Lesbian: The Pink Sofa and Some Fictions of Identity”. In: Susan Driver, ed. Queer Youth Cultures: Performative and Political Practices. NY: SUNY Press, pp. 123-138. ISBN 978-0791473382 [Book Section]

Hickey Moody, Anna and Savage, Glenn. 2010. “Global flows as gendered cultural pedagogies: learning gangsta in the ‘Durty South’”. Critical Studies in Education, 51(3), pp. 277-293. ISSN 1750-8487 [Article]

Hickey Moody, Anna; Savage, Glenn and Windle, Joel, eds. 2010. Special edition 'Pedagogy Writ Large', Critical Studies in Education, 51(3). 1750-8487 [Edited Journal]

Hickey Moody, Anna and Wood, Denise. 2009. “Ethics in Second Life: Difference, desire and the production of subjectivity”. In: Charles Wankel and Shaun Malleck, eds. Emerging Ethical Issues of Life in Virtual Worlds. Charlotte, NC: Information Age Publishing. ISBN 978-1607523789 [Book Section]

Hickey Moody, Anna and Wood, Denise. 2008. “Imagining Otherwise: Disability, Deleuze and Second Life”. ANZCA08: Power and Place: Refereed Proceedings, pp. 1-16. [Article]

Hickey-Moody, Anna Catherine. 2015. Carbon fiber masculinity: Disability and surfaces of homosociality. Angelaki: Journal of Theoretical Humanities, 20(1), pp. 139-153. ISSN 0969-725X [Article]

Hickey-Moody, Anna Catherine. 2010. Corporeal and sonic diagrams for cinematic ethics in Rolf de Heer’s Dance Me to My Song. Discourse: Studies in the Cultural Politics of Education, 31(4), pp. 499-511. ISSN 0159-6306 [Article]

Hickey-Moody, Anna Catherine. 2013. Little Public Spheres. Performance Paradigm, 9(1), pp. 4-15. ISSN ISSN 1832-5580 [Article]

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Hinitz, Blythe F. and Liebovich, Betty. 2023. History of Early Childhood Education in the United States. In: Susan C. Faircloth, ed. Oxford Bibliographies (Education - Curriculum and Pedagogy). Oxford: Oxford University Press. [Book Section]

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Hirsch, Sara and Macleroy, Vicky. 2020. The art of belonging: exploring the effects on the English classroom when poetry meets multilingual digital storytelling. English in Education, 54(1), pp. 41-57. ISSN 0425-0494 [Article]

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Holdstock, Samuel. 2024. Creative writing and autoethnography: a layered approach to exploring positionality. Pedagogy, Culture & Society, ISSN 1468-1366 [Article] (In Press)

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Holdstock, Samuel. 2021. The Dialogic Possibilities for Interactive Fiction in the Secondary Academy English Classroom. Changing English, 28(4), pp. 395-410. ISSN 1358-684X [Article]

Holdstock, Samuel. 2024. Ok class, SLANT [Poem]. English in Education, 58(3), p. 205. ISSN 0425-0494 [Article]

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Holdstock, Samuel. 2024. Using Interactive Fiction to Stimulate Metalinguistic Talk in the English Classroom. Literacy, 58(1), pp. 48-57. ISSN 1741-4350 [Article]

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Hope, Julia. 2023. Applying RefugeeCrit to Recent Middle Grade/Young Adult Children's Literature About Refugees. In: Evyn Le Espiritu Gandhi and Vinh Nguyen, eds. The Routledge Handbook of Refugee Narratives. New York and Abingdon: Routledge, pp. 190-201. ISBN 9780367674762 [Book Section]

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Hope, Julia. 2017. Children's Literature About Refugees: A Catalyst in the Classroom. London: UCL Institute of Education Press. ISBN 9781858566962 [Book]

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Hope, Julia. 2007. Flightlines: exploring early readers for children about the refugee experience. FORUM: for promoting 3-19 comprehensive education, 49(3), pp. 289-298. ISSN 0963-8253 [Article]

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Hope, Julia. 2021. In Conversation with Beverley Naidoo: On Crossing Boundaries through Reading and Writing. Bookbird: A Journal of International Children's Literature, 59(2), pp. 67-78. ISSN 0006-7377 [Article]

Hope, Julia. 2011. New insights into family learning for refugees: bonding, bridging and building transcultural capital. Literacy, 45(2), pp. 91-97. [Article]

Hope, Julia. 2008. ‘‘One Day We Had to Run’’: The Development of the Refugee Identity in Children’s Literature and its Function in Education. Children's Literature in Education, 39(4), pp. 295-304. [Article]

Hope, Julia. 2008. “Ordinary children in extraordinary circumstances” - Tracking Initial Teacher Training students’ knowledge, skills and attitudes in the area of refugee education. In: Sally Inman and Maggie Rogers, eds. Teachers for a Better World. London: CCCI, pp. 40-59. [Book Section]

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Hope, Julia. 2018. ‘‘The Soldiers Came to the House’’: Young Children’s Responses to The Colour of Home. Children's Literature in Education, 49(3), pp. 302-323. ISSN 0045-6713 [Article]

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Hope, Julia. 2015. 'A Well-Founded fear’: Children’s literature about refugees and its role in the primary classroom. Doctoral thesis, Goldsmiths, University of London [Thesis]

Hope, Julia and Habib, Sadia. 2018. Book Review Section – EAL Journal: Children’s Literature About Refugees: A catalyst in the classroom by Julia Hope Learning and Teaching British Values: Policies and Perspectives on British Identities by Sadia Habib. EAL Journal, 5, pp. 56-57. [Article]

Hoque, Aminul. 2021. 'Altab Ali and the Battle of Brick Lane; Film screening and panel discussion'. In: Altab Ali and the Battle of Brick Lane; Film screening and panel discussion. London, United Kingdom 4 May 2021. [Conference or Workshop Item]

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Hoque, Aminul. 2018. Altab Ali: Bangladeshis in east London reflect on legacy of a racist murder. The Conversation, [Article]

Hoque, Aminul. 2015. Background Factors. The Teacher, p. 50. [Article]

Hoque, Aminul. 2025. Bangladeshi footballers from the east end of London: An ethnography of the dynamic role of football in resisting everyday 'lived' racisms. Identities: Global Studies in Culture and Power, ISSN 1070-289X [Article] (Forthcoming)

Hoque, Aminul. 2015. Book Review. Jikeli, Gunther. European Muslim Antisemitism: Why young urban males say they don't like Jews. Bloomington: Indiana University Press. Times Higher Education(2212), ISSN 0049-3929 [Article]

Hoque, Aminul. 2013. Book Review: Accidental immigrants and the search for home, by Carol E. Kelley. Women's Studies International Forum, 40, pp. 244-245. ISSN 0277-5395 [Article]

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Hoque, Aminul. 2016. 'British 'others''. In: British 'others'. Diorama Art Studios, London, United Kingdom 28 April 2016. [Conference or Workshop Item]

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Hoque, Aminul. 2022. 'British Bangladeshi migration to UK'. In: British Bangladeshi migration to UK. Oaklands School, London, United Kingdom 27 January 2022. [Conference or Workshop Item]

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Hoque, Aminul. 2023. 'British Bangladeshis and the question of 'home''. In: British Bangladeshis and the question of 'home'. Bishop Challenor School, London, United Kingdom 29 June 2023. [Conference or Workshop Item]

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Hoque, Aminul. 2019. 'British-Islamic Identity: Third-Generation Bangladeshis from East London'. In: Oxford Centre for Islamic Studies. Seminars: Hilary Term 2019. Oxford Centre for Islamic Studies, University of Oxford, United Kingdom 20 February 2019. [Conference or Workshop Item]

Hoque, Aminul. 2015. British-Islamic Identity: Third-generation Bangladeshis from East London. London: Institute of Education Press, Trentham Books. ISBN 9781858566030 [Book]

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Hoque, Aminul. 2021. 'Celebrating being British and Bangladeshi'. In: 50th Anniversary of Bangladesh Independence Day– Newham London’s online webinar. Newham, London, United Kingdom 26 March 2021. [Conference or Workshop Item]

Hoque, Aminul. 2019. The Construction of a Multifaceted British Islamic Identity: Third-Generation British-born Bangladeshis from East London. In: Tahir Abbas and Sadek Hamid, eds. Political Muslims: Understanding Youth Resistance in a Global Context. Syracuse, New York: Syracuse University Press, pp. 99-124. ISBN 9780815635833 [Book Section]

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Hoque, Aminul. 2022. 'Decolonising the curriculum'. In: Decolonising the curriculum @ We Move conference, Runnymede. University of Leeds, United Kingdom 3 September 2022. [Conference or Workshop Item]

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Hoque, Aminul. 2023. 'Developing a culturally responsive pedagogy'. In: Haberdashers' Academies Trust South Annual Conference. London, United Kingdom 20 February 2023. [Conference or Workshop Item]

Hoque, Aminul. 2025. Developing a culturally responsive pedagogy: making the national curriculum more inclusive and relevant to pupils' lives and identities. In: , ed. Thinking beyond the box: Developing critical curriculum perspectives and culturally responsive pedagogy. London: National Education Union (NEU), pp. 10-13. [Book Section]

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Hoque, Aminul. 2010. The Development of a Br-Islamic: Third Generation Bangladeshis from East London (Tower Hamlets). Doctoral thesis, Goldsmiths, University of London [Thesis]

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Hoque, Aminul. 2021. 'Digital online social research methods'. In: CHASE Virtual Encounters. University of East Anglia, United Kingdom 25 June 2021. [Conference or Workshop Item]

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Hoque, Aminul. 2024. 'Do we know who our students are? A culturally responsive pedagogy'. In: Ethnicity, Religion, and Muslim Education in a Changing World: Navigating Contemporary Perspectives on Multicultural Schooling in the UK - panel discussion and seminar. University of Birmingham, United Kingdom 4 June 2024. [Conference or Workshop Item]

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Hoque, Aminul. 2022. 'Do we really know who our students are?'. In: Trinity-INC Lunchtime Seminar Series. Trinity College Dublin, Ireland 4 February 2022. [Conference or Workshop Item]

Hoque, Aminul. 2024. Educating Muslim children: Developing a culturally responsive pedagogy. In: Karamat Iqbal and Tahir Abbas, eds. Ethnicity, Religion, and Muslim Education in a Changing World: Navigating Contemporary Perspectives on Multicultural Schooling in the UK. Abingdon: Routledge, pp. 117-135. ISBN 9781032364834 [Book Section]

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Hoque, Aminul. 2024. 'Education as transformation'. In: Education and family-life: Empowerment Summit. 801 Old Kent Road, London, United Kingdom 15 June 2024. [Conference or Workshop Item]

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Hoque, Aminul. 2018. 'Excavating the importance of oral histories: unheard voices from the 1971 Bangladesh War of Resistance'. In: Histories in Professional Education: Recovering silent lives. London Metropolitan University, United Kingdom 29 May 2018. [Conference or Workshop Item]

Hoque, Aminul. 2025. 'Expert contributor - National Education Union (NEU) roundtable discussion in response to government National Curriclum Review (Culturally Responsive Pedagogy)'. In: Roundtable Discussion - National Education Union - National Curriculum Review. Church House Westminster, London, United Kingdom 19 March 2025. [Conference or Workshop Item]

Hoque, Aminul. 2021. External examiner, PhD "Becoming ‘Muslim’: Religious Identity Formation among British-Pakistani & Lebanese-Australian Youths". [Professional Activity]

Hoque, Aminul. 2024. External examiner, PhD 'Placing 1978: The Bengali Anti-Racist Mobilisation in East London'. [Professional Activity]

Hoque, Aminul. 2025. Final word: Inclusion in practice, not merely symbolic. Educate, 2025, March/ April. [Article]

Hoque, Aminul. 2013. I'm a British Bangladeshi Muslim academic: it's about confidence. The Guardian, ISSN 0261-3077 [Article]

Hoque, Aminul. 2021. Inclusive Education. [Audio]

Hoque, Aminul. 2021. Internal Examiner, PhD, 'Performing the nation: Identity, violence and the search for plurality in Bangladesh’. [Professional Activity]

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Hoque, Aminul. 2020. "Islamophobia in Britain" - A conversation with Dr Aminul Hoque, MBE. [Audio]

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Hoque, Aminul. 2024. Keynote speech and training/ consultancy: British Bangladeshis: heritage, culture, history and the complexity of identity. [Professional Activity]

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Hoque, Aminul. 2014. Knowing our students' identities: British Bangladeshis in east London schools. Race Equality Teaching, 33(1), pp. 16-21. ISSN 1478-8551 [Article]

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Hoque, Aminul. 2023. Leading Inclusive Schools: A Culturally Responsive Pedagogy. [Digital]

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Hoque, Aminul. 2022. 'Motivational talk and prizegiving'. In: Motivational talk and prizegiving. Stepney Green Secondary School, London, United Kingdom 6 July 2022. [Conference or Workshop Item]

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Hoque, Aminul. 2024. 'My autobiography - Aminul Hoque'. In: My autobiography - Aminul Hoque. Laurel Park School, London, United Kingdom 14 May 2024. [Conference or Workshop Item]

Hoque, Aminul. 2023. Nadiya Hussain – a baker, a mother, a wife, a celebrity, a brown woman, a Muslim, a social justice campaigner…. A leader! In: Melanie C Brooks and Miriam D Ezzani, eds. Great Muslim Leaders: Lessons for Education. Charlotte, North Carolina: Information Age Publishing, pp. 273-286. ISBN 9798887301815 [Book Section]

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Hoque, Aminul. 2016. 'Race, Islam & Identity: Perspectives from British Bangladeshi Youth'. In: Race, Islam & Identity: Perspectives from British Bangladeshi Youth. Stepney Green Secondary School, London, United Kingdom 22 February 2016. [Conference or Workshop Item]

Hoque, Aminul. 2021. Remembering 1971: Bangladesh’s Year of Tragedy and Triumph. Re Balance, [Article]

Hoque, Aminul. 2021. Remote Education – ‘keep it simple, do your best’. [Digital]

Hoque, Aminul. 2020. Research to reflect on: A culturally sensitive pedagogy. [Digital]

Hoque, Aminul. 2021. Searching for Secrets London - Season 1 Episode 3. [Broadcast]

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Hoque, Aminul. 2022. 'Third-generation British-Bangladeshi Muslims and education: developing a culturally responsive pedagogy'. In: Department of Education Public Lecture Series. Department of Education, University of Oxford, United Kingdom 14 November 2022. [Conference or Workshop Item]

Hoque, Aminul. 2018. Third-generation British-Bangladeshis from east London: complex identities and a culturally responsive pedagogy. British Journal of Sociology of Education, 39(2), pp. 182-196. ISSN 0142-5692 [Article]

Hoque, Aminul. 2020. Trustee - Royal Museums Greenwich. [Professional Activity]

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Hoque, Aminul. 2022. 'Understanding our communities: British Bangladeshis (on the back of the Windrush scandal)'. In: Understanding our communities: British Bangladeshis (on the back of the Windrush scandal) - Home Office. Home Office, London, United Kingdom 10 May 2022. [Conference or Workshop Item]

Hoque, Aminul. 2020. A Very British History: British Bangladeshis. [Broadcast]

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Hoque, Aminul. 2021. 'A Very British History: British Bangladeshis'. In: Webinar, screening, Q&A - A Very British History: British Bangladeshis. Wolfson College, University of Cambridge, United Kingdom 9 February 2021. [Conference or Workshop Item]

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Hoque, Aminul. 2015. Young British Muslims alienated by 'us versus them' rhetoric of counter-terrorism. The Conversation, [Article]

Hoque, Aminul. 2025. The complexity of transnationalism: A case study of the British-Bangladeshi diaspora. In: Ajaya K Sahoo, ed. The Routledge Handbook of Asian Diaspora and Nationalism. Abingdon: Routledge. [Book Section] (Forthcoming)

Hoque, Aminul. 2022. The independence of Bangladesh 1971. [Digital]

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Hoque, Aminul. 2024. 'The place of Islamophobia within debates on racism'. In: The place of Islamophobia within debates on racism - REACH Research Hub. Wolfson College, University of Cambridge, United Kingdom 29 February 2024. [Conference or Workshop Item]

Hoque, Aminul. 2021. 'A very British history: British Bangladeshis - (screening)'. In: Freedom and Independence Theatre Festival 2021. Brady Arts Centre, London E1, United Kingdom 19 November 2021. [Conference or Workshop Item]

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Hoque, Aminul. 2024. 'A very British history: British Bangladeshis - an interactive workshop'. In: A very British history: British Bangladeshis - an interactive workshop. Oaklands School, London, United Kingdom 17 January 2024. [Conference or Workshop Item]

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Hoque, Aminul. 2022. 'A very British history: British Bangladeshis'. In: A very British history: British Bangladeshis - a seminar discussion. Leeds Beckett University, United Kingdom 8 November 2022. [Conference or Workshop Item]

Hoque, Aminul and Chakraborthy, Sudip. 2025. ‘Dokkhina Sundari’ – a local story of climate emergency in Bangladesh. In: Miranda Matthews, ed. Educational Ecologies in Practice: Arts Interventions in the Earth Crisis. Cham, Switzerland: Palgrave Macmillan. ISBN 9783031823374 [Book Section]

Hoque, Aminul and Waltham Forest Council. 2018. Waltham Forest Life Chances Commission: Enabling young people to thrive. [Professional Activity]

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Horton, Cal. 2023. Cis-supremacy: Experiences of trans children and families in the UK. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Horton, Cal. 2023. Depathologising diversity: Trans children and families' experiences of pathologisation in the UK. Children & Society, 37(3), pp. 753-770. ISSN 0951-0605 [Article]

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Horton, Cal. 2023. “Euphoria”: Trans children and experiences of prepubertal social transition. Family Relations, 72(4), pp. 1890-1907. ISSN 0197-6664 [Article]

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Horton, Cal. 2024. Experiences of Puberty and Puberty Blockers: Insights From Trans Children, Trans Adolescents, and Their Parents. Journal of Adolescent Research, 39(1), pp. 77-103. ISSN 0743-5584 [Article]

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Horton, Cal. 2023. Gender minority stress in education: Protecting trans children’s mental health in UK schools. International Journal of Transgender Health, 24(2), pp. 195-211. ISSN 2689-5269 [Article]

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Horton, Cal. 2023. “I Didn’t Want Him to Disappear” Parental Decision-Making on Access to Puberty Blockers for Trans Early Adolescents. The Journal of Early Adolescence, 43(4), pp. 490-515. ISSN 0272-4316 [Article]

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Horton, Cal. 2022. “I Was Losing That Sense of Her Being Happy”—Trans Children and Delaying Social Transition. LGBTQ+ Family: An Interdisciplinary Journal, 18(2), pp. 187-203. ISSN 2770-3371 [Article]

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Horton, Cal. 2023. “I never wanted her to feel shame”: parent reflections on supporting a transgender child. Journal of LGBT Youth, 20(2), pp. 231-247. ISSN 1936-1653 [Article]

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Horton, Cal. 2023. Institutional cisnormativity and educational injustice: Trans children's experiences in primary and early secondary education in the UK. British Journal of Educational Psychology, 93(1), pp. 73-90. ISSN 0007-0998 [Article]

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Horton, Cal. 2023. “It felt like they were trying to destabilise us”: Parent assessment in UK children’s gender services. International Journal of Transgender Health, 24(1), pp. 70-85. ISSN 2689-5269 [Article]

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Hoyle, Richard David. 1996. A conceptual and historical exploration of ideological influences on the development of state education within England and Wales. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Hyde, Wendy. 2010. Artist-teacher Identities: An Autobiographical Exploration of Gendered Identity Construction. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Jeong, Ok-Hee. 2012. A critical analysis of South Korean art educators’ perceptions of the purpose and meaning of art education in the socio-cultural context. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Jere, Catherine M.; Priyadharshini, Esther; Robinson-Pant, Anna; Millora, Chris and Evren, Burcu. 2023. Cooperation, collaboration and compromise: learning through difference and diversity. Educational Action Research, 31(3), pp. 540-555. ISSN 0965-0792 [Article]

Jessel, John. 2012. Developing innovation in technology-use and learning in the school setting. In: O Miglino; M Nigrelli and L Sica, eds. Role-Games, Computer Simulations, Robots and Augmented Reality as New Learning Technologies. Naples: Fridericiana Editrice Universitaria, pp. 77-103. ISBN 978-84-8021-849-8 [Book Section]

Jessel, John. 2016. Digital technology, culture and learning: dialogic and critical approaches. In: Jim Anderson and Vicky Macleroy, eds. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Abingdon: Routledge, pp. 42-67. ISBN 9781138795808 [Book Section]

Jessel, John. 2016. Educational systems: a basis for some comparative perspectives. In: Peter K. Smith; Keumjoo Kwak and K Toda, eds. School Bullying in Different Cultures: Eastern and Western Perspectives. Cambridge: Cambridge University Press, pp. 229-258. ISBN 9781107031890 [Book Section]

Jessel, John. 2009. Family Structures and Intergenerational Transfers of Learning: Changes and Challenges. Beyond Current Horizons, n/a, pp. 1-18. ISSN n/a [Article]

Jessel, John. 2012. Innovative practice and technology: training as creative synthesis. In: O Miglino; M Nigrelli and L Sica, eds. Role-Games, Computer Simulations, Robots and Augmented Reality as New Learning Technologies. Naples: Fridericiana Editrice Universitaria, pp. 107-135. ISBN 978-84-8021-849-8 [Book Section]

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Jessel, John. 2015. Intergenerational learning in and around the home setting: Who are the learners and how do they learn? British Psychological Society Monograph Series II, 11, pp. 63-79. ISSN 1476-9808 [Article]

Jessel, John. 2014. Learning Perspectives: A Framework for Developing the Use of the Virtual Learning Environment in UK Secondary Education. International Journal for Digital Society (IJDS), 5(1&2), pp. 872-876. ISSN 2040 2570 [Article]

Jessel, John. 2013. Social culture and cognitive processes and New Technologies in education. In: Orazio Miglino; Maria Luisa Nigrelli and Luigia Simona Sica, eds. Role-Games, Computer Simulations, Robots and Augmented Reality as New Learning Technologies. Spain: Castello de la Plana: Publicacions de la Universitat Jaume, pp. 13-42. ISBN 978-84-8021-848-1 [Book Section]

Jessel, John. 2012. Social, cultural and cognitive processes and new technologies in education. In: O Miglino; M Nigrelli and L Sica, eds. Role-Games, Computer Simulations, Robots and Augmented Reality as New Learning Technologies. Naples: Fridericiana Editrice Universitaria, pp. 13-48. ISBN 978-84-8021-849-8 [Book Section]

Jessel, John; Arju, Tahera; Gregory, Eve E. and Kenner, Charmian. 2004. Children and their grandparents at home: a mutually supportive context for learning and linguistic development. English Quarterly, 36(4), pp. 16-23. ISSN 00138355 [Article]

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Jessel, John and Dumic, Mirela. 2022. Digitally retelling the tale: children’s learning encounters and materiality. Education 3-13, 50(3), pp. 375-388. ISSN 0300-4279 [Article]

Jessel, John; Kenner, Charmian; Gregory, Eve E.; Ruby, Mahera and Arju, Tahera. 2011. Different spaces: Learning and literacy with children and their grandparents in east London homes. Linguistics and Education, 22(1), pp. 37-50. ISSN 0898-5898 [Article]

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Jessel, John; Kenner, Charmian; Ruby, Mahera and Gregory, Eve E.. 2007. Intergenerational learning between children and grandparents in East London. Journal of Early Childhood Research, 5(3), pp. 219-243. ISSN 1476718X [Article]

Jessel, John; Woodham, Malgorzata and Gregory, Eve E.. 2010. 'Language and literacy in faith settings and their relationship to the school setting'. In: Bilingualism and multilingualism in school settings : teaching, learning and testing, 11th Biennial University of Seville Conference. Seville, Spain. [Conference or Workshop Item]

Johnston, John and Page, Tara. 2009. 'GoldKing'. In: GoldKing. Goldsmiths, London, United Kingdom. [Conference or Workshop Item]

Johnston, John; Pitfield, Maggie; Macleroy Obied, Vicky and Page, Tara. 2011. 'Explore The Big Draw'. In: Explore The Big Draw. Goldsmiths, London, United Kingdom. [Conference or Workshop Item]

Jones, Ken. 2011. Capitalism, Creativity and Learning: Some Chapters in a Relationship. In: Julian Sefton-Green; Pat Thomson; Ken Jones and Liora Bresler, eds. The Routledge International Handbook of Creative Learning. London, UK: Routledge, pp. 15-26. ISBN 978-0-415-54889-2 [Book Section]

Jones, Ken. 2009. Culture and Creative Learning: A Literature Review. Newcastle, UK: Creativity, Culture and Education. ISBN 9781907264009 [Book]

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Jones, Ken. 2024. Grey/green: Anne Turvey’s politics of education. Changing English, 31(4), pp. 328-338. ISSN 1358-684X [Article]

Jones, Ken. 2011. Patterns of Conflict in Education: France, Italy, England. In: Anthony Green, ed. Blair's Educational Legacy : Thirteen Years of New Labour. New York, NY: Palgrave Macmillan, pp. 193-218. ISBN 9780230621763 [Book Section]

Jones, Ken. 2010. Schooling and culture. In: M. Higgins; C. Smith and J. Storey, eds. Modern British Culture. Cambridge: Cambridge University Press, pp. 42-61. ISBN 9780521683463 [Book Section]

Jones, Ken. 2010. The Twentieth Century Is Not Yet Over: Resources for the Remaking of Educational Practice. Changing English, 17(1), pp. 13-26. ISSN 1358-684X [Article]

Jones, Ken and Thomson, Pat. 2008. Policy rhetoric and the renovation of English schooling: the case of Creative Partnerships. Journal of Education Policy, 23(6), pp. 715-727. ISSN 0268-0939 [Article]

Jones, Ken and Traianou, Anna. 2019. Conclusion: The Contested European Educational Space. In: Anna Traianou and Ken Jones, eds. Austerity and the Remaking of European Education. London: Bloomsbury Academic. ISBN 9781350028487 [Book Section]

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KAUR-AUJLA, Harjnder; Shain, Farzana and Lilley, Alison. 2019. A Gap Exposed: What is Known About Sikh Victims of Domestic Violence Abuse (DVA) and Their Mental Health? European Journal of Mental Health, 14(1), 179 -189. [Article]

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Kayser, Katharina Maria. 2019. Children’s multilingualism and teaching French as a foreign language in a primary classroom in England. Doctoral thesis, Goldsmiths, University of London [Thesis]

Kearney, Chris. 2004. Inventing Mythologies: the construction of complex cross cultural identities. European Educational Research Journal, 3(3), pp. 603-625. ISSN 14749041 [Article]

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Kearney, Chris. 2003. The Monkey's Mask: identity, memory, narrative and voice. Trentham Books. ISBN 1858562902 [Book]

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Keddie, Amanda; MacDonald, Katrina; Blackmore, Jill; Boyask, Ruth; Fitzgerald, Scott; Gavin, Mihajla; Heffernan, Amanda; Hursh, David; McGrath-Champ, Susan; Møller, Jorunn; O’Neill, John; Parding, Karolina; Salokangas, Maija; Skerritt, Craig; Stacey, Meghan; Thomson, Pat; Wilkins, Andrew; Wilson, Rachel; Wylie, Cathy and Yoon, Ee‑Seu. 2023. What needs to happen for school autonomy to be mobilised to create more equitable public schools and systems of education? Australian Educational Researcher, 50(5), pp. 1571-1597. ISSN 0311-6999 [Article]

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Kelly, Clare. 2010. Hidden worlds: Young children learning literacy in multicultural contexts. Stoke-on-Trent: Trentham. ISBN 978 1 85856 459 3 [Book]

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Kelly, Clare; Gregory, Eve E. and Williams, Ann. 2001. Home to School and School to Home: Syncretised Literacies in Linguistic Minority Communities. Language, Culture and Curriculum, 14(1), pp. 9-25. ISSN 0790-8318 [Article]

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Kennedy, Natacha. 2021. Agentic learning: the pedagogical implications of young trans people’s online learning strategies. Pedagogy, Culture & Society, 29(5), pp. 733-752. ISSN 1468-1366 [Article]

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Kennedy, Natacha. 2022. Deferral: The Sociology of Young Trans People’s Epiphanies and Coming Out. Journal of LGBT Youth, 19(1), pp. 53-75. ISSN 1936-1653 [Article]

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Kennedy, Natacha. 2022. Pose: Deconstructing Fragility, Identity and Transphobia. Lambda Nordica, 27(3-4), pp. 76-101. ISSN 1100-2573 [Article]

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Kenner, Charmian. 2004. Becoming Biliterate: Young Children Learning Different Writing Systems. Trentham Books. ISBN 1858563194 [Book]

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Kenner, Charmian. 2011. Enriching cross-curricular work by involving complementary schools. NALDIC Quarterly, 8(3), pp. 4-9. [Article]

Kenner, Charmian. 2004. Living in simultaneous worlds: difference and integration in bilingual script-learning. International Journal of Bilingual Education and Bilingualism, 7(1), pp. 43-61. ISSN 13670050 [Article]

Kenner, Charmian; Gregory, Eve E.; Jessel, John; Ruby, Mahera and Arju, Tahera. 2004. Intergenerational learning between children and grandparents in East London. Project Report. ESRC, Swindon. [Report]

Kenner, Charmian and Kress, G.. 2003. The multisemiotic resources of biliterate children. Journal of Early Childhood Literacy, 3(2), pp. 179-202. ISSN 14687984 [Article]

Kenner, Charmian; Kress, Gunther; Al-Khatib, Hayat; Kam, Roy and Kuan-Chun, Tsai. 2004. Finding the keys to biliteracy: how young children interpret different writing systems. Language and Education, 18(2), pp. 124-144. ISSN 09500782 [Article]

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Kenner, Charmian and Ruby, Mahera. 2012. Co-constructing bilingual learning: an equal exchange of strategies between complementary and mainstream teachers. Language and Education, 26(6), pp. 517-535. ISSN 0950-0782 [Article]

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Kenner, Charmian and Ruby, Mahera. 2013. Connecting children’s worlds: Creating a multilingual syncretic curriculum through partnership between complementary and mainstream schools. Journal of Early Childhood Literacy, 13(3), pp. 395-417. ISSN 1468-7984 [Article]

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Kenner, Charmian; Ruby, Mahera; Jessel, John; Gregory, Eve E. and Arju, Tahera. 2008. Intergenerational Learning Events Around the Computer: A Site for Linguistic and Cultural Exchange. Language and Education, 22(4), pp. 298-319. ISSN 0950-0782 [Article]

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Khaled, Fatima and Anderson, Jim. 2024. Textart, identity and the creative process: a case study with Arabic heritage language learners. International Journal of Bilingual Education and Bilingualism, 27(1), pp. 113-130. ISSN 1367-0050 [Article]

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Kipling, Amanda. 2011. The Play's the Thing... In: John Coventon, ed. Drama to Inspire: a London Drama Guide to excellent practice in drama for young people. Stoke on Trent: Trentham, pp. 95-112. ISBN 9781858564760 [Book Section]

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Kipling, Amanda. 2017. The Praxis of Dorothy Heathcote: A Paradigm in its own Right? Andragogical Studies, 2, pp. 79-88. ISSN 0354–5415 [Article]

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Kipling, Amanda and Hickey-Moody, Anna Catherine. 2015. The Practice of Dorothy Heathcote as a Pedagogy of Resistance. In: Anna Hickey Moody and Tara Page, eds. Arts, Pedagogy and Cultural Resistance: New Materialisms. London: Rowman and Littlefield. ISBN 978-1783484874 [Book Section]

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Kirsch, Claudine. 2011. The Development of Language Learning Strategies. Education 3-13, 40(4), pp. 379-399. ISSN 0300-4279 [Article]

Kirsch, Claudine. 2008. Different countries, different pedagogies: Student teacher exchanges for primary language learning. In: , ed. Multilingual Europe: diversity and learning. Stoke on Trent: Trentham Books, pp. 145-150. ISBN 9781858564234 [Book Section]

Kirsch, Claudine. 2008. National Strategies on Language in the European Context. In: Charmian Kenner and Tina Hickey, eds. Multilingual Learning: Diversity and Learning. Stoke on Trend: Trentham Books, pp. 162-168. ISBN 9781858564234 [Book Section]

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Kirsch, Claudine. 2008. Teaching Foreign Languages in the Primary School: Principles and Practice. London: Continuum. ISBN 9780826489494 [Book]

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Kirsch, Claudine. 2006. Young Children Learning Languages in a Multilingual Context. International Journal of Multilingualism, 3(4), pp. 258-279. ISSN 14790718 [Article]

Kwapong, Abeena. 2010. How Might the Twi Language Act as Mediator of Learning in Primary Schools in Ghana?. Doctoral thesis, Goldsmiths, University of London [Thesis]

Lewis, Kirstin and Demie, Feyisa. 2010. 'Raising the Achievement of Portuguese pupils in British schools: a case study of good practice'. Educational Studies, 36(1), pp. 95-109. ISSN 0305-5698 [Article]

Lewis, Kirstin and Demie, Feyisa. 2015. Raising the achievement of white working class pupils: good practice in schools. Review of Education, 3(1), pp. 1-21. [Article]

Lewis, Kirstin and Demie, Feyisa. 2011. 'White Working Class Achievement: an ethnographic study of barriers to learning in schools'. Educational Studies, 37(3), pp. 245-264. ISSN 0305-5698 [Article]

Lewis, Kirstin; Demie, Feyisa and McLean, Christabel. 2006. The Achievement of African Heritage pupils in Lambeth Schools. Lambeth Education, [Article]

Lewis, Kirstin; Demie, Feyisa and McLean, Christabel. 2007. Raising Achievement of Somali pupils: Good practice in London schools. Lambeth Education, [Article]

Lewis, Kirstin; Demie, Feyisa and Taplin, Anne. 2005. Pupil Mobility in schools and implications for raising achievement. Educational Studies, 31(2), pp. 131-147. ISSN 0305-5698 [Article]

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Lewis, Kirstin and Pearce, Sarah. 2022. High attaining students, marketisation and the absence of care: everyday experiences in an urban academy. Pedagogy, Culture and Society, 30(2), pp. 261-280. ISSN 1468-1366 [Article]

Liebovich, Betty. 2016. Abigail Eliot and Margaret McMillan Bringing the Nursery School to the United States. Young Children, 71(2), pp. 92-95. ISSN 0044-0728 [Article]

Liebovich, Betty. 2006. Early childhood preservice teachers' perceptions of advocacy. York: ProQuest. ISBN 0542230267 [Book]

Liebovich, Betty. 2007. “Get Together Times, Special Celebrations, and Reasons to Celebrate”. In: Roberta R Owens, ed. Faith in Children: Stories from Faith-Based Children's Centers. Providence House Publishers. ISBN 978-1-57736-385-9 [Book Section]

Liebovich, Betty. 2016. History of Early Childhood Education. In: , ed. The SAGE Encyclopedia of Contemporary Early Childhood Education. Los Angeles: Sage. ISBN 9781483340357 [Book Section]

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Liebovich, Betty. 2019. Margaret McMillan’s Contributions to Cultures of Childhood. Genealogy, 3(3), 43. ISSN 2313-5778 [Article]

Liebovich, Betty. 2013. “Margaret McMillan’s Ideals for Early Years Teacher Education: The Impact on Contemporary ITE Teacher Development”. TACTYC Annual Conference, [Article]

Liebovich, Betty. 2014. Margaret and Rachel McMillan: their influences on open-air nursery education and early years teacher education. FORUM for comprehensive education, 56(3), pp. 529-540. ISSN 0963-8253 [Article]

Liebovich, Betty. 2013. Supporting Your Toddler’s Developing Independence; Trying New Foods; Schemas and Play; Preparing for School or Nursery; Family, Relationships and Daily Life; Pretend and Imaginative Play. CBeebies BBC online, [Article]

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Liebovich, Betty and Adler, Susan Matoba. 2009. Teaching Advocacy in Early Years Initial Teacher Education Programmes. FORUM, 51(1), pp. 25-34. ISSN 0963-8253 [Article]

Liebovich, Betty and Hinitz, B. 2016. “History of Early Childhood Education”. In: D L Couchenour and K Chrisman, eds. The SAGE Encyclopedia of Contemporary Early Childhood Education. Thousand Oaks, CA: SAGE. [Book Section]

Liebovich, Betty; Hinitz, B and Anderson, C. 2015. History of Early Childhood Teacher Education. In: Leslie Couse and Susan Recchia, eds. The Handbook of Early Childhood Teacher Education. New York: Routledge, pp. 20-37. ISBN 9780415736763 [Book Section]

Liebovich, Betty and Walsh, D W. 2003. Early childhood education preparation of teachers. In: James W Guthrie, ed. Encyclopedia of Education 2nd Edition. New York: McMillan Reference. ISBN 978-0028655949 [Book Section]

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Lim, Miguel Antonio; Lomer, Sylvie and Millora, Chris. 2018. Universal Access to Quality Tertiary Education in the Philippines. International Higher Education, 94, pp. 19-21. ISSN 1084-0613 [Article]

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Lindahl-Wise, Mette. 2024. Heroines and Mothers: Female Representation in the Carnegie Medal Winners 1936–2020. Children's Literature in Education, 55(4), pp. 627-644. ISSN 0045-6713 [Article]

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Lindahl-Wise, Mette. 2025. I just saved you – does it matter what I look like? Reading and discussing feminist fairy tales with a group of 12-year-old girls. Pedagogy, Culture & Society, 33(2), pp. 463-479. ISSN 1468-1366 [Article]

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Lindahl-Wise, Mette. 2024. Review: Family in Children's and Young Adult Literature. International Journal of Young Adult Literature, 5(1), ISSN 2634-5277 [Article]

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Lloyd, Christine Mary. 1996. The Concept of Integration: A Conceptual Critique of Issues Relating to Curriculum, Policy, Planning & Provision for Pupils with Special Educational Needs. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Louison, Korinne Gillian. 2016. Assessing the cross-cultural validity of the Wechsler Intelligence Scale for Children – 4th edition for use in Trinidad and Tobago. Doctoral thesis, Goldsmiths, University of London [Thesis]

Lytra, Vally. 2011. 40+ Years Greek School of Lausanne. Parents’ Association Greek School of Lausanne, Lausanne. [Other]

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Lytra, Vally. 2009. Constructing academic hierarchies: Teasing and identity work among peers at school. Pragmatics, 19(3), pp. 449-466. ISSN 1018-2101 [Article]

Lytra, Vally. 2012. Discursive constructions of language and identity: parents' competing perspectives in London Turkish complementary schools. Journal of Multilingual and Multicultural Development, 33(1), pp. 85-100. ISSN 0143-4632 [Article]

Lytra, Vally. 2013. From kebapçı to professional: The commodification of language discourse and social mobility in Turkish complementary schools in the UK. In: Alexandre Duchene; Melissa Moyer and Celia Roberts, eds. Language, Migration and Social (In)equality. A Critical Sociolinguistic Perspective on Institutions and Work. Bristol: Multilingual Matters, pp. 147-167. ISBN 978-1783090990 [Book Section]

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Lytra, Vally. 2024. Greek heritage language teachers as emergency grassroots policy makers: reconciling learner centred responses with textbook heavy pedagogies during COVID-19 lockdown. Current Issues in Language Planning, 25(5), pp. 571-589. ISSN 1466-4208 [Article]

Lytra, Vally. 2014. Introduction. In: Vally Lytra, ed. When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship since 1923. Farnham: Ashgate, pp. 1-20. ISBN 978-1409446019 [Book Section]

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Lytra, Vally. 2023. Introduction to Part 1: Appraising the ‘multilingual turn’ in applied linguistics and sociolinguistics. In: Steph Ainsworth; Dominic Griffiths; Gee Macrory and Kate Pahl, eds. Multimodality and Multilingualism: Towards an Integrative Approach. Bristol: Multilingual Matters, pp. 3-14. ISBN 9781800413375 [Book Section]

Lytra, Vally. 2016. Language and ethnic identity. In: S. Preece, ed. The Routledge Hanbook of Language and Identity. Oxon: Routledge, pp. 131-145. ISBN 978-1-138-77472-8 [Book Section]

Lytra, Vally. 2015. Language practices and language ideologies among Turkish-speaking young people in Athens and London. In: Jacomine Nortier and Bente A Svendsen, eds. Language, Youth and Identity in the 21st Century. Cambridge: Cambridge University Press, pp. 183-204. ISBN 978-1107016989 [Book Section]

Lytra, Vally. 2012. Multilingualism and multimodality. In: Marilyn Martin-Jones; Angela Creese and Adrian Blackledge, eds. Handbook of Multilingualism. Routledge, pp. 543-559. ISBN 978-0415496476 [Book Section]

Lytra, Vally. 2014. Multilingualism, multimodality and media engagement in classroom talk and action. In: Jannis Androutsopoulos, ed. Mediatization and Sociolinguistic Change. Mouton: Walter de Gruyter & Co, pp. 245-268. ISBN 978-3110343571 [Book Section]

Lytra, Vally. 2011. Negotiating Language, Culture and Pupil Agency in Complementary School Classrooms. Linguistics and Education, 22(1), pp. 23-36. ISSN 0898-5898 [Article]

Lytra, Vally. 2007. Play Frames and Social Identities. Contact Encounters in a Greek Primary School. Amsterdam: John Benjamins Publishing Company. ISBN 978-9027254078 [Book]

Lytra, Vally. 2008. Playful talk, learners’ play frames and the construction of identities. In: M Martin-Jones and A-M de Mejia, eds. Encyclopaedia of Language and Education. Springer, pp. 185-197. [Book Section]

Lytra, Vally. 2014. Revisiting discourses of language, identity and community in a transnational context through a commemorative book project. Multilingua, 33(5-6), pp. 551-574. ISSN 0167-8507 [Article]

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Lytra, Vally. 2007. Teasing in contact encounters: Frames, participant positions and responses. Multilingua, 26(4), pp. 381-408. ISSN 0167-8507 [Article]

Lytra, Vally, ed. 2014. When Greeks and Turks Meet: Interdisciplinary Perspectives on the Relationship Since 1923. Farnham, Surrey; Burlington, VT: Ashgate. ISBN 978-1-4094-4602-6 [Edited Book]

Lytra, Vally and Argyri, Efforsyni (Froso). 2022. Use of technology in homes, schools, and communities in times of rapid change. Languages Today, 38, pp. 25-26. [Article]

Lytra, Vally and Barac, T. 2009. Multilingual practices and identity negotiations among Turkish-speaking young people in a diasporic context. In: Anna-Brita Stedström and Annette Myre Jørgensen, eds. Youngspeak in a Multilingual Perspective. Amsterdam: Benjamins, pp. 55-78. ISBN 978-9027254290 [Book Section]

Lytra, Vally; Barac, T; Blackledge, Adrian; Bhatt, A; Creese, A; Hamid, S; Martin, Peter; Wu, C-J and Yağcıoğlu-Ali, D. 2008. Language practices, language ideologies and identity construction in London Turkish complementary schools. In: Vally Lytra and J N Jørgensen, eds. Multilingualism and Identities across Contexts: Cross-disciplinary Perspectives on Turkish-speaking Youth in Europe. University of Copenhagen, pp. 15-43. [Book Section]

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Lytra, Vally; Darzenta, Katerina; Atzemian, Myrto and Eleftheriou Kapartis, Maria. 2023. Enhancing children’s early language and emergent literacy in a Greek pre-kindergarten heritage language classroom through a translingual and transcultural stance. Babylonia, 1 2023, pp. 58-63. ISSN 1420-0007 [Article]

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Lytra, Vally and Gelir, Iskender. 2023. Negotiating Monolingual Official Language Policy at the Nexus of Locally Situated Language Practices and Dominant Language Ideologies in a Language Minority Context. International Journal of Early Childhood, 55(3), pp. 313-329. ISSN 0020-7187 [Article]

Lytra, Vally; Gregory, Eve E. and Ilankuberan, Arani. 2016. “Children's representations of the Temple in text and talk in a Tamil Hindu/Saiva faith community in London”. In: V. Lytra; D. Volk and E. Gregory, eds. Navigating Languages, Literacies and Identities: Religion in Young Lives. New York: Routledge, pp. 141-158. ISBN 9781138824249 [Book Section]

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Lytra, Vally and Karatsareas, Petros. 2023. Community language education in Greece and Cyprus: An afterword. In: Nikos Gogonas, ed. Heritage Language Education in Greece and Cyprus. Newcastle upon Tyne: Cambridge Scholars Publishing, pp. 190-214. ISBN 9781527535756 [Book Section]

Lytra, Vally; Martin, P; Barac, T and Bhatt, A. 2010. Investigating the intersection of multilingualism and multimodality in Turkish and Gujarati literacy classes. In: Vally Lytra and Peter Martin, eds. Sites of Multilingualism Complementary Schools in Britain Today. Stoke-on-Trent: Trentham, pp. 19-31. ISBN 978-1858564548 [Book Section]

Lytra, Vally and Muldering, Jane. 2015. Introduction: Analysis of language and significations. In: Paul Smeyers; David Bridges; Nicholas Burbules and Morwenna Griffiths, eds. International Handbook on Interpretation in Educational Research Methods. Springer, pp. 283-285. ISBN 978-9401792813 [Book Section]

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Lytra, Vally; Ros i Sole, Cristina; Anderson, Jim and Macleroy, Vicky. 2022. Introduction: Why Liberating Language Education? In: Vally Lytra; Cristina Ros i Sole; Jim Anderson and Vicky Macleroy, eds. Liberating Language Education. Bristol: Multilingual Matters, pp. 1-20. ISBN 9781788927932 [Book Section]

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Lytra, Vally; Volk, Dinah and Gregory, Eve E., eds. 2016. Religion in Young Lives: Navigating Language, Literacies and Identities. Abingdon and New York: Routledge. ISBN 978-1138824249 [Edited Book]

Lytra, Vally; Volk, Dinah and Gregory, Eve E.. 2016. "Introduction". In: V. Lytra; Dinah Volk and E. Gregory, eds. Navigating Languages, Literacies and Identities: Religion in Young Lives. New York: Routledge, pp. 1-17. ISBN 9781138824249 [Book Section]

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MacDougall, Isobel. 2020. Making sense of a changing world.  An ethnographic study of a class of young emergent bilingual children.. Doctoral thesis, Goldsmiths, University of London [Thesis]

Macleroy Obied, Vicky. 2010. Can one‐parent families or divorced families produce two‐language children? An investigation into how Portuguese–English bilingual children acquire biliteracy within diverse family structures. Pedagogy, Culture and Society, 18(2), pp. 211-227. ISSN 1468-1366 [Article]

Macleroy Obied, Vicky. 2009. How do siblings shape the language environment in bilingual families? International Journal of Bilingual Education and Bilingualism, 12(6), pp. 705-720. ISSN 1367-0050 [Article]

Macleroy Obied, Vicky. 2011. Knowledge about language and multiliteracies. In: Andrew Green, ed. Becoming a Reflective English Teacher. Berkshire: Open University Press, pp. 156-170. ISBN 978-0335242894 [Book Section]

Macleroy Obied, Vicky. 2004. Siblings: help or hindrance? The Linguist, 43(2), [Article]

Macleroy Obied, Vicky. 2007. 'Why did I do nothing?' Poetry and the experiences of bilingual pupils in a mainstream inner-city secondary school. English in Education: Poetry Matters, 41(3), [Article]

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Macleroy, Vicky. 2022. Conclusion. In: Richard Charlesworth; Deborah Friedland and Helen Jones, eds. Children's Literature in Action. London: Centre for Language, Culture and Learning, Goldsmiths, University of London, pp. 391-395. ISBN 9781913694067 [Book Section]

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Macleroy, Vicky. 2024. Drama, English and Digital Storytelling: Using drama to create digital stories across languages and cultures. Teaching English, 35, pp. 68-74. ISSN 2051-7971 [Article]

Macleroy, Vicky. 2025. How can young people’s multilingual digital storytelling foster intercultural responsibility and an ethics of care? In: Eva Bauer; Nicole Haring and Roberta Maierhofer, eds. Mediating Social Challenges: Art, Storytelling, and Critical Pedagogies. Bielefeld: transcript Verlag, pp. 131-153. ISBN 9783837672770 [Book Section]

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Macleroy, Vicky. 2019. Multilingual digital storytelling, museum artefacts and the arts: Creative pathways to language-and-culture learning. Project Report. Language Acts and Worldmaking, King's Digital Lab. [Report]

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Macleroy, Vicky. 2019. 'Object narratives, imaginings and multilingual communities: young people’s digital stories in the making'. In: International Digital Storytelling Conference. Zakynthos Island, Greece 21-23 September 2018. [Conference or Workshop Item]

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Macleroy, Vicky. 2022. Siblings’ Multilingual Discourse. In: Anat Stavans and Ulrike Jessner-Schmid, eds. The Cambridge Handbook of Childhood Multilingualism. Cambridge: Cambridge University Press, pp. 325-352. ISBN 9781108669771 [Book Section]

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Macleroy, Vicky and Anderson, Jim. 2023. New possibilities for heritage languages within a reshaped language education landscape. In: Ken Cruickshank; Jo Lo Bianco and Merryl Wahlin, eds. Community and Heritage Languages Schools Transforming Education: Research, Challenges, and Teaching Practices. New York: Routledge. ISBN 9781003302704 [Book Section]

Macleroy, Vicky and Anderson, Jim. 2021. What is a multilingualism activist? Multilingual moves: Changing the mindset of teachers and policy makers. In: Ana de Medeiros and Debra Kelly, eds. Language Debates. (1) Boston & London: Hodder and Stoughton & John Murray Learning, pp. 173-184. ISBN 9781529372250 [Book Section]

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Macleroy, Vicky; Anderson, Jim and Chung, Yu-Chiao. 2014. Critical Connections: Multilingual Digital Storytelling Project. Goldsmiths, University of London. [Book]

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Macleroy, Vicky; Anderson, Jim and Chung, Yu-Chiao. 2014. Critical Connections: Multilingual Digital Storytelling Project [Research Flyer]. Project Report. Goldsmiths, University of London. [Report]

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Macleroy, Vicky; Anderson, Jim and Chung, Yu-Chiao. 2024. Grassroots policymaking in practice: including heritage languages in the critical connections project through agency, activism, and alternative voices. Current Issues in Language Planning, 25(5), pp. 590-611. ISSN 1466-4208 [Article]

Macleroy, Vicky; Budach, Gabriele; Chapman, Bo; Flynn, Zoe; Charalambous, Chryso; Dumic, Mirela and Smith, Marc. 2017. Exploring Digital Creation. EAL Journal(2), pp. 14-15. ISSN 2398-8533 [Article]

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Macleroy, Vicky and Chung, Yu-Chiao. 2023. How Can Digital Storytelling Open Up Spaces for Activist Citizenship Where Young Children Create Stories of Hope and Resilience Across the World? International Journal of Early Childhood, 55(3), pp. 441-461. ISSN 0020-7187 [Article]

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Macleroy, Vicky and Gilbert, Francis. 2021. A Century of Teaching Creative Writing in Schools. In: Andrew Green, ed. The New Newbolt Report: One Hundred Years of Teaching English in England. Oxford: Routledge. ISBN 9781003141891 [Book Section]

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Macleroy, Vicky; Sahmland, Susi and Hackney, Claire. 2024. How can picturebooks and stories transform the way children learn languages and navigate digital spaces in the primary classroom? In: Grit Bergner and Charlott Falkenhagen, eds. Storytelling in Primary CLIL. Herne, Germany: Gabriele Schafer Verlag. ISBN 9783910594043 [Book Section]

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Macleroy, Vicky; Sahmland, Susi and Hackney, Claire. 2021. An exploration of how children’s language learning can be transformed when teachers place creativity and stories at the centre of the curriculum and experiment with digital storytelling in the classroom. Modern Languages Open, 1(1), 18. ISSN 2052-5397 [Article]

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Maguire, Meg and George, Rosalyn P.. 2017. Reforming Teacher Education in England: Locating the Policy Problem. In: Tom Are Trippestad; Anya Swennen and Tobias Werler, eds. The Struggle for Teacher Education. London: Bloomsbury Academic, pp. 57-74. ISBN 9781474285551 [Book Section]

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Mahendran, Arunthathi Oormila. 2017. Surgeon Education, Engaging with the Immanence of Events of Practice: an exploration of the ontological and ethical dimensions of surgical training and practice. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Makhdoom, Ahmad. 2012. An Investigation into the Problems Involved in the Implementation of the Suggested Strategic Planning Model for Schools in Saudi Arabia. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Marguerite, Andolie. 2019. Who do they think they are and what do they think they are doing: the construction and establishment of trans and non-binary or genderqueer identities in a trans youth group. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Mars-Jones, Adam. 2009. Pilcrow. London: Faber. ISBN 9780571217045 [Book]

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Martin, Barbara. 2009. "Boys are from planet football? Girls are from planet pink?": Gender dualism and beyond in the construction of young children's gender identities in the early years of schooling. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Matasovska, Klaudia. 2022. Accessing the voices of students with SENDs: barriers faced by a PhD researcher. [Digital]

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Matasovska, Klaudia. 2022. External Evaluation Report EqualiTeach: Equally Safe Programme 'Embedding best practice in preventing and tackling identity-based bullying and developing tailored, whole-school approaches.'. Project Report. EqualiTeach, St Neots. [Report]

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Matasovska, Klaudia. 2023. External Evaluation Report Year 2 EqualiTeach - Equally Safe Programme: 'Embedding best practice in preventing and tackling identity-based bullying and developing tailored, whole-school approaches.'. Project Report. EqualiTeach, St Neots. [Report]

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Matasovska, Klaudia. 2023. Gender, Autism (ASD) and PDA: Why Support Matters. [Digital]

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Matasovska, Klaudia. 2020. Helping SEND Students into Employment. AchieveAbility E-Journal(1), pp. 60-64. ISSN 2634-0798 [Article]

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Matasovska, Klaudia. 2023. LGBT Voices of Pupils with SEND. AchieveAbility E-Journal(3), pp. 46-48. ISSN 2634-0798 [Article]

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Matasovska, Klaudia. 2023. Teaching "controversial" topics: Acknowledging the voices of LGBT+ pupils in schools with SEND provisions. [Digital]

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Matasovska, Klaudia. 2024. Views and experiences of teachers working with lesbian, gay, bisexual and transgender pupils with SEND. Journal of LGBT Youth, 21(3), pp. 627-648. ISSN 1936-1653 [Article]

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Matthews, Brian. 2003. Improving Science and Emotional Development (The ISED project): concerning citizenship, emotional literacy, science and equity. Project Report. Goldsmiths, University of London, London. [Report]

Matthews, Brian; Prince, Tiffany and Snowden, Emma. 2009. Peer coaching: To what extent can it support the development of professional attributes required to be a teacher? London International Conference on Education and published in conference proceedings., pp. 123-129. [Article]

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Matthews, Miranda. 2019. Art, Disobedience and Ethics: The Adventure of Pedagogy.Dennis Atkinson, 2018, Switzerland: Palgrave Macmillan, ISBN 9783319873619. Studies in Art Education, 60(4), pp. 326-329. ISSN 0039-3541 [Article]

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Matthews, Miranda. 2023-2024 Arts Economies Project. [Project] (Forthcoming)

Matthews, Miranda. 2023. Arts Methods for the Self-Representation of Undergraduate Students: Sensory Transitions into University Cultures. Abingdon: Routledge. ISBN 9781032265438 [Book]

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Matthews, Miranda. 2024. Arts Practice as the Daily Extraordinary: A Philosophy of Inclusivity. International Journal of Art and Design Education, 43(3), pp. 448-465. ISSN 1476-8062 [Article]

Matthews, Miranda. 2025. Arts methods in the Earth crisis: Empowering and learning from youth voice. In: Miranda Matthews, ed. Ecologies in Learning and Practice: Arts Interventions in the Earth Crisis. Cham, Switzerland: Palgrave Macmillan. ISBN 9783031823374 [Book Section]

Matthews, Miranda. 2019. 'Arts pedagogy as introduction of ‘strangeness’: disruptive aesthetic discourse and the concern for ‘student satisfaction’'. In: Radical Practices Symposium. Ruskin School of Art, United Kingdom 22 January 2019. [Conference or Workshop Item]

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Matthews, Miranda. 2024. 'Between Critical and Indirect Pedagogies: Participatory Arts Methods for Empowering Youth Voice on Climate Change'. In: Art Education Research Institute: 2024 Annual Symposium. University of Cambridge, United Kingdom 19-21 September 2024. [Conference or Workshop Item]

Matthews, Miranda. 2019. [Book Review] Modernising School Governance: Corporate planning and expert handling, by Andrew Wilkins, London, Routledge, 2016, 188 pp., £36.99 (paperback), ISBN 978-0815360674. Discourse: Studies in the Cultural Politics of Education, 40(3), pp. 436-441. ISSN 0159-6306 [Article]

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Matthews, Miranda. 2024. 'Charming the Systems: Arts Methods for Intersectional Dimensionality in HEIs'. In: Intersectional Humanities: 12th New Materialisms Conference. Maynooth University, Ireland 26 - 28 August 2024. [Conference or Workshop Item]

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Matthews, Miranda. 2018. The Conflicted Other in Policy Making: Focusing on Art Education. Journal for Critical Education Policy Studies, 16(1), ISSN 2051-0969 [Article]

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Matthews, Miranda. 2018. Counter Hegemony in Post-compulsory Art and Design and Gallery Education, through Sartre and Foucault. Pedagogy Culture and Society, 26(4), pp. 561-576. ISSN 1468-1366 [Article]

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Matthews, Miranda. 2023-2024 Creative Commuters. [Project]

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Matthews, Miranda. 2020. Discomfort Zones - Editorial. International Journal of Art and Design Education, 39(4), pp. 708-711. ISSN 1476-8062 [Article]

Matthews, Miranda, ed. 2025. Ecologies in Learning and Practice: Arts Interventions in the Earth Crisis. Cham, Switzerland: Palgrave Macmillan. ISBN 9783031823374 [Edited Book]

Matthews, Miranda. 2023. Ecologies in Practice Website. Centre for Arts and Learning (CAL) and Climate Museum UK, London. [Other]

Matthews, Miranda. 2022-2023 Ecologies in Practice: Participatory arts methods for engaging young people in climate research. [Project] (Submitted)

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Matthews, Miranda. 2024. The Education of the Sentiments. In: John Baldacchino and Herner Seaverot, eds. The Bloomsbury Handbook of Continental Philosophy of Education. London: Bloomsbury Academic, pp. 459-476. ISBN 9781350334106 [Book Section]

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Matthews, Miranda. 2019. Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox. International Journal of Art and Design Education, 38(4), pp. 853-866. ISSN 1476-8062 [Article]

Matthews, Miranda. 2019. 'Ethos of Ambiguity: Artist Teachers and the Transparency Exclusion Paradox'. In: iJade Conference 2019.Creating Spaces: Inclusivity, ethics and participation in art and design education. Goldsmiths, University of London, United Kingdom 22-23 February 2019. [Conference or Workshop Item]

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Matthews, Miranda. 2021. 'Expanding from the Small Screen: Arts Practice for Affective Digital Presence'. In: iJADE2021. Hybrid Spaces: Re-imagining, pedagogy, practice and research. Virtual Event, United Kingdom 26-28 March 2021. [Conference or Workshop Item]

Matthews, Miranda. 2023. Finding Comfort Within Discomfort: Creative Ecosystems for Learning in the Pandemic. In: Kelly Murdoch-Kitt and Denielle Emans, eds. Make+Shift: Creative Resilience for Everyday People. [Book Section] (In Press)

Matthews, Miranda. 2021. Finding Comfort within Discomfort. In: "Finding Comfort within Discomfort", Instagram, United Kingdom. [Show/Exhibition]

Matthews, Miranda. 2023. How Arts Methods Can Foster a Sense of Belonging in Students. Wonkhe, [Article]

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Matthews, Miranda. 2012. How can the applied philosophy of Sartrean free-will and Foucauldian negotiated autonomy assist in creating proactive learning experiences in art education?. Doctoral thesis, Goldsmiths, University of London [Thesis]

Matthews, Miranda. 2008. How can we Create the Conditions for Students’ Freedom of Speech within Studies in Art? International Journal of Art and Design Education, 27(2), pp. 133-143. ISSN 1476-8070 [Article]

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Matthews, Miranda. 2023. 'Integrating Arts Methods for Dimensionality and Vocal Presence in University Cultures'. In: Researching Sensitive Subjects and Fragile Lives: Amplifying Voices and Cultivating Epistemic Justice through Innovative Research Methods. Tata Institute of Social Sciences, Mumbai, India 5-7 December 2023. [Conference or Workshop Item]

Matthews, Miranda. 2022. 'Intimidating Architecture and Flexible Takeovers'. In: CAL-APR: Art, Learning and Anti-Racism Symposium. Goldsmiths CCA, United Kingdom 12 December 2022. [Conference or Workshop Item] (Submitted)

Matthews, Miranda. 2024. Moving beyond immanence: artist teacher networking and collaborative arts practice. In: Rachel Payne, ed. Professional Learning for Artist Teachers: Pedagogy, Partnerships and Practice in UK Contexts, Edited by Rachel Payne. Maidenhead: Open University Press, pp. 126-140. ISBN 9780335252152 [Book Section]

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Matthews, Miranda. 2022. Preface/ Introduction for the new edition of Foreday Morning by Paul Dash. In: Eric Huntley, ed. Foreday Morning. Frigate Bird. [Book Section]

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Matthews, Miranda. 2022. Relational freedom and equality in learning: the affect of Sartre and Rancière. Pedagogy, Culture and Society, 30(5), pp. 749-763. ISSN 1468-1366 [Article]

Matthews, Miranda. 2018. 'Responding to Policy Changes since 2010: An Investigation of the Adjustments and Strategies of Art and Design Practitioners'. In: NSEAD Annual Conference: The Artist Teacher - Practice and Pedagogies. NSEAD Pitt Rivers Museum Oxford, United Kingdom. [Conference or Workshop Item]

Matthews, Miranda. Responses to education policy since 2010: An investigation of the adjustments and strategies of art and design practitioners. [Project] (Forthcoming)

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Matthews, Miranda. 2021. Sensory Literacy and Empowerment in Art and Design. International Journal of Art & Design Education, 40(3), pp. 581-598. ISSN 1476-8062 [Article]

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Matthews, Miranda. 2021. 'A View of Ecologies in Practice'. In: Centre for Arts and Learning Ecologies in Practice Symposium. Online, United Kingdom 14 December 2021. [Conference or Workshop Item]

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Matthews, Miranda. 2022. 'Weaving Threads in the Earth Crisis'. In: Centre for Arts and Learning Ecologies in Practice Symposium 2. Goldsmiths, University of London, United Kingdom 13 July 2022. [Conference or Workshop Item]

Matthews, Miranda. 2017. 'A practice-based consideration of Foucauldian 'Art of the Self': Reflecting on self-definition in learning and diversity of cultural representation in the arts'. In: British Education Research Association Conference 2017. Sussex University, United Kingdom 5th September 2017. [Conference or Workshop Item]

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Matthews, Miranda. 2018-2021 A study of visual and discursive practices for the intersectional representation and wellbeing of undergraduates in British Universities. [Project]

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Matthews, Miranda and Francis, Gilbert. 2020. 'Affective Digital Presence in Creative Practice'. In: Centre for Arts and Learning, Affective Digital Presence in Creative Practice. Online 3 November 2020. [Conference or Workshop Item]

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Matthews, Miranda and Gilbert, Francis. 2020. Finding a new path: Building affective online learning spaces for creative writing and arts practice. British Educational Research Association, [Article]

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Matthews, Miranda; McKenzie, Bridget and Davidson, Kevin. 2023. 'Centre for Arts and Learning and Climate Museum UK: Participatory Arts Methods for Engaging Young People in Climate Research'. In: Ecologies in Practice Conference: Education, The Arts and the Earth Crisis. Goldsmiths, University of London, United Kingdom 13 -14 July 2023. [Conference or Workshop Item]

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Maylor, Uvanney; Ross, Alistair; Rollock, Nicola and Williams, Katya. 2006. Black teachers in London. Project Report. Greater London Authority. [Report]

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McMahon, Samantha; Harwood, Valerie and Hickey Moody, Anna. 2016. ‘Students that just hate school wouldn’t go’: educationally disengaged and disadvantaged young people’s talk about university education. British Journal of the Sociology of Education, 37(8), pp. 1109-1128. ISSN 0142-5692 [Article]

Mendick, Heather. 2008. Subtracting difference: troubling transitions from GCSE to AS-level mathematics. British Educational Research Journal, 34(6), pp. 711-732. ISSN 0141-1926 [Article]

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Mendick, Heather. 2009. 'You do the math: making sense of gender and achievement'. In: Norfolk Primary Conference. Wensum Valley, Norfolk, United Kingdom. [Conference or Workshop Item]

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Mendick, Heather and George, Rosalyn P.. 2010. Language, Power and Reality TV: the dynamics of race, class and gender in the UK Big Brother Jade-Shilpa row. Online Educational Research Journal, [Article]

Mendick, Heather and Moreau, Marie-Pierre. 2010. Monitoring the presence and representation of women in SET occupations in UK based online media. Project Report. UK Resource Centre for Women in SET, Bradford. [Report]

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Mendick, Heather; Moreau, Marie-Pierre and Hollinworth, Sumi. 2008. Mathematical Images and Gender Identities: A report on the gendering of representations of mathematics and mathematicians in popular culture and their influences on learners. Project Report. UK Resource Centre for Women in Science Engineering and Technology, Bradford. [Report]

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Mertin, Patricia Anne. 2006. The Role of Culture in Second Language Learning with Special Reference to the Japanese Students at the International School of Düsseldorf. Doctoral thesis, Goldsmiths, University of London [Thesis]

Miller, Soo. 2006. 'Can design activity be used to enhance the decision making of School Managers?'. In: 8th International Conference on Education, Athens Institute for Education and Research. UNDEFINED 5/25/2006. [Conference or Workshop Item]

Miller, Soo; Kimbell, Richard; Wheeler, T. and Pollitt, A.. 2007. E-scape Portfolio Assessment - a research and development project for the Department of Education and Skills (DfES) and the Qualifications Curriculum Authority (QCA). Phase 2 report. Project Report. Technology Education Research Unit. [Report]

Miller, Soo; Kimbell, Richard; Wheeler, T. and Shepherd, T.. 2005. E-scape Portfolio Assessment Project e-scape: Phase 1 report. Project Report. TERU, London. [Report]

Millora, Chris. 2025. Book Review: Laboratories of Learning: Social Movements, Education and Knowledge-Making in the Global South. Compare: A Journal of Comparative and International Education, ISSN 0305-7925. [Other]

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Millora, Chris. 2022. Book Review: Literacies, power and identities in figured worlds in Malawi. Compare: A Journal of Comparative and International Education. [Other]

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Millora, Chris. 2018. Book Review: Perspectives on volunteering: Voices from the South by Butcher, J., & Einolf, C. J. (Eds.). Nonprofit and Voluntary Sector Quarterly. [Other]

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Millora, Chris. 2024. Learning to work in certain ways: Bureaucratic literacies and community-based volunteering in the Philippines. Community Development, 59(1), pp. 108-127. ISSN 1557-5330 [Article]

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Millora, Chris. 2022. Making a difference: Addressing imbalances and inequalities in research on volunteering. In: Michael Locke and Jurgen Grotz, eds. Volunteering, research and the test of experience: A critical celebration for the 25th anniversary of the Institute for Volunteering Research. Norwich: Institute for Volunteering Research & UEA Publishing Project, pp. 171-176. ISBN 9781913861940 [Book Section]

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Millora, Chris. 2022. Setting Spaces for Youth and Student-Led Advocacy: Analysis of the impact of COVID-19 on youth and student organising calls for urgent action towards inclusion of youth and students in advocacy spaces. Discussion Paper. Global Campaign for Education, Johannesburg, South Africa. [Report]

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Millora, Chris. 2023. ‘Social-contextual’ approaches to family literacy programmes: policy and practice lessons from Nigeria, Mexico and Nepal. Compare: A Journal of Comparative and International Education, ISSN 0305-7925 [Article] (In Press)

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Millora, Chris. 2025. ‘We haven’t stopped working’: changing dynamics of youth and student organising in education at the height of the COVID-19 pandemic. Globalisation, Societies and Education, ISSN 1476-7724 [Article] (In Press)

Millora, Chris. 2023. Youth Volunteering and Activism: Exploring Pathways to Enact Change. Discussion Paper. International Association for Volunteer Effort, Washington, DC. [Report]

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Millora, Chris and Baillie Smith, Matt. 2022. Volunteering, solidarity and development: exploring the links. Voluntaris, 10(1), pp. 101-104. ISSN 2196-3886 [Article]

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Millora, Chris and Karunungan, Renee Julienne. 2024. Researching the criminalisation of young people’s dissent: insights from Southeast Asia. In: Judith Bessant; Philippa Collin and Patrick O'Keefe, eds. Research Handbook on the Sociology of Youth. Cheltham: Edward Elgar Publishing, pp. 69-82. ISBN 9781803921792 [Book Section]

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Millora, Chris and Karunungan, Renee Julienne. 2021. Students by day, rebels by night? Criminalising student dissent in shrinking democracies. Discussion Paper. SAIH (Studentenes og Akademikernes Internasjonale Hjelpefond/Norwegian Students' and Academics' International Assistance Fund), Oslo, Norway. [Report]

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Millora, Chris; Maimunah, Siti and Still, Enid. 2020. Reflecting on the ethics of PhD research in the Global South: reciprocity, reflexivity and situatedness. Acta Academica, 52(1), pp. 10-30. ISSN 0587-2405 [Article]

Moreau, Marie-Pierre; Mendick, Heather and Epstein, Debbie. 2010. Constructions of mathematicians in popular culture and learners' narratives: a study of mathematical and non-mathematical subjectivities. Cambridge Journal of Education, 40(1), pp. 25-38. ISSN 0305-764X [Article]

Morrison, Liz and Pitfield, Maggie. 2006. Flexibility in initial teacher education: implications for pedagogy and practice. Journal of Education for Teaching, 32(2), pp. 185-196. ISSN 0260-7476 [Article]

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Murphy, Brenda. 2002. Consuming Guinness, Producing Irishness: Circuits of Cultural Production. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Newell-Jones, Katy; Cheffy, Ian; Fuller, Simon; Furlong, Tara and Millora, Chris. 2022. Impact of COVID-19 on Adult Learning and Education (ALE): UK case study. Research and Practice in Adult Literacies Journal, 105, pp. 57-69. ISSN 2054-5355 [Article]

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Newman, Terri. 2020. Collaboration is Uncomfortable. International Journal of Art & Design Education, 39(4), pp. 788-794. ISSN 1476-8062 [Article]

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Nicholson, Phil and Wilkins, Andrew. 2025. Intermediaries in local schooling landscapes: Partnership building and policy enactment during times of crisis. Journal of Education Policy, 40(1), pp. 89-110. ISSN 0268-0939 [Article]

O'Rourke, Fiona. 2016. ‘Race’, Whiteness and the curriculum: Deconstructing everyday processes of racialization in educational institutions in postcolonial England, and their structured invisibility. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Olmedo, Antonio and Wilkins, Andrew. 2014. Gobernar la educación a través de los padrespolítica educativa y construcción de subjetividades neoliberales en Inglaterra. (Governing education through parents: education policy and the construction of neoliberal subjectivities in England). Profesorado, 18(2), pp. 99-116. ISSN 1138-414X [Article]

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Olmedo, Antonio and Wilkins, Andrew. 2017. Governing through parents: a genealogical enquiry of education policy and the construction of neoliberal subjectivities in England. Discourse: Studies in the Cultural Politics of Education, 38(4), pp. 573-589. ISSN 0159-6306 [Article]

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Oulton, Harry. 2024. Harry Potter and the Social Construct. Does Gender-Swap Fanfiction Show Us That We Need to Re-consider Gender Within Children’s Literature? Children's Literature in Education, 55(3), pp. 465-482. ISSN 0045-6713 [Article]

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Oxford, R.L.; Griffiths, C.; Longhini, A.; Cohen, A.D.; Macaro, E. and Harris, Vee. 2014. Experts' personal metaphors and similes about language learning strategies. System, 43(1), pp. 11-29. ISSN 0346-251X [Article]

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Paechter, Carrie F.. 2007. Being Boys, Being Girls: learning masculinities and femininities. Open University Press. ISBN 0335219748 [Book]

Paechter, Carrie F.. 2012. Bodies, Identities and Performances. Gender and Education, 24(2), pp. 229-241. ISSN 0954-0253 [Article]

Paechter, Carrie F.. 2000. Changing School Subjects: power, gender and curriculum. Open University Press. ISBN 978-0335201198 [Book]

Paechter, Carrie F.. 2013. Concepts of Fairness in Marriage and Divorce. Journal of Divorce and Remarriage, 54(6), pp. 458-475. [Article]

Paechter, Carrie F.. 2006. 'Constructing femininity/constructing femininities'. In: Christine Skelton; Becky Francis and Lisa Smulyan, eds. The Sage Handbook of Gender and Education. London: Sage, pp. 365-377. ISBN 978-1412907927 [Book Section]

Paechter, Carrie F.. 1998. Educating the Other: gender, power and schooling. Routledge. ISBN 978-0750707732 [Book]

Paechter, Carrie F.. 2006. Femininities and schooling. In: Christine Skelton; Becky Francis and Lisa Smulyan, eds. The SAGE Handbook of Gender and Education. Sage, pp. 365-377. ISBN 9781412907927 [Book Section]

Paechter, Carrie F.. 2011. Gender, visible bodies and schooling: cultural pathologies of childhood. Sport, Education and Society, 16(3), pp. 309-322. ISSN 1357-3322 [Article]

Paechter, Carrie F.. 2003. ‘Learning masculinities and femininities: power/knowledge and legitimate peripheral participation’. Women’s Studies International Forum, 26(6), pp. 541-552. ISSN 0277-5395 [Article]

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Paechter, Carrie F.. 2006. Masculine femininities/feminine masculinities: power, identities and gender. Gender and Education, 18(3), pp. 253-263. ISSN 09540253 [Article]

Paechter, Carrie F.. 2003. ‘Masculinities and femininities as communities of practice’. Women’s Studies International Forum, 26(1), pp. 69-77. ISSN 0277-5395 [Article]

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Paechter, Carrie F.. 2011. Polyphonie? Ausblicke auf einen anderen Geschlechterdiskurs in der Pädagogik. In: Edgar Forster; B. Rendtorff and C. Mahs, eds. Back to the Boys? Jungenpädagogik im Widerstreit. Stuttgart: Kohlhammer, pp. 147-263. ISBN 978-3-17-021807-9 [Book Section]

Paechter, Carrie F.. 2006. Power, knowledge and embodiment in communities of sex/gender practice. Women’s Studies International Forum, 29(1), pp. 13-26. ISSN 0277-5395 [Article]

Paechter, Carrie F.. 2003. ‘Power/knowledge, gender and curriculum change’. Journal of Educational Change, 4(2), pp. 129-148. ISSN 1389-2843 [Article]

Paechter, Carrie F.. 2006. Reconceptualising the gendered body: learning and constructing masculinities and femininities in school. Gender and Education, 18(2), pp. 121-135. ISSN 09540253 [Article]

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Paechter, Carrie F.. 2013. Researching sensitive issues online: implications of a hybrid insider/outsider position in a retrospective ethnographic study. Qualitative Research, 13(1), pp. 71-86. ISSN 1468-7941 [Article]

Paechter, Carrie F.. 2008. 'Teachers’ behaviour towards girls and boys'. In: Committee on Equal Opportunities of the Council of Europe Parliamentary Assembly. Paris, France. [Conference or Workshop Item]

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Paechter, Carrie F.. 2010. Tomboys and girly-girls: embodied femininities in primary schools. Discourse, 31(2), pp. 221-235. ISSN 0159-6306 [Article]

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Paechter, Carrie F.. 2017. Young children, gender and the heterosexual matrix. Discourse: Studies in the Cultural Politics of Education, 38(2), pp. 277-291. ISSN 0159-6306 [Article]

Paechter, Carrie F. and Clark, Sheryl. 2010. Schoolgirls and power/knowledge economies : using knowledge to mobilize social power. In: Carolyn Jackson; Carrie F. Paechter and Emma Renold, eds. Girls and Education 3-16 : Continuing Concerns, New Agendas. Berkshire, UK: Open University Press, pp. 117-128. ISBN 9780335235629 [Book Section]

Paechter, Carrie F.; Rosen, Michael and Bibby, Tamara. 2016. Introduction: Walter Benjamin, childhood and pedagogy. Pedagogy, Culture & Society, 24(4), pp. 481-483. ISSN 1468-1366 [Article]

Page, Tara. 2007. Conceptions of art education programs held by rural and remote Australian school community. Studies in Art Education, 49(1), pp. 42-58. ISSN 00393541 [Article]

Page, Tara. 1988. National Society for Education through Art and Design (NSEAD) Publications Board Member. [Professional Activity]

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Page, Tara. 2012. Place and belonging: ways of knowing and learning in the Australian bush. Doctoral thesis, Goldsmiths, University of London [Thesis]

Page, Tara. 2014. Places and Ways. In: "Arts Praxis Research", 310NXRd., United Kingdom, 27th-30th May 2014. [Performance]

Page, Tara. 2014. Places and Ways. In: "Arts praxis research", 310NXRd., United Kingdom, 27th-30th May 2014. [Performance]

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Page, Tara. 2021. bruise. body with bar [image-text]. [Digital]

Page, Tara. 2024. sandcastles. body with sand with water. [Film/Video]

Page, Tara. 2012. A shared place of discovery and creativity: Practices of contemporary art and design pedagogy. International Journal Of Art & Design Education, 31(1), pp. 67-77. [Article]

Page, Tara; Adams, Jeff N. P. and Hyde, Wendy. 2011. Emerging: The impact of the Artist Teacher MA on students’ pedagogical and artistic practices. European Journal of Teacher Education, 34(3), pp. 277-295. [Article]

Page, Tara; Atkinson, Dennis; Dash, Paul; Herne, Steve; Charman, Helen and Adams, Jeff N. P.. 2006. Teaching now with the living: A dialogue with teachers investigating contemporary art practices. International Journal of Art and Design Education, 25(2), pp. 146-155. ISSN 14768062 [Article]

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Page, Tara; Herne, Steve; Dash, Paul; Atkinson, Dennis and Adams, Jeff N. P.. 2009. Teaching now with the living: A dialogue with teachers investigating contemporary art practices. In: Steve Herne; Sue Cox and R Watts, eds. Readings in primart art education. Bristol: Intellect, pp. 219-230. ISBN 9781841502427 [Book Section]

Page, Tara; Pitfield, Maggie; Johnston, John and Macleroy Obied, Vicky. 2010. 'Blurring'. In: Blurring. Goldsmiths, London, United Kingdom. [Conference or Workshop Item]

Patience, Henrietta. 2024. Addressing Sustainability in Art And Design. In: Andy Ash and Peter Carr, eds. A Practical Guide to Teaching Art and Design in the Secondary School. Abingdon: Routledge, pp. 236-249. ISBN 9781032455303 [Book Section]

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Pearce, Sarah. 2003. Compiling the White Inventory: the practice of whiteness in a British primary school. Cambridge Journal of Education, 33(2), pp. 273-288. ISSN 0305-764X [Article]

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Pearce, Sarah. 2014. Dealing with racist incidents: what do beginning teachers learn from schools? Race Ethnicity and Education, 17(3), pp. 388-406. ISSN 1361-3324 [Article]

Pearce, Sarah. 2011. Drama in English. In: A. Green, ed. Becoming a Reflective English Teacher. Open University Press, pp. 123-139. ISBN 978-0335242894 [Book Section]

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Pearce, Sarah. 2010. Understanding Institutional Racism. Race Equality Teaching, 28(2), pp. 15-18. ISSN 1478-8551 [Article]

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Pearce, Sarah. 2023. ‘Why are we doing this if there’s no connection?’ The importance of prior experience in academic learning on a Master’s programme. Journal of Further and Higher Education, 47(4), pp. 563-575. ISSN 0309-877X [Article]

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Pearce, Sarah. 2005. You Wouldn't Understand: white teachers in multiethnic classrooms. Trentham Books. ISBN 1858563623 [Book]

Pearce, Sarah. 2004. The development of one teacher's understanding of practitioner research in a multi-ethnic primary school. Educational Action Research, 12(1), pp. 7-18. ISSN 09650792 [Article]

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Pearce, Sarah. 2016. An emotional, intellectual and practical resource: black experiences and expertise on teaching about racism. Pedagogy Culture and Society, 24(1), pp. 161-168. ISSN 1468-1366 [Article]

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Penketh, Claire. 2010. A Clumsy Encounter: The dyspraxic ideal meets drawing from observation as an official and discriminatory discourse. Doctoral thesis, Goldsmiths, University of London [Thesis]

Perold, Helene; Butcher, Jacqueline; Mati, Jacob and Millora, Chris. 2023. Understanding Inequalities in Volunteering Research and Evidence. Discussion Paper. International Forum for Volunteering in Development, Dublin. [Report]

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Piki, Eirini. 2019. A Qualitative Analysis of Athenian Psychoanalytic Therapists’ Approach to Working with Adults’ Child Sexual Abuse Memory. Doctoral thesis, Goldsmiths, University of London [Thesis]

Pitfield, Maggie. 2006. Making a crisis out of a drama: the relationship between English and Drama within the English curriculum for ages 11-14. Changing English, 13(1), pp. 97-109. ISSN 1358-684X [Article]

Pitfield, Maggie. 2011. Re-constructing the relationship between drama and English: Student-teachers’ perspectives at the end of an initial teacher education year. English in Education: Special Issue 'Life Made Conscious: the Drama of English', 45(1), pp. 52-71. ISSN 0425-0494 [Article]

Pitfield, Maggie. 2012. Student-teachers of secondary drama and the pursuit of pedagogical subject knowledge. Research in Drama Education: The Journal of Applied Theatre and Performance., 17(3), pp. 425-442. ISSN 1356-9783 [Article]

Pitfield, Maggie. 2013. The impact of curriculum hierarchies on the development of professional self in teaching: student-teachers of drama negotiating issues of subject status at the interface between drama and English. Pedagogy, Culture and Society, 21(3), pp. 401-426. ISSN 1468-1366 [Article]

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Pitfield, Maggie; Gilbert, Francis; Asamoah Boateng, Claudia and Stanger, Camilla. 2023. Selective amnesia and the political act of remembering English teaching. Pedagogy, Culture & Society, 31(5), pp. 1059-1077. ISSN 1468-1366 [Article]

Pitfield, Maggie and Macleroy Obied, Vicky. 2010. How Student-teachers Approach the Teaching of Reading: At the Interface Between Personal History, Theory and Practice. Changing English, 17(1), pp. 35-44. ISSN 1358-684X [Article]

Pitfield, Maggie and Morrison, Liz. 2009. Teachers' experiences of mentoring on a flexible initial teacher education programme: implications for partnership development. Journal of Education for Teaching, 35(1), pp. 19-32. ISSN 0260-7476 [Article]

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Platt, Len. 2016. Celtic Postmodernism - Scotland and the Break Up of Britain. In: Len Platt and Brian McHale, eds. The Cambridge History of Postmodern Literature. New York: Cambridge University Press, pp. 278-292. ISBN 9781107140271 [Book Section]

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Platt, Len. 2014. West End musical theatre and the representation of Germany. In: Len Platt; Tobias Becker and David Paul Linton, eds. Popular Musical Thetare in London and Belrin 1890-1939. Cambridge: University of Cambridge, pp. 224-241. ISBN 9781107051003 [Book Section]

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Platt, Len and Becker, T. 2014. 'A happy man can live in the past' -musical theatre transfer in the 1920s and 1930s. In: Len Platt; Tobias Becker and David Paul Linton, eds. Popular Musical Theatre in London and Berlin 1890-1939. Cambridge: University of Cambridge, pp. 118-131. ISBN 9781107051003 [Book Section]

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Platt, Len; Becker, T and Linton, D. 2014. Introduction. In: Len Platt; Tobias Becker and David Paul Linton, eds. Populae Musical Theatre in London ad berlin 1890-1914. Cambridge: University of Cambridge, pp. 1-22. ISBN 9781107051003 [Book Section]

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Platt, Len and Linton, David Paul. 2014. Dover Street to Dixie and the politics of cultural transfer and exchange. In: Len Platt; Tobias Becker and David Paul Linton, eds. Popular Musical Theatre in London and Berlin 1890-1939. Cambridge: University of Cambridge, pp. 170-186. ISBN 9781107051003 [Book Section]

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Platt, Len and McHale, Brian. 2016. After the fall - Introduction to part iv of the Cambridge History of Postmodern Literature. In: Len Platt and Brian McHale, eds. The Cambridge Hisotry of Postmodern Literature. Cambridge: University of Cambridge, pp. 339-405. ISBN 9781107140271 [Book Section]

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Platt, Len and McHale, Brian. 2016. General Introduction to The Cambridge History of Postmodern Literature. In: Len Platt and Brian McHale, eds. The Cambridge History of Postmodern Literature. Cambridge: University of Cambridge, pp. 1-14. ISBN 9781107149271 [Book Section]

Platt, Len and Upstone, Sara. 2015. Introduction to Postmodern Literature and Race. In: Len Platt and Sara Upstone, eds. Postmodern Literarue and Race. Cambridge: Cambridge University Press, pp. 1-10. ISBN 9781107337022 [Book Section]

Poku, Veronica. 2022. Black History Month 2022: Aim for fair education in Leeds. [Audio]

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Poku, Veronica. 2022. Black Student Teachers' Experiences of Racism in the White School: Strategies of Resilence and Survival. Cham, Switzerland: Palgrave Macmillan. ISBN 9783030960636 [Book]

Poku, Veronica. 2022. Clippings interview with Dr. Veronica Poku - Black Student Teachers' Experiences of Racism in the White School: Strategies of Resilience and Survival. [Audio]

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Prince, Tiffany; Snowden, Emma and Matthews, Brian. 2010. Utilising Peer Coaching as a Tool to Improve Student-Teacher Confidence and Support the Development of Classroom Practice. Literacy Information and Computer Education Journal (LICEJ), 1(1), pp. 49-51. [Article]

Puar, Jasbir; Gunaratnam, Yasmin; Hickey-Moody, Anna Catherine and Ahmed, Sara. 2014. 'Debilities: Sensing Bodies and Worlds'. In: Debilities: Sensing Bodies and Worlds. Goldsmiths, Universirty of London, United Kingdom. [Conference or Workshop Item]

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Pullen Sansfacon, Annie; Medico, Denise; Riggs, Damien; Carlile, Anna and Suerich-Gulick, Frank. 2023. Growing up trans in Canada, Switzerland, England, and Australia: access to and impacts of gender-affirming medical care. Journal of LGBT Youth, 20(1), pp. 55-73. ISSN 1936-1653 [Article]

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Quehl, Thomas. 2021. Pedagogical Spaces in the Primary School: Teacher Agency in Multilingual Pedagogies. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Rifeser, Judith. 2021. The Feminine Body, Touch and Violence: A reading of Shirin Neshat’s Women Without Men (Zanan-e Bedun-e Mardan, 2009) and Claudia Llosa’s The Milk of Sorrow (La teta asustada, 2009). Free Associations(81-82), pp. 134-148. [Article]

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Rifeser, Judith. 2020. Feminine desire in Claudia Llosa’s The Milk of Sorrow (2009) and Shirin Neshat’s Women Without Men (2009) in dialogue with Irigaray’s philosophy of the caress. Comparative Cinema, VII(15), pp. 25-40. [Article]

Rifeser, Judith. 2020. Feminist ‘Pensive-Creative Praxis’ and Irigaray: A porous, dialogical encounter. In: Agnieszka Piotrowska, ed. Creative Practice Research in the Time of Neo-Liberal Hopelessness. Edinburgh: Edinburgh University Press, pp. 242-257. ISBN 9781474463560 [Book Section]

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Rifeser, Judith and Ros i Sole, Cristina. 2022. Film-making as creative praxis: capturing the intimate side of interculturality. Language and Intercultural Communication, 22(2), pp. 221-234. ISSN 1470-8477 [Article]

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Robinson-Pant, Anna; Binesse, Helene; Maleki, Mohammad; Millora, Chris and Wang, Qingru. 2021. Adult literacy and learning for social change: innovation, influence and the role of non-state actors; case studies from Afghanistan, China, the Philippines and Senegal. Discussion Paper. UNESCO, Paris. [Report]

Robson, Jocelyn; Bailey, Bill and Mendick, Heather. 2008. Learners' Emotional and Psychic Responses to Encounters with Learning Support in Further Education and Training. British Journal of Educational Studies, 56(3), pp. 304-322. ISSN 0007-1005 [Article]

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Rojas-Bustos, Kyara Lorena. 2018. A critical analysis of the Every Child a Talker language programme and its possible influence on the formation of dispositions towards language/s in early years in England. Doctoral thesis, Goldsmiths, University of London [Thesis]

Rollock, Nicola. 2009. Educational Policy and the impact of the Lawrence Inquiry: the view from another sector. In: Nathan Hall; John Grieve and Stephen P. Savage, eds. Policing and the Legacy of Lawrence. Routledge (Willan Publishing). ISBN 978-1843925064 [Book Section]

Rollock, Nicola. 2007. Failure by Any Other Name? – Educational Policy and the Continuing Struggle for Black Academic Success. Project Report. Runnymede Trust. [Report]

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Rollock, Nicola. 2018. The Heart of Whiteness: Racial gesture politics, equity and higher education. In: Jason Arday and Heidi Safia Mirza, eds. Dismantling Race in Higher Education Racism, Whiteness and Decolonising the Academy. Palgrave Macmillan, pp. 313-330. ISBN 978-3-319-60260-8 [Book Section]

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Rollock, Nicola. 2021. ‘I would have become wallpaper if racism had its way’: Black female professors, racial battle fatigue, and strategies for surviving higher education. Peabody Journal of Education, 96(2), pp. 206-217. ISSN 0161-956X [Article]

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Rollock, Nicola. 2016. Independent review into the allegation of institutional racism in NUS. Technical Report. National Union of Students, London. [Report]

Rollock, Nicola. 2007. Legitimizing Black academic failure: deconstructing staff discourses on academic success, appearance and behaviour. International Studies in Sociology of Education, 17(3), pp. 275-287. ISSN 0962-0214 [Article]

Rollock, Nicola. 2016. Letter to my Unborn daughter. My Career in the Academy - reasons for my mental breakdown. In: Gloria Ladson-Billings and William Tate, eds. Covenant Keeper: Derrick Bell’s Enduring Education Legacy. Peter Lang, pp. 111-128. ISBN 978-1433130342 [Book Section]

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Rollock, Nicola. 2020. Pursuing Racial Justice within Higher Education: Is Conflict Inevitable? In: Andrew Brown and Emma Wisby, eds. Knowledge, Policy and Practice in Education and the Struggle for Social Justice: Essays Inspired by the Work of Geoff Whitty. London: UCL Press, pp. 149-164. ISBN 9781782772774 [Book Section]

Rollock, Nicola. 2014. Race, Class and ‘The Harmony of Dispositions’. Sociology, 48(3), pp. 445-451. ISSN 0038-0385 [Article]

Rollock, Nicola. 2009. School Governors and Race Equality in 21st Century Schools. Project Report. Runnymede Trust. [Report]

Rollock, Nicola. 2011. Social mix, schooling and intersectionality: identity and risk for Black middle class families. Research Papers in Education, 28(3), ISSN 0267-1522 [Article]

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Rollock, Nicola. 2019. Staying power: the career experiences and strategies of UK Black female Professors. Project Report. UCU, London. [Report]

Rollock, Nicola. 2009. The Stephen Lawrence Inquiry 10 Years On: an analysis of the literature. Technical Report. Runnymede Trust, London. [Report]

Rollock, Nicola. 2011. Unspoken rules of engagement: navigating racial microaggressions in the academic terrain. International Journal of Qualitative Studies in Education, 25(5), pp. 517-532. ISSN 0951-8398 [Article]

Rollock, Nicola. 2007. Why Black girls don’t matter: exploring how race and gender shape academic success in an inner city school. Support for Learning, 22(4), pp. 197-202. ISSN 0268-2141 [Article]

Rollock, Nicola. 2015. Why is it so hard to talk about race in UK universities?. The Conversation, UK. [Other]

Rollock, Nicola. 2012. The invisibility of race: intersectional reflections on the liminal space of alterity. Race Ethnicity and Education, 15(1), pp. 65-84. ISSN 1361-3324 [Article]

Rollock, Nicola. 2013. A political investment: revisiting race and racism in the research process. Discourse: Studies in the Cultural Politics of Education, 34(4), pp. 492-509. ISSN 0159-6306 [Article]

Rollock, Nicola. 2014. The racism talk: how Black middle class parents are warning their children. The Conversation. [Other]

Rollock, Nicola and Dixson, Adrienne. 2016. Critical Race Theory. In: Nancy Naples, ed. The Wiley Blackwell Encyclopedia of Gender and Sexuality Studies. UK: Wiley-Blackwell. [Book Section]

Rollock, Nicola; Gillborn, David; Vincent, Carol and Ball, Stephen. 2014. The Colour of Class: the educational strategies of the Black middle classes. Abingdon: Routledge. ISBN 9780415809818 [Book]

Rollock, Nicola; Gillborn, David; Vincent, Carol and Ball, Stephen. 2011. The Public Identities of the Black Middle Classes: Managing Race in Public Spaces. Sociology, 45(6), pp. 1078-1093. ISSN 0038-0385 [Article]

Rollock, Nicola; Vincent, Carol; Gillborn, David and Ball, Stephen. 2013. ‘Middle class by profession’: Class status and identification amongst the Black middle classes. Ethnicities, 13(3), pp. 253-275. ISSN 1468-7968 [Article]

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Ros i Sole, Cristina. 2022. Lived languages: ordinary collections and multilingual repertoires. International Journal of Multilingualism, 19(4), pp. 647-663. ISSN 1479-0718 [Article]

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Ros i Sole, Cristina. 2016. The Personal World of the Language Learner. London: Palgrave Macmillan. ISBN 9781137528520 [Book]

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Ros i Sole, Cristina. 2022. The Textures of Language: An auto-ethnography of a gloves collection. In: Vally Lytra; Cristina Ros i Sole; Jim Anderson and Vicky Macleroy, eds. Liberating Language Education. Bristol: Multilingual Matters. ISBN 9781788927932 [Book Section]

Ros i Sole, Cristina. 2014. The paradoxes of language learning and integration in the European context. In: David Mallows, ed. Language issues in migration and integration: perspectives from teachers and learners. London: British Council, pp. 55-78. ISBN 9780863557378 [Book Section]

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Rose, Janet. 2001. The Impact of Action Research on Practitioners' Thinking: A Supporting Case for Action Research as a Method of Professional Development. Doctoral thesis, Goldsmiths, University of London [Thesis]

Rosen, Michael. 2017. BBC Radio 4 - Word of Mouth, Autism and Communication. [Broadcast]

Rosen, Michael. 2018. BBC Radio 4 - Word of Mouth, Language and Gender Identity. [Broadcast]

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Rosen, Michael. 2017. Bah! Humbug! A Christmas Carol, illustrated by Tony Ross. London: Scholastic. ISBN 9781407185170 [Book]

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Rosen, Michael. 2017. Barking at Bagels, illustrated by Tony Ross. London: Andersen. ISBN 9781783445059 [Book]

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Rosen, Michael. 2016. Bilal's Brilliant Bee, illustrated by Tony Ross. London: Andersen. ISBN 9781783443956 [Book]

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Rosen, Michael. 2016. The Bus is for Us, illustrated by Gill Tyler. London: Walker Books. ISBN 9781406365542 [Book]

Rosen, Michael. 2014. Choosing Crumble. Andersen Press Ltd. ISBN 978-1849395281 [Book]

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Rosen, Michael. 2017. The Disappearance of Emile Zola, Love, Literature and the Dreyfus Case. London: Faber & Faber. ISBN 9780571312016 [Book]

Rosen, Michael. 2015. Don't Mention the Children. Ripon: Smokestack Books. ISBN 9780993149023 [Book]

Rosen, Michael. 2014. Good Ideas: How to be Your Child’s (and Your Own) Best Teacher. John Murray. ISBN 978-1444796421 [Book]

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Rosen, Michael. 2015. A Great Big Cuddle, poems for the very young, illustrated by Chris Riddell. London: Candlewick. ISBN 9780763681166 [Book]

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Rosen, Michael. 2016. Jelly Boots, Smelly Boots, illustrated by David Tazzyman. London: Bloomsbury Children's Books. ISBN 9781408873434 [Book]

Rosen, Michael. 2016. The Laugh Out Loud Joke Book. London: Scholastic. ISBN 9781407172996 [Book]

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Rosen, Michael. 2017. Listening to a Pogrom on the Radio. Ripon: Smokestack Books. ISBN 978-0-9957675-2-2 [Book]

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Rosen, Michael. 2015. Monster illustrated by Neal Layton. London: Bloomsbury Children's Books. ISBN 9781408846964 [Book]

Rosen, Michael. 2014. Poetry for Children. In: Catherine Butler and Kimberley Reynolds, eds. Modern Children's Literature: An Introduction (Second Edition). London: Red Globe Press, pp. 70-86. ISBN 9781137357458 [Book Section]

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Rosen, Michael. 2017. So They Call You Pisher! A memoir. London: Verso. ISBN 9781786633965 [Book]

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Rosen, Michael. 2015. Uncle Gobb and the Dread Shed, illustrated by Neal Layton. London: Bloomsbury Children's Books. ISBN 9781408851319 [Book]

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Rosen, Michael. 2016. What is Poetry? The essential guide to reading and writing poems, illustrated by Jill Calder. London: Walker Books. ISBN 9781844287635 [Book]

Rosen, Michael and McEwen, Katharine. 2014. Send for a Superhero! Walker Books. ISBN 978-1406355505 [Book]

Rosen, Michael and Mould, Chris. 2014. Wolfman. Barrington Stoke Ltd. ISBN 978-1781123744 [Book]

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Rosen, Michael and Young, Annemarie. 2015. What is Humanism? How do you live without a god? And Other Big Questions for Kids. London: Wayland. ISBN 9780750288422 [Book]

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Rosen, Michael and Young, Annemarie. 2016. Who are Refugees and Migrants? What Makes People Leave their Homes? And Other Big Questions. London: Wayland. ISBN 9780750299855 [Book]

Rubin, Joan; Uhl Chamot, Anna; Harris, Vee and Anderson, Neil J.. 2007. Intervening in the Use of Strategies. In: A. D. Cohen and E. Macaro, eds. Language Learner Strategies: 30 Years of Research and Practice. Oxford: Oxford University Press, pp. 141-160. ISBN 978-0-19-442254-3 [Book Section]

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Ruby, Mahera. 2015. Family jigsaws : how intergenerational relationships between grandparents, parents, and children impact on the learning that takes place between the generations, and how this contributes to the child's learning experiences at home and at school.. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Ruby, Mahera; Kenner, Charmian; Jessel, John; Gregory, Eve E. and Arju, Tahera. 2007. Gardening with grandparents: an early engagement with the science curriculum. Early Years, 27(2), pp. 131-144. ISSN 09575146 [Article]

Saito, Sachie. 2010. Cross-cultural Friendships between Non-Native Speakers of Japanese and Japanese University Students in Tokyo. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Saleh, Nsreen. 2021. Uprooted and Exiled: Experiences of displacement, learning English, and social exclusion in the lives of refugee Arab Muslim women living in London. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Sangster, Deborah Anne. 2018. What informs success for African-Caribbean Black-British girls and their mothers in the final year of primary school? Success through resistance. Doctoral thesis, Goldsmiths, University of London [Thesis]

Sayers, Esther. 2024. Board Women: Feel the fear and drop in anyway - Esther Sayers Season 0, Ep. 2. [Audio]

Sayers, Esther. 2024. Book Review: Pedagogies of Taking Care by Dennis Atkinson. Philosophy of Education Society of Great Britain Blog, [Article]

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Sayers, Esther. 2024. Common Grounds: Skateboarding, Learning and the Built Environment. City Mill Skate and UCL, London. [Other]

Sayers, Esther. 2012. Gifted by Nature for Seeing Through. Tate online, [Article]

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Sayers, Esther. 2011. Investigating the Impact of Contrasting Paradigms of Knowledge on the Emancipatory Aims of Gallery Programmes for Young People. International Journal Of Art & Design Education, 30(3), pp. 409-422. ISSN 1476-8062 [Article]

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Sayers, Esther. 2025. Learning for Life: skateboarding, public pedagogy and belonging. In: Sander Holsgens and Adelina Ong, eds. Skate/Worlds: new pedagogies for skateboarding. Groningen, Netherlands: Groningen University Press, pp. 73-94. ISBN 9789403430607 [Book Section]

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Sayers, Esther. 2014. Making ‘Culture Vultures’: an investigation into the socio-‐cultural factors that determine what and how young people learn in the art gallery. Doctoral thesis, Goldsmiths, University of London [Thesis]

Sayers, Esther. 2019. Skateboarding, Pedagogy and Motherhood. Free Skateboard Magazine, London. [Other]

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Sayers, Esther. 2023. Skateboarding, Time and Ethics: An auto ethnographic adventure of motherhood and risk. Sport, Ethics and Philosophy, 17(3), pp. 306-326. ISSN 1751-1321 [Article]

Sayers, Esther. 2011. Subjectivities and school art education. In: Dennis Atkinson, ed. Art, Equality and Learning: Pedagogies Against the State. Sense Publishers, pp. 49-66. ISBN 978-9460914522 [Book Section]

Sayers, Esther. 2015. www.nwcambridgeart.com/artscapers. [Digital]

Sayers, Esther; Griffin, Sam and Wilkinson, Sam. 2022. City Mill Pool Street. [Project]

Sayers, Esther and Kingsford, Henry. 2020. The Bumps - a grassroots community project. Grey Skateboard Magazine, 5(6), [Article]

Sayers, Esther and Sutton, Josh. 2020. Senior Skateboarding. Slam City Skates blog, [Article]

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Sewell, Alexandra; Davies, Max; Zwarthoed, Jennifer; Baird, Alexandra; Matasovska, Klaudia; Kirk, Max and Sterk, Pippa. 2022. Voice Practices to Support LGBTQIA+ Educators and Pupils. In: Alexandra Sewell, ed. Diverse Voices in Education: A Workbook for Promoting Pupil, Parent and Professional Voice. Abingdon: Routledge, pp. 150-167. ISBN 9780367761837 [Book Section]

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Shahriar, Ambreen. 2013. Making a Better Life: The Stories of People from Poor Rural Backgrounds in Sindh, Pakistan. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Shahwan, Sara. 2024. Ecological Identity in the Making: Poetic Encounters between Young Migrants and the Elements of Nature. Doctoral thesis, Goldsmiths, University of London [Thesis]

Shain, Farzana. 2024. Addressing the triple challenge of right-wing populism, nationalism and colonial amnesia in and through human rights education. In: Audrey Osler and Beate Goldschmidt-Gjerløw, eds. Nordic Perspectives on Human Rights Education Research and Practice for Social Justice. Abingdon: Routledge, pp. 241-246. ISBN 9781032375373 [Book Section]

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Shain, Farzana. 2000. Culture, Survival and Resistance: theorizing young Asian women’s experiences and strategies in contemporary British schooling and society. Discourse: Studies in the Cultural Politics of Education, 21(2), pp. 155-174. ISSN 0159-6306 [Article]

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Shain, Farzana. 2017. Dangerous radicals or symbols of crisis and change: re-theorising the status of Muslim boys as a threat to the social order. In: Máirtín Mac an Ghaill and Chris Haywood, eds. Muslim Students, Education and Neoliberalism: Schooling a 'Suspect Community'. Basingstoke: Palgrave Macmillan, pp. 17-33. ISBN 9781137569219 [Book Section]

Shain, Farzana. 2020. Educating. In: S Mathewman; B Curtis and D Mayeda, eds. Being Sociological. London: Macmillan International (Red Globe Press), pp. 219-236. ISBN 9781352011159 [Book Section]

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Shain, Farzana. 2012. ‘Getting on’ rather than ‘getting by’: ethnicity, class and ‘success against the odds’. British Journal of Sociology of Education, 33(1), pp. 153-163. ISSN 0142-5692 [Article]

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Shain, Farzana. 2013. 'The Girl Effect': Exploring Narratives of Gendered Impacts and Opportunities in Neoliberal Development. Sociological Research Online, 18(2), pp. 181-191. [Article]

Shain, Farzana. 2014. Intersections of 'race', class and gender in the social and political identifications of young Muslims in England. In: Kalwant Bhopal and John Preston, eds. Intersectionality and "Race" in Education. London: Routledge, pp. 138-156. ISBN 9781138021518 [Book Section]

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Shain, Farzana. 2020. Minority Students in the UK. In: M David and M Amey, eds. The Sage Encyclopedia of Higher Education. Sage, pp. 1062-1064. ISBN 9781473942912 [Book Section]

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Shain, Farzana. 2021. Navigating the unequal education space in post-9/11 England: British Muslim girls talk about their educational aspirations and future expectations. Educational Philosophy and Theory, 53(3), pp. 270-287. ISSN 0013-1857 [Article]

Shain, Farzana. 2011. The New Folk Devils: Muslim Boys and Education in England. Stoke-on-Trent: Trentham Books. ISBN 9781858564425 [Book]

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Shain, Farzana. 2020. Race matters: confronting the legacy of empire and colonialism. British Journal of Sociology of Education, 41(2), pp. 272-280. ISSN 0142-5692 [Article]

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Shain, Farzana. 2013. Race, Nation and Education: An overview of British attempts to manage diversity since the 1950s. Educational Enquiry, 4(1), pp. 63-85. ISSN 2000-4508 [Article]

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Shain, Farzana. 2010. Refusing to Integrate: Asian girls, achievement and the experience of schooling. In: C Jackson; Carrie F. Paechter and E Renold, eds. Girls and Education 3-16: Continuing concerns. Maidenhead: Open University Press, pp. 62-74. ISBN 9780335235629 [Book Section]

Shain, Farzana. 2003. The Schooling and Identity and Asian Girls. Stoke-on-Trent: Trentham Books. ISBN 9781858561813 [Book]

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Shain, Farzana. 2016. Succeeding against the odds: can schools ‘compensate for society’? Education 3-13, 44(1), pp. 8-18. ISSN 0300-4279 [Article]

Shain, Farzana. 2009. Uneasy Alliances: British Muslims and Socialists since the 1950s. Journal of Communist Studies and Transition Politics, 25(1), pp. 95-109. ISSN 1352-3279 [Article]

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Shain, Farzana and Gleeson, Denis. 1999. Under new management: changing conceptions of teacher professionalism and policy in the further education sector. Journal of Education Policy, 14(4), pp. 445-462. ISSN 0268-0939 [Article]

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Shain, Farzana; Qadir, Parvez and Henderson, Kirstie. 2020. Changing The Narrative. [Film/Video]

Shibata, Ayako. 2009. English in Japan: Conceptualisations of English and English Education in Japanese Education and Social Contexts. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Silva, Carolina Carvalho Palma da. 2017. Youth Forums in Contemporary Art Museums: Mapping Untimely Entanglements. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Slyman, Souad. 2017. Managing Change in Adult Education. Business Expert Press Expert Insights Publishing, pp. 1-8. [Article]

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Slyman, Souad; Gillies, Marco and Lytra, Vally. 2022. Developing an Evaluation Framework for Analysing Educational Simulation Games. Proceedings of the 16th European Conference on Games Based Learning, 16(1), pp. 526-534. ISSN 2049-0992 [Article]

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Smart, Sarah; Hutchings, Merryn; Maylor, Uvanney; Mendick, Heather and Menter, Ian. 2009. Processes of middle-class reproduction in a graduate employment scheme. Journal of Education and Work, 22(1), pp. 35-53. ISSN 1363-9080 [Article]

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Smith, Peter K.; Thompson, Fran; Jessel, John; Kožuchová, Andrea; Ferreira, Irene; Idriceanu, Gabriela; Menesini, Ersilia; Miklosz, Margaret and de Villanueva, Marian. 2020. Training, Implementation, and Potential of a Cybermentoring Scheme in Six EU Countries. Journal of Psychologists and Counsellors in Schools, 30(1), pp. 58-72. ISSN 2055-6365 [Article]

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Snowden, Emma. 2009. Enjoy and Achieve: finding opportunities to action the Every Child Matters framework to provide opportunities for children and adults to work collaboratively on an outdoor learning project. FORUM, 51(2), pp. 233-240. [Article]

Snowden, Emma. 2007. Learning through a school garden. Up the garden path.. Masters thesis, Goldsmiths, University of London [Thesis]

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Snowden, Emma and Matthews, Brian. 2007. Making science lessons engaging more popular and equitable through emotional literacy. Science Education Review, 6(3), pp. 1-16. [Article]

Souza, Ana; Kwapong, Amoafi and Woodham, Malgorzata. 2012. Pentecostal and Catholic migrant churches in London – the role of ideologies in the language planning of faith lessons. Current Issues in Language Planning, 13(2), pp. 105-120. ISSN 1466-4208 [Article]

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Souza, Ana and Lytra, Vally. 2024. Learning and performing Sanskrit as a sacred language: children’s religious repertoires and syncretic practice in London. International Journal of Bilingualism, ISSN 1367-0069 [Article] (In Press)

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Stanger, Camilla. 2025. From Looking to Learning: Working with and for Young Black Women in Systems of Whiteness. Pedagogy, Culture & Society, 33(3), pp. 887-903. ISSN 1468-1366 [Article]

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Stanger, Camilla. 2019. “We rehearsed…we was serious…they’re my girls”: developing an embodied pedagogy of hope with young black women ‘at risk’ of exclusion in an inner London college. Doctoral thesis, Goldsmiths, University of London [Thesis]

Stanhope, Clare. 2011. The Artist-Teacher in the Classroom and Changes in the Teacher–Student Relationship, with Reference to the Issue of Censorship. International Journal of Art & Design Education, 30(3), pp. 389-397. ISSN 1476-8062 [Article]

Stanhope, Clare. 2013. Beauty and the Beast – Can Life Drawing Support Female Students in Challenging Gendered Media Imagery? International Journal of Art & Design Education, 32(3), pp. 352-361. ISSN 1476-8062 [Article]

Stanhope, Clare. 2021. Conversation around cultural capital, Clare Stanhope. [Film/Video]

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Stanhope, Clare. 2023. Friction and Failure in the Secondary Art Classroom: Cultivating Decolonial Transformative Pedagogies of Hope. International Journal of Art & Design Education, 42(4), pp. 530-546. ISSN 1476-8062 [Article]

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Stanhope, Clare. 2022. PhEminist Skins of Resistance: Decolonising the female nude through practiceresearch with young women artists. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Su, Chunwen. 2022. Cultural, Linguistic, and Academic Adaptation: An Ethnographic Study of Teenage Chinese EAL Students in a UK Independent School. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Taft, William Orville. 2002. Pedagogical Implications of Hermeneutical Philosophy in Education. Doctoral thesis, Goldsmiths, University of London [Thesis]

Teague, Laura. 2015. ‘Acceptance of the limits of knowability in oneself and others’: performative politics and relational ethics in the primary school classroom. Discourse: Studies in the Cultural Politics of Education, 36(3), pp. 398-408. ISSN 0159-6306 [Article]

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Teague, Laura. 2022. Including ‘difficult’ students: counter politics, play and liveability in the primary school classroom. Discourse: Studies in the Cultural Politics of Education, 43(1), pp. 145-157. ISSN 0159-6306 [Article]

Teague, Laura. 2014. Subjectivity, Agency and Political Pedagogy in the Primary School. Global Studies of Childhood, 4(1), pp. 3-10. [Article]

Teague, Laura. 2014. Understanding education's difficult silences socially and psychically (review essay). Culture, Peagagy and Society, 22(2), pp. 321-327. ISSN 1468-1366 [Article]

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Teague, Laura. 2018. The curriculum as a site of counter politics: theorising the ‘domain of the sayable’. British Journal of Sociology of Education, 39(1), pp. 92-106. ISSN 0142-5692 [Article]

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Thapalyal Hyland, Ranjana. 2016. Education as Mutual Translation: A Yoruba and Vedantic Interface for Art School Pedagogy. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Tom, Dobson and Gilbert, Francis. 2024. Becoming the falconer: productive feedback for the redrafting of creative writing. New Writing, 21(3), pp. 259-278. ISSN 1479-0726 [Article]

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Traianou, Anna. 2025. After the last good year: trade unions and educational reform in Greece. Globalisation, Societies and Education, 23(1), pp. 15-31. ISSN 1476-7724 [Article]

Traianou, Anna. 2020. The Centrality of Ethics in Qualitative Research Practice. In: Patricia Leavy, ed. The Oxford Handbook of Qualitative Research (2nd Edition). Oxford: Oxford University Press, pp. 86-110. ISBN 9780190847388 [Book Section]

Traianou, Anna. 2010. Discussing Friction. In: K Safford; M Stacey and W Hancock, eds. Small Scale Research in Primary Schools: A reader for Learning and Professional Development. London: Routledge, pp. 170-190. ISBN 9780415585590 [Book Section]

Traianou, Anna. 2018. Ethical regulation of social research versus the cultivation of phrónēsis. In: Nathan Emmerich, ed. Virtue Ethics in the Conduct and Governance of Social Science Research. Bingley: Emerald, pp. 163-177. ISBN 9781787146082 [Book Section]

Traianou, Anna. 2014. Ethics versus political bias. Perspectives, [Article]

Traianou, Anna. 2007. Ethnography and the perils of the single case: an example from the sociocultural analysis of primary science expertise. Ethnography and Education, 2(2), pp. 209-220. ISSN 17457823 [Article]

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Traianou, Anna. 2023. Evaluation and its politics: trade unions and education reform in Greece. Education Inquiry, ISSN 2000-4508 [Article] (In Press)

Traianou, Anna. 2019. Greece: Towards ‘Europeanisation’? In: Anna Traianou and Ken Jones, eds. Austerity and The Remaking of European Education. London: Bloomsbury Academic. ISBN 9781350028487 [Book Section]

Traianou, Anna. 2013. Greek Education Reform: Resistance and Despair. In: Ken Jones, ed. Education in Europe: the Politics of Austerity. London: Radicaled Books. ISBN ISBN 978-0-9575538-3-5 [Book Section]

Traianou, Anna. 2017. Heed warnings on teaching assessment before it’s too late. Research Professional, [Article]

Traianou, Anna. 2019. Phrónēsis and the ethical regulation of ethnographic research. In: Hugh Busher and Alison Fox, eds. Implementing Ethics in Educational Ethnography: Regulation and Practice. London: Routledge. ISBN 9781138580251 [Book Section]

Traianou, Anna. 2009. 'Problems at the Interface between Research and Teaching'. In: European Confeernce on Educational Research. University of Vienna, Austria. [Conference or Workshop Item]

Traianou, Anna. 2008. 'Recent educational changes in England and Greece: A comparative study'. In: A year on since the introduction of the new educational curricula: what has changed in schools. University of Patras, Greece, Greece. [Conference or Workshop Item]

Traianou, Anna. 2012. Science Teaching: A Dilemmatic Approach. Ethnography and Education, 7(2), pp. 213-226. ISSN 1745-7823 [Article]

Traianou, Anna. 2006. Teachers' adequacy of subject knowledge in primary science: assessing constructivist perspectives from a sociocultural perspective. International Journal of Science Education, 28(8), pp. 827-842. ISSN 09500693 [Article]

Traianou, Anna. 2016. Teachers, Educational Research and Professional Development: Intellectuals or Technicians. In: George Bagakis, ed. Education Policies and Practices for Teachers’ Professional Development. Athens, Greece: GRIGORIS. [Book Section]

Traianou, Anna. 2009. The Uncertain Character of Recent Educational Reform in Greece. FORUM, 51(2), pp. 131-142. ISSN 0963-8253 [Article]

Traianou, Anna. 2006. Understanding Teacher Expertise in Primary Science: a sociocultural approach. Sense Publishers. ISBN 9077874887 [Book]

Traianou, Anna. 2006. Understanding teacher expertise in primary science: a sociocultural approach. Research Papers in Education, 21(1), pp. 63-78. ISSN 02671522 [Article]

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Traianou, Anna. 2023. The intricacies of conditionality: education policy review in Greece 2015–2018. Journal of Education Policy, 38(2), pp. 342-362. ISSN 0268-0939 [Article]

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Traianou, Anna. 2024. The issue of ’vulnerability’ in researching political elites. Education Inquiry, ISSN 2000-4508 [Article] (In Press)

Traianou, Anna and Hammersley, Martyn. 2007. Ethics and Educational Research, London: Teaching and Learning Research Programme (TLRP). Project Report. Teaching and Learning Research Programme. [Report]

Traianou, Anna and Hammersley, Martyn. 2024. Interrogating the Concept of ‘Vulnerability’ in Social Research Ethics. Diametros – A Journal of Philosophy, ISSN 1733-5566 [Article]

Traianou, Anna and Hammersley, Martyn. 2021. Is there a right not to be researched? Is there a right to do research? Some questions about informed consent and the principle of autonomy. International Journal of Social Research Methodology, 24(4), pp. 443-452. ISSN 1364-5579 [Article]

Traianou, Anna and Hammersley, Martyn. 2008. Making science education evidence-based? A brief reply to Millar, Leach, Osborne and Ratcliffe. Oxford Review of Education, 34(4), pp. 489-492. ISSN 0305-4985 [Article]

Traianou, Anna and Hammersley, Martyn. 2008. Making science education evidence-based? Reflections on a Teaching and Learning Research Programme (TLRP) study. Oxford Review of Education, 34(4), pp. 461-481. ISSN 0305-4985 [Article]

Traianou, Anna and Hammersley, Martyn. 2010. 'Moralism and the situated character of qualitative research practice.'. In: British Educational Research Association Annual Conference. University of Warwick, United Kingdom. [Conference or Workshop Item]

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Traianou, Anna and Jones, Ken. 2019. Austerity and the Remaking of Education Policy in Europe since 2008. In: Anna Traianou and Ken Jones, eds. Austerity and the Remaking of European Education. London: Bloomsbury Academic, pp. 5-28. ISBN 9781350028487 [Book Section]

Traianou, Anna and Jones, Ken, eds. 2019. Austerity and the Remaking of European Education. London: Bloomsbury Academic. ISBN 9781350028487 [Edited Book]

Traianou, Anna; Stevenson, Howard; Pearce, Sarah and Brady, Jude. 2025. “Are you on slide 8 yet?”: The impact of standardised curricula on teacher professionalism. Project Report. National Education Union (NEU), London. [Report]

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Travers, Joan. 2009. Mind the Gap?: Children's Domestic Writings and Their Implications for Educational Practice. Doctoral thesis, Goldsmiths, University of London [Thesis]

Turner, Joan. 2012. Academic Literacies: Providing a Space for the Socio-political Dynamics of EAP. Journal of English for Academic Purposes, 11(1), pp. 17-25. ISSN 1475-1585 [Article]

Turner, Joan. 2004. Academic Literacy in Post-colonial times: Hegemonic Norms and Transcultural Possibilities. In: A. Phipps and M. Guilherme, eds. Critical Pedagogy. Political Approaches to Language and Intercultural Communication. Multilingual Matters, pp. 22-32. ISBN 1853597538 [Book Section]

Turner, Joan. 2008. In the Balance: Weighing Up Conceptual Culture. In: Erich A. Berendt, ed. Metaphors for Learning: Cross-cultural Perspectives. (22) John Benjamins, pp. 13-28. ISBN 978 90 272 9160 8 [Book Section]

Turner, Joan. 2004. Language as Academic Purpose. Journal of English for Academic Purposes, 3(2), pp. 95-109. ISSN 14751585 [Article]

Turner, Joan. 2010. Language in the Academy: Cultural Reflexivity and Intercultural Dynamics. Clevedon, Buffalo, Toronto, Sydney: Multilingual Matters. ISBN 9781847693211 [Book]

Turner, Joan. 2011. Rewriting Writing in Higher Education: The Contested Spaces of Proofreading. Studies in Higher Education, 36(4), pp. 427-440. ISSN 0307-5079 [Article]

Turner, Joan. 2003. Writing a PhD in the contemporary humanities. Hong Kong Journal of Applied Linguistics, 8(2), pp. 34-53. ISSN 10284435 [Article]

Turner, Joan and Hiraga, M.. 2003. Misunderstanding Teaching and Learning. In: J. House; G. Kasper and S. Ross, eds. Misunderstanding in social life: Discourse approaches to problematic talk. Longman/Pearson Education, pp. 151-169. ISBN 058238222X [Book Section]

Turner, Joan and Hiraga, M. K.. 2012. Researching Intercultural Communication in a UK Higher Education Context. In: Martin Cortazzi and Lixian Jin, eds. Researching Intercultural Learning. London: Palgrave Macmillan, pp. 117-134. ISBN 9780230321335 [Book Section]

Turner, Patrick. 2011. '‘Battling the Battle: Civilizing Hip Hop Subculture’'. In: Popular Music, Youth and Social Change conference. London Metropolitan University, United Kingdom. [Conference or Workshop Item]

Turner, Patrick. 2009. '‘A Defence of Illegal Graffiti’'. In: Seminar Series for The Centre for Design Against Crime. Central St-Martins School of Art, United Kingdom. [Conference or Workshop Item]

Turner, Patrick. 2005. '‘Drugs and Prohibition’'. In: Battle of Ideas. Royal College of Art, London, United Kingdom. [Conference or Workshop Item]

Turner, Patrick. 2009. '‘Informal Education, Youth and the ‘Commons’’'. In: Youth and Policy, History of Youth Work conference. Durham University, United Kingdom. [Conference or Workshop Item]

Turner, Patrick. 2006. ‘Not Enough Respect: a Response to the Government Respect Agenda’. In: , ed. Battle in Print: Battle of Ideas. [Book Section]

Turner, Patrick. 2008. Talk to Frank: Youth Lifestyles, Branding and Government Rationality. Youth and Policy, 100, ISSN 0262-9798 [Article]

Turner, Patrick. 2007. ‘The Transition to Work and Adulthood’. In: D Hayes; T Marshall and A Turner, eds. A Guide to Further Education. Buckingham: Open University Press. [Book Section]

Turner, Patrick. 2006. What has G.K. Chesterton got to say about Youth. Youth and Policy, 89, ISSN 0262-9798 [Article]

Turner, Patrick. 2006. Why Does Youth Matter. Youth and Policy, 89, ISSN 0262-9798 [Article]

Turner, Patrick. 2004. '‘Young People’s Virtual Drug Teams’'. In: Government Office of London Drug Team conference. London, United Kingdom. [Conference or Workshop Item]

Turner, Patrick. 2005. '‘Youth policy and Health Promotion’'. In: Youth and Policy, History of Youth Work conference. Durham University, United Kingdom. [Conference or Workshop Item]

Turner, Patrick and Willcocks, M. 2012. '‘The Street Painted in Red Herrings’ (street art and agonistic social space)'. In: Return to the Street conference. Centre for Cultural Studies, Goldsmiths University, London, United Kingdom. [Conference or Workshop Item]

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Unjore, Sanju. 2024. 'And the teacher started dictating some notes that the students copied diligently…' A washback study of the English literature HSC exams in Mauritius. Other thesis, Goldsmiths, University of London [Thesis]

Vally, Lytra; Gregory, Eve E.; Jessel, John; Kenner, Charmian; Ruby, Mahera; Ilankuberan, Arani; Choudhury, Halimun; Kwapong, Amoafi; Woodham, Malgozarta and Souza, Ana. 2010. 'Journeying across sites : knowledge building and identity positioning in team ethnography'. In: Explorations in ethnography, language and communication. Aston University, United Kingdom. [Conference or Workshop Item]

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Verguete, Cátia. 2022. (Re)-Creating, Interpreting and Appropriating Portuguese Language Policies in the UK. Doctoral thesis, Goldsmiths, University of London [Thesis]

Vincent, Carol; Ball, Stephen; Rollock, Nicola and Gillborn, David. 2013. Three generations of racism: Black middle-class children and schooling. British Journal of Sociology of Education, 34(5-6), ISSN 0142-5692 [Article]

Vincent, Carol; Rollock, Nicola; Ball, Stephen and Gillborn, David. 2012. Being strategic, being watchful, being determined: Black middle- class parents and schooling. British Journal of Sociology of Education, 33(3), pp. 337-354. ISSN 0142-5692 [Article]

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Vincent, Carol; Rollock, Nicola; Ball, Stephen and Gillborn, David. 2013. Raising Middle-class Black Children: Parenting Priorities, Actions and Strategies. Sociology, 47(3), pp. 427-442. ISSN 0038-0385 [Article]

Wadsworth, John. 2013. Do we really need Teach First for the Early Years? Nursery World, ISSN 0029-6422 [Article]

Wadsworth, John. 2013. Helpful articles on parenting and child development. Cbeebies International, [Article]

Wadsworth, John. 2013. Like an 'Uncontrolled Toddler' Elizabeth Truss Risks Causing Chaos in England's Nursery Education and Child Care Sector. FORUM, 55(3), pp. 439-446. ISSN 0963-8253 [Article]

Wadsworth, John. 2010. The Simple View of Education or Education Policy for Dummies. FORUM, 52(2), pp. 159-162. ISSN 0963-8253 [Article]

Walton, Neil. 2024. Art History in the Art and Design Curriculum. In: Andy Ash and Peter Carr, eds. A Practical Guide to Teaching Art and Design in the Secondary School. Abingdon: Routledge, pp. 181-191. ISBN 9781032455303 [Book Section]

Walton, Neil. 2025. Critical Studies in Art and Design: An Introduction. In: Nicholas Addison and Lesley Burgess, eds. Learning to Teach Art and Design in the Secondary School: A Companion to School Experience. Abingdon: Routledge, pp. 195-198. ISBN 9781032890319 [Book Section]

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Walton, Neil. 2023. Making art explicit: knowledge, reason and art history in the art and design curriculum. International Journal of Art and Design Education, 42(4), pp. 574-583. ISSN 1476-8062 [Article]

Warmington, Paul. 2024. Permanent Racism: Race, Class and the Myth of Postracial Britain. Bristol: Policy Press/ Bristol University Press. ISBN 9781447360179 [Book]

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Warmington, Paul; Gillborn, David; Rollock, Nicola and Demack, Sean. 2018. “They can’t handle the race agenda”: stakeholders’ reflections on race and education policy, 1993–2013. Educational Review, 70(4), pp. 409-426. ISSN 0013-1911 [Article]

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Warner, Clare. 2019. From Margins to Centre: The Experiences of Black Free School Proposers. Doctoral thesis, Goldsmiths, University of London [Thesis]

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Wilkins, Andrew. 2022. Academisation and the law of ‘attraction’: An ethnographic study of relays, connective strategies and regulated participation. In: Christy Kulz; Kirsty Morrin and Ruth McGinity, eds. Inside the English Education Lab: Critical Ethnographic Perspectives on the Academies Experiment. Manchester: Manchester University Press, pp. 35-59. ISBN 9781526145383 [Book Section]

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Wilkins, Andrew. 2014. Affective Labour and Neoliberal Fantasies: The Gendered and Moral Economy of School Choice in England. In: Melinda Vandenbeld Giles, ed. Mothering in the Age of Neoliberalism. Bradford, Ontario: Demeter Press, pp. 265-282. ISBN 9781927335284 [Book Section]

Wilkins, Andrew. 2018. Assembling schools as organisations: On the limits and contradictions of neoliberalism. In: Michael Connolly; David H. Eddy-Spicer; Chris James and Sharon D. Kruse, eds. The SAGE Handbook of School Organization. London: SAGE, pp. 509-523. ISBN 9781526420664 [Book Section]

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Wilkins, Andrew. 2013. Book review of Local Democracy, Civic Engagement and Community: From New Labour to the Big Society by Hugh Atkinson. LSE Review of Books, [Article]

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Wilkins, Andrew. 2021. Book review of Reframing Education as a Public and Common Good: Enhancing Democratic Governance by Rita Locatelli. Journal of Education Policy, 36(1), pp. 155-158. ISSN 0268-0939 [Article]

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Wilkins, Andrew. 2015. Book review of STEM strategies: student ambassadors and equality in higher education by Clare Gartland. Journal of Education Policy, 30(5), pp. 747-748. ISSN 0268-0939 [Article]

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Wilkins, Andrew. 2013. Book review of Social Theory and Education Research by Mark Murphy (ed.). Social Theory Applied, [Article]

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Wilkins, Andrew. 2020. Book review of The Handbook of Global Education Policy by K. Mundy, A. Green, B. Lingard, and A. Verger (eds). Journal of Education Policy, 35(2), pp. 284-286. ISSN 0268-0939 [Article]

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Wilkins, Andrew. 2017. Book review of Through a glass darkly: The social science look at the neoliberal university by Margaret Thornton (ed.). Journal of Education Policy, 32(3), pp. 386-387. ISSN 0268-0939 [Article]

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Wilkins, Andrew. 2010. Citizens and/or consumers: mutations in the construction of concepts and practices of school choice. Journal of Education Policy, 25(2), pp. 171-189. ISSN 0268-0939 [Article]

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Wilkins, Andrew. 2012. Commodifying diversity: Education and governance in the era of neoliberalism. Human Affairs, 22(2), pp. 122-130. ISSN 1210-3055 [Article]

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Wilkins, Andrew. 2011. Community and School Choice: Geographies of Care and Responsibility. Journal of Community & Applied Social Psychology, 21(1), pp. 1-13. ISSN 1052-9284 [Article]

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Wilkins, Andrew. 2017. Creating expert publics: A governmentality approach to school governance under neoliberalism. In: Steven J Courtney; Ruth McGinity and Helen Gunter, eds. Educational Leadership: Theorising Professional Practice in Neoliberal Times. Abingdon: Routledge, pp. 97-110. ISBN 9780367202170 [Book Section]

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Wilkins, Andrew. 2021. Deconstructing governance: Perspectives in post-positivist thinking. In: Michael A. Peters and Richard Heraud, eds. Encyclopedia of Educational Innovation. Singapore: Springer. ISBN 9789811322624 [Book Section]

Wilkins, Andrew. 2016. Gobernanza escolar y la lógica de la política neoliberal. ¿Qué puede hacer la democracia? In: Jordi Collet and Antoni Tort, eds. La gobernanza escolar democrática. Madrid: Morata, pp. 84-100. ISBN 9788471127846 [Book Section]

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Wilkins, Andrew. 2023. Introduction. In: Andrew Wilkins, ed. Policy Foundations of Education. London: Bloomsbury Academic. ISBN 9781350171138 [Book Section]

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Wilkins, Andrew. 2013. Libertarian paternalism: Policy and everyday translations of the rational and the affective. Critical Policy Studies, 7(4), pp. 395-406. ISSN 1946-0171 [Article]

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Wilkins, Andrew. 2023. Mapping the field: Education policy research and theory. In: Andrew Wilkins, ed. Policy Foundations of Education. London: Bloomsbury Academic. ISBN 9781350171138 [Book Section]

Wilkins, Andrew. 2016. Modernising School Governance: Corporate planning and expert handling in state education. Abingdon: Routledge. ISBN 9780815360674 [Book]

Wilkins, Andrew. 2020. Neoliberalism, citizenship and education: A policy discourse analysis. In: Andrew Peterson; Garth Stahl and Hannah Soong, eds. The Palgrave Handbook of Citizenship and Education. Palgrave Macmillan. ISBN 9783319678276 [Book Section]

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Wilkins, Andrew. 2012. Pedagogy of the Consumer: The Politics of Neo-liberal Welfare Reform. Journal of Pedagogy, 3(2), pp. 161-173. [Article]

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Wilkins, Andrew. 2015. Professionalizing school governance: the disciplinary effects of school autonomy and inspection on the changing role of school governors. Journal of Education Policy, 30(2), pp. 182-200. ISSN 0268-0939 [Article]

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Wilkins, Andrew. 2012. Public battles and private takeovers: Academies and the politics of educational governance. Journal of Pedagogy, 3(1), pp. 11-29. [Article]

Wilkins, Andrew. 2023. Publics in education: Thinking with Gunter on plurality, democracy and local reasoning. In: Tanya Fitzgerald and Steven, J. Courtney, eds. Critical education policy and leadership studies: The intellectual contributions of Helen M. Gunter. Cham, Switzerland: Springer Nature, pp. 113-126. ISBN 97830031368004 [Book Section]

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Wilkins, Andrew. 2012. Push and pull in the classroom: Competition, gender and the neoliberal subject. Gender and Education, 24(7), pp. 765-768. ISSN 0954-0253 [Article]

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Wilkins, Andrew. 2017. Rescaling the local: multi-academy trusts, private monopoly and statecraft in England. Journal of Educational Administration and History, 49(2), pp. 171-185. ISSN 0022-0620 [Article]

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Wilkins, Andrew. 2012. School choice and the commodification of education: A visual approach to school brochures and websites. Critical Social Policy, 32(1), pp. 69-86. ISSN 0261-0183 [Article]

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Wilkins, Andrew. 2011. School choice, consumerism and the ethical strand in talk. Discourse: Studies in the Cultural Politics of Education, 32(2), pp. 357-370. ISSN 0159-6306 [Article]

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Wilkins, Andrew. 2013. Shades of Freire: Exorcising the spectre haunting pedagogy. Journal of Pedagogy, 3(1), pp. 11-12. [Article]

Wilkins, Andrew. 2019. Technologies in rational self-management: Interventions in the ‘responsibilisation’ of school governors. In: Julie Allan; Valerie Harwood and Clara Rübner Jørgensen, eds. World Yearbook of Education 2020: Schooling Governance. Abingdon: Routledge. ISBN 9781138362635 [Book Section]

Wilkins, Andrew. 2019. Wither democracy? The rise of epistocracy and monopoly in school governance. In: Stewart Riddle and Michael W. Apple, eds. Re-imagining Education for Democracy. Abingdon: Routledge, pp. 142-155. ISBN 9780367197124 [Book Section]

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Wilkins, Andrew. 2017. The business of governorship: Corporate elitism in public education. In: Helen M. Gunter; David Hall and Michael W. Apple, eds. Corporate Elites and the Reform of Public Education. Bristol: Policy Press, pp. 161-176. ISBN 9781447326809 [Book Section]

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Wilkins, Andrew. 2019. The processual life of neoliberalisation: Permutations of value systems and normative commitments in a co-operative trust setting. International Journal of Inclusive Education, 23(11), pp. 1180-1195. ISSN 1360-3116 [Article]

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Wilkins, Andrew. 2012. The spectre of neoliberalism: pedagogy, gender and the construction of learner identities. Critical Studies in Education, 53(2), pp. 197-201. ISSN 1750-8487 [Article]

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Wilkins, Andrew and Burke, Penny Jane. 2015. Widening participation in higher education: the role of professional and social class identities and commitments. British Journal of Sociology of Education, 36(3), pp. 434-452. ISSN 0142-5692 [Article]

Wilkins, Andrew; Collet-Sabé, Jordi; Esper, Tomás; Gobby, Brad and Grimaldi, Emiliano. 2024. Assembling New Public Management: Actors, networks and projects. In: Derek Brent Edwards; Antoni Verger; Keita Takayama and Marcia McKenzie, eds. Researching Global Education Policy: Diverse Approaches to Policy Movement. Bristol: Policy Press. ISBN 9781447368021 [Book Section]

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Wilkins, Andrew; Collet-Sabé, Jordi; Gobby, Brad and Hangartner, Judith. 2019. Translations of new public management: a decentred approach to school governance in four OECD countries. Globalisation, Societies and Education, 17(2), pp. 147-160. ISSN 1476-7724 [Article]

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Wilkins, Andrew; Courtney, Steven J. and Piattoeva‬, Nelli. 2024. Keywords in education policy research: A conceptual toolbox. Bristol: Policy Press. ISBN 9781447360100 [Book]

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Wilkins, Andrew and Gobby, Brad. 2021. Governance and educational leadership. In: Steven Courtney; Helen Gunter; Richard Niesche and Tina Trujillo, eds. Understanding educational leadership: Critical perspectives and approaches. London: Bloomsbury Academic, pp. 309-322. ISBN 9781350081833 [Book Section]

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Wilkins, Andrew and Gobby, Brad. 2024. Objects and subjects of risk: A governmentality approach to education governance. Globalisation, Societies and Education, 22(5), pp. 915-928. ISSN 1476-7724 [Article]

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Wilkins, Andrew and Mifsud, Denise. 2024. What is governance? Projects, objects and analytics in education. Journal of Education Policy, 39(3), pp. 349-365. ISSN 0268-0939 [Article]

Wilkins, Andrew and Olmedo, Antonio. 2018. Conceptualising education governance: Framings, perspectives and theories. In: Andrew Wilkins and Antonio Olmedo, eds. Education governance and social theory: Interdisciplinary approaches to research. London: Bloomsbury Academic. ISBN 9781350040083 [Book Section]

Wilkins, Andrew and Olmedo, Antonio, eds. 2018. Education Governance and Social Theory: Interdisciplinary Approaches to Research. London: Bloomsbury Academic. ISBN 9781350040083 [Edited Book]

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Williams, Emma-Louise and Rosen, Michael. 2017. My Secondary Modern: stories from the invisible generation. FORUM, 59(3), pp. 331-334. ISSN 0963-8253 [Article]

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Woods, Kathryn and Botcherby, Pierre. 2021. Then & Now Arts at Warwick Student Project: Co-creation in the COVID-19 crisis. Exchanges: The Interdisciplinary Research Journal, 8(4), pp. 55-75. ISSN 2053-9665 [Article]

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Worwood, Kelly. 2020. White working class women, subjectivity and neoliberalism. A school based exploration of young women’s experiences and how these experiences have shaped their planned trajectories in the UK context. Doctoral thesis, Goldsmiths, University of London [Thesis]

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de Castro Silva Fernandes Barradas, Olga Maria. 2004. PORTUGUESE STUDENTS IN LONDON SCHOOLS: Patterns of participation in community language classes and patterns of educational achievement. Post-Doctoral thesis, Goldsmiths, University of London [Thesis]

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