Items where Division is "Educational Studies > Centre for Identities and Social Justice"
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- Goldsmiths Departments, Centres and Research Units (27855)
- Educational Studies (1080)
- Centre for Identities and Social Justice (109)
- Educational Studies (1080)
Number of items at this level: 109.
Carlile, Anna.
2016.
Recent Trends in School Social Control in the UK.
In: Emmeline Taylor and Aaron Kupchik, eds.
Handbook on School Security, Surveillance and Punishment.
Oxon: Routledge.
[Book Section]
(Submitted)
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]
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]
Clark, Sheryl.
2015.
Running into trouble: constructions of danger and risk in girls' access to outdoor space and physical activity.
Sport, Education and Society, 20(8),
pp. 1012-1028.
ISSN 1357-3322
[Article]
Clark, Sheryl; Mountford-Zimdars, Anna and Francis, Becky.
2015.
Risk, Choice and Social Disadvantage: Young People’s Decision-Making in a Marketised Higher Education System.
Sociological Research Online, 20(3),
pp. 110-123.
ISSN 1360-7804
[Article]
Clark, Sheryl and Sayers, Esther.
2023.
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,
ISSN 1468-1366
[Article]
(In Press)
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]
Coşkun, Kerem; Çıkrıkçı, Ozkan; Liebovich, Betty and Kara, Cihan.
2023.
Parent-child interaction in academic experiences: Scale development and validation.
Current Psychology, 42(3),
pp. 2268-2278.
ISSN 1046-1310
[Article]
George, Rosalyn P. and Maguire, Meg.
2021.
Academics ‘Staying on’ Post Retirement Age in English Universities Departments of Education: Opportunities, Threats and Employment Policies.
British Journal of Educational Studies, 69(4),
pp. 453-470.
ISSN 0007-1005
[Article]
George, Rosalyn P. and Maguire, Meg.
2019.
Choice and Diversity in English Initial Teacher Education (ITE): Trainees' Perspectives.
European Journal of Teacher Education, 42(1),
pp. 19-35.
ISSN 0261-9768
[Article]
Gilbert, Francis.
2017.
The Creative Writing Teacher’s Toolkit.
Writing in Education, 2017(73),
[Article]
Gilbert, Francis.
2018.
The Mindful English Teacher: A Toolkit for Learning and Well-Being.
London: FGI Publishing.
ISBN 978-1974255863
[Book]
Gilbert, Francis.
2019.
Mindfulness and Creative Writing.
Writing in Education(77),
ISSN 1361-8539
[Article]
Gilbert, Francis.
2019.
Snow on the Danube.
London: Blue Door Press.
ISBN 9781916475403
[Book]
Gilbert, Francis.
2019.
The Teachers' Standards and English Teaching.
Teaching English(19),
pp. 33-36.
ISSN 2051-7971
[Article]
Gilbert, Francis.
2017.
Where did all the male teachers go?
The Times,
ISSN 0140-0460
[Article]
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]
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]
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]
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.
2018.
Altab Ali: Bangladeshis in east London reflect on legacy of a racist murder.
The Conversation,
[Article]
Hoque, Aminul.
2016.
'British 'others''.
In: British 'others'. Diorama Art Studios, London, United Kingdom 28 April 2016.
[Conference or Workshop Item]
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]
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]
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]
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.
2022.
'Decolonising the curriculum'.
In: Decolonising the curriculum @ We Move conference, Runnymede. University of Leeds, United Kingdom 3 September 2022.
[Conference or Workshop Item]
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.
2021.
'Digital online social research methods'.
In: CHASE Virtual Encounters. University of East Anglia, United Kingdom 25 June 2021.
[Conference or Workshop Item]
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]
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]
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.
2024.
Keynote speech and training/ consultancy: British Bangladeshis: heritage, culture, history and the complexity of identity.
[Professional Activity]
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]
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]
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]
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.
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.
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.
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]
Hoque, Aminul.
2015.
Young British Muslims alienated by 'us versus them' rhetoric of counter-terrorism.
The Conversation,
[Article]
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.
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]
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.
2024.
‘Dokkhina Sundari’ – a local story of climate emergency in Bangladesh.
In: Miranda Matthews, ed.
Educational Ecologies in Practice: Arts Interventions in the Earth Crisis.
Palgrave Macmillan.
[Book Section]
(Forthcoming)
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]
Kennedy, Natacha.
2019.
Becoming: Discourses of trans emergence, epiphanies and oppositions.
In: Ruth Pearce; Igi Moon; Kat Gupta and Deborah Lynn Steinberg, eds.
The Emergence of Trans: Cultures, Politics and Everyday Lives.
Abingdon: Routledge, pp. 46-59.
ISBN 9781138504103
[Book Section]
Kennedy, Natacha.
2018.
Prisoners of Lexicon: Cultural Cisgenderism and Transgender Children.
In: Erik Schneider and Christel Balthes-Löhr, eds.
Normed Children: Effects of Gender and Sex Related Normativity on Childhood and Adolescence.
Bielefeld, Germany: transcript Verlag, pp. 297-312.
ISBN 9783837630206
[Book Section]
Lewis, Kirstin.
2016.
Helping mixed heritage children develop 'character and resilience' in schools.
Improving Schools, 19(3),
pp. 197-211.
ISSN 1365-4802
[Article]
Lewis, Kirstin and Demie, Feyisa.
2019.
The school experiences of mixed race white and black Caribbean children in England.
Ethnic and Racial Studies, 42(12),
pp. 2065-2083.
ISSN 0141-9870
[Article]
Liebovich, Betty.
2000.
Children's Self Assessment.
Issues in Early Childhood Education: Curriculum, Teacher Education, & Dissemination of Information. Proceedings of the Lilian Katz Symposium (Champaign, IL, November 5-7, 2000),
[Article]
Liebovich, Betty.
2018.
The McMillan Sisters, The Roots of the Open-Nursery, and Breaking the Cycle of Poverty.
HSE – Social and Education History, 7(1),
pp. 78-96.
[Article]
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)
Nicholson, Phil and Wilkins, Andrew.
2024.
Intermediaries in local schooling landscapes: Partnership building and policy enactment during times of crisis.
Journal of Education Policy,
ISSN 0268-0939
[Article]
(In Press)
Paechter, Carrie F. and Clark, Sheryl.
2016.
Being ‘nice’ or being ‘normal’: girls resisting discourses of ‘coolness’.
Discourse: Studies in the Cultural Politics of Education, 37(3),
pp. 457-471.
ISSN 0159-6306
[Article]
Paechter, Carrie; Toft, Alex and Carlile, Anna.
2021.
Non-binary young people and schools: pedagogical insights from a small-scale interview study.
Pedagogy, Culture & Society, 29(5),
pp. 695-713.
ISSN 1468-1366
[Article]
Pearce, Sarah.
2012.
Confronting Dominant Whiteness in the Primary Classroom: progressive student teachers’ dilemmas and constraints.
Oxford Review Of Education, 38(4),
pp. 455-472.
ISSN 0305-4985
[Article]
Pearce, Sarah.
2018.
‘It was the small things’: Using the concept of racial microaggressions as a tool for talking to new teachers about racism.
Teaching and Teacher Education, 79,
pp. 83-92.
ISSN 0742-051X
[Article]
Pearce, Sarah.
2010.
Understanding Institutional Racism.
Race Equality Teaching, 28(2),
pp. 15-18.
ISSN 1478-8551
[Article]
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]
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]
Pearce, Sarah and Lewis, Kirstin.
2019.
Changing attitudes to cultural difference: perceptions of Muslim families in English schools.
Cambridge Journal of Education, 49(1),
pp. 1-14.
ISSN 0305-764X
[Article]
Platt, Len.
2017.
Writing London and The Thames Estuary 1576-2016.
Leiden: Brill.
ISBN 9789004346659
[Book]
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]
Shain, Farzana; Yildiz, Umit; Poku, Veronica and Gokay, Bulent.
2021.
From silence to ‘strategic advancement’: institutional responses to
‘decolonising’ in higher education in England.
Teaching in Higher Education, 26(7-8),
pp. 920-936.
ISSN 1356-2517
[Article]
Skinner, David; May, Vanessa and Rollock, Nicola.
2016.
Self-Identity and Its Discontents: Sociology in the 1990s.
Sociology, 50(6),
NP13-NP23.
ISSN 0038-0385
[Article]
Traianou, Anna.
2023.
After the last good year: trade unions and educational reform in Greece.
Globalisation, Societies and Education,
ISSN 1476-7724
[Article]
(In Press)
Traianou, Anna.
2023.
Evaluation and its politics: trade unions and education reform in Greece.
Education Inquiry,
ISSN 2000-4508
[Article]
(In Press)
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]
Traianou, Anna.
2024.
The issue of ’vulnerability’ in researching political elites.
Education Inquiry,
ISSN 2000-4508
[Article]
(In Press)
Traianou, Anna and Hammersley, Martyn.
2024.
Interrogating the Concept of ‘Vulnerability’ in Social Research Ethics.
Diametros – A Journal of Philosophy,
ISSN 1733-5566
[Article]
Warmington, Paul.
2024.
Permanent Racism: Race, Class and the Myth of Postracial Britain.
Bristol: Policy Press/ Bristol University Press.
ISBN 9781447360179
[Book]
Zacharias, Thomas and Mullings-Lawrence, Sireita.
2021.
Legacies of indenture: identity and belonging in post-colonial Jamaica.
Ethnic and Racial Studies, 44(1),
pp. 97-114.
ISSN 0141-9870
[Article]