Journal Issue Page – UCL Press

Home

London Review of Education

Volume 20, Issue 1

Issue date: 05 January 2022

Journal: London Review of Education

Publisher: UCL Press

Cross-disciplinary, collaborative and student-led: developing a change process for diversifying reading lists Barbara Adewumi, Laura R. Bailey, Emma Mires-Richards …
Enacting cultural literacy as a dialogic social practice: the role of provisional language in classroom talk Victoria Cook, Fiona Maine, Anna Čermáková
Education for collaboration: the influence of the third space on professional boundaries Laura Knight, Paul Crampton, Alex McKeown …
Methodologies for decolonising geography curricula in the secondary school and in initial teacher education Cyrus Nayeri, Elizabeth A.C. Rushton
Decolonial approaches to school curriculum for Black, Indigenous and other students of colour Monisha Bajaj
Decolonising the school experience through poetry to foreground truth-telling and cognitive justice Catherine Manathunga, Shelley Davidow, Paul Williams …
What does it mean to decolonise the school music curriculum? Chris Philpott
Book review: Educating for Peace and Human Rights: An introduction, by Maria Hantzopoulos and Monisha Bajaj Hugh Starkey
Book review: Retreat or Resolution? Tackling the crisis of mass higher education, by Peter Scott Paul Temple
An overview of Indigenous peoples in Chile and their struggle to revitalise their native languages: the case of Mapudungun Paulina Moya-Santiagos, Javiera Quiroga-Curín
The rebirth of the call for antiracism in schools: learning from the past Yaa Asare
Decolonising curriculum in education: continuing proclamations and provocations Richard Race, Pere Ayling, Dorrie Chetty …
Decolonisation of curriculum: the case of language education policy in Nepal Prem Prasad Poudel, Liz Jackson, Tae-Hee Choi
Considering the role of social media: #BlackLivesMatter as a pedagogical intervention to decolonise curriculum Thashika Pillay, Claire Ahn, Kenneth Gyamerah …
Karl Mannheim and Jean Floud: a false start for the sociology of education in Britain? Martyn Hammersley
Jagdish Gundara: broadening the field of intercultural studies at the Institute of Education (London) Namrata Sharma
Knowledge and sociality: on the Institute of Education (London) as a second home Michael W Apple
Education, decolonisation and international development at the Institute of Education (London): a historical analysis Elaine Unterhalter, Laila Kadiwal
The impact of the COVID-19 pandemic on primary school students’ mathematical reasoning skills: a mediation analysis Kerem Coskun, Cihan Kara
Richard Peters and his legacy John White, Patricia White
Book review: Outlines of a Theory of Plural Habitus: Bourdieu revisited, by Miklós Hadas Jingbo Ma
Education and equalities in Britain, 2010–2022: due regard and disregard in a time of pandemic Robin Richardson
Disciplinary knowledge for what ends? The values dimension of curriculum research in the Anthropocene David Mitchell, Alexis Stones
Berry Mayall and Roy Bhaskar: critical thinkers Priscilla Alderson
Private school choice among Muslim parents: the public–private school decision in Delhi, India Manjuma Akhtar Mousumi, Tatsuya Kusakabe
The bachelor’s degree in college systems: history, evidence and argument from England Jennifer Allen, Gareth Parry
Decolonising the school curriculum in an era of political polarisation Shahnaz Akhter, Matthew Watson
‘Employers at the heart of the system’: whose system is it anyway? Prue Huddleston, Suzie Branch-Haddow
Beyond the ‘terrors of performativity’: dichotomies, identities and escaping the panopticon Claire Goodley, Jane Perryman
Pressing times, losing voice: critique and transformative spaces in higher education Ahmad Jaber Benswait, Miguel Pérez-Milans
A participatory approach to embedding evidence in practice to support early language and communication in a London nursery school Sinead Harmey, Lynn Ang, Julian Grenier
Developing English VET through social partnership in further education Norman Crowther, Mark Addis, Christopher Winch
The development of primary teacher education at the Institute of Education (London), 1977–1986 Rosemary G Davis
Book review: Neo-Nationalism and Universities: Populists, autocrats, and the future of higher education, by John Aubrey Douglass Philip Altbach, Tessa DeLaquil
Knowledge, culture and the curriculum in Britain, 1944 to the present John Morgan
Research claims within the education industry: managing reflective practice Sinéad Fitzsimons, Stuart D Shaw
What determines logistics sub-degree students’ decision to pursue a bachelor’s degree? Calvin Cheng, Simon S.M Yuen
Thomas Coram: the life and times of a research unit at the Institute of Education (London) Julia Brannen, Peter Moss, Charlie Owen …
Fred Clarke, the Institute of Education (London) and educational studies Gary McCulloch
Phantasy and play: Susan Isaacs and child development Sandra Leaton Gray
Design in Gunther Kress’s social semiotics Elisabetta Adami, Sophia Diamantopoulou, Fei Victor Lim
A primary school head teacher’s experience of pressure to join a multi-academy trust Lee Faris
Conspiring to decolonise language teaching and learning: reflections and reactions from a reading group Peter Browning, Katy Highet, Rowena Azada-Palacios …
Book review: The Philosophy of Higher Education: A critical introduction, by Ronald Barnett Paul Temple
Creating value from co-designing CoMOOCs with teachers in challenging environments Eileen Kennedy, Chika Masuda, Rym El Moussaoui …
Unpacking the tensions between local and national skills policy: employers, colleges and Local Enterprise Partnerships as collaborative anchors Susan James Relly, James Robson
Enquiring into a teacher performance assessment: towards intelligent professional responsibility in initial teacher education Nerida Spina, Rebecca Spooner-Lane, Julia Mascadri …
Climate change and sustainability education in India and the place for arts-based practice: reflections from East Kolkata Wetlands Verity Jones, Saptarshi Mitra, Nobina Gupta
Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum Asma Lebbakhar, Kate Hoskins, Anne Chappell
Book review: Gender, Culture, and Disaster in Post–3.11 Japan, by Mire Koikari Sum Yue (Jessica) Ko
The experiences of newly qualified teachers in 2020 and what we can learn for future cohorts Aimee Quickfall, Philip Wood, Emma Clarke