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London Review of Education

Volume 19, Issue 1

Issue date: 13 January 2021

Journal: London Review of Education

Publisher: UCL Press

The role and challenges of education for responsible AI Virginia Dignum
Reconceptualizing the ‘problem’ of widening participation in higher education in England Iain Jones
Do higher education students really seek ‘value for money’?: Debunking the myth Kathleen M. Quinlan
Book review: From ‘Teach for America’ to ‘Teach for China’: Global teacher education reform and equity in education, by Sara Lam Yue Melody Yin
The use of AI in education: Practicalities and ethical considerations Michael J. Reiss
Specialized, systematic and powerful knowledge Jim Hordern
Language, citizenship and schooling: A minority teacher’s perspective Tony Burner, Audrey Osler
Book review: Diversity, Transformative Knowledge, and Civic Education: Selected essays, by James A. Banks Sally Tomlinson
Rise of the machines? The evolving role of AI technologies in high-stakes assessment Mary Richardson, Rose Clesham
AI and the human in education: Editorial Sandra Leaton Gray, Natalia Kucirkova
Narrative practices in developing professional identities: Issues of objectivity and agency Penny Amott
Book review: The Governance of British Higher Education: The impact of governmental, financial and market pressures, by Michael Shattock and Aniko Horvath Ewart Keep
The frugal life and why we should educate for it John White
London, race and territories: Young people’s stories of a divided city Lauren Hammond
Book review: Hannah Arendt on Educational Thinking and Practice in Dark Times: Education for a world in crisis, edited by Wayne Veck and Helen M. Gunter Rita A. Gardiner
‘Decolonising the Medical Curriculum‘: Humanising medicine through epistemic pluralism, cultural safety and critical consciousness Sarah H.M. Wong, Faye Gishen, Amali U. Lokugamage
Can less be more? Instruction time and attainment in English secondary schools: Evidence from panel data Vaughan Connolly
Decolonization in a higher education STEMM institution – is ‘epistemic fragility’ a barrier? Mark Skopec, Molly Fyfe, Hamdi Issa …
Diversity or decolonization? Searching for the tools to dismantle the ‘master’s house’ Muminah Arshad, Rachel Dada, Cathy Elliott …
Book review: The Good Ancestor: How to think long term in a short-term world, by Roman Krznaric Helen Young
Researching literacy policy: Conceptualizing trends in the field Mark Innes, Helen M. Gunter, Paul Armstrong
Decolonize this art history: Imagining a decolonial art history programme at Kalamazoo College Anne Marie Butler, Christine Hahn
Decolonising the curriculum beyond the surge: Conceptualisation, positionality and conduct Mai Abu Moghli, Laila Kadiwal
Curriculum contexts, recontextualisation and attention for higher-order thinking Uwe Krause, Tine Béneker, Jan van Tartwijk …
Book review: P.C. Chang and the Universal Declaration of Human Rights, by Hans Ingvar Roth Chang Liu
Decolonising globalised curriculum landscapes: The identity and agency of academics Vicente Reyes, Sharon Clancy, Henry Koge …
In the face of sociopolitical and cultural challenges: Educational leaders’ strategic thinking skills Rima’a Da’as, Nohad ’Ali
The decolonial turn: reference lists in PhD theses as markers of theoretical shift/stasis in media and journalism studies at selected South African universities Zvenyika Eckson Mugari
Children’s narratives on migrant refugees: a practice of global citizenship José Luis Parejo, Elvira Molina-Fernández, Ainoa González-Pedraza
Educating on democracy in a time of environmental disasters Barbara Wejnert
Book review: Becoming a Scholar: Cross-cultural reflections on identity and agency in an education doctorate, edited by Maria Savva and Lynn P. Nygaard Paul Temple
Rapid reviews as an emerging approach to evidence synthesis in education Sabine Wollscheid, Janice Tripney