6️⃣ Humanising research relationships: Democratising education-based enquiry with student researchers
Matthew Green, Alice Little, Elliot Dobson, Oscar Glover, and Joshua Patterson
doi.org/10.1177/0034...
5️⃣ Collaborative climate labs: A youth-led methodology for co-creating community responses to climate change
Carla Malafaia, Juliana Diógenes-Lima, Bruna Pereira, Eunice Macedo, and Isabel Menezes
🔓 Open access: doi.org/10.1177/0034...
4️⃣Troubling understandings of childhood competence in research ethics governance processes: Implications for research with children and their families
Afua Twum-Danso Imoh
🔓 Open access: doi.org/10.1177/0034...
3️⃣“No-one’s contribution is more valid than another’s”: Committing to inclusive democratic methodologies
Kirsty Liddiard, Louise Atkinson, Katy Evans, et al.
🔓 Open access: doi.org/10.1177/0034...
2️⃣“I met my best friends yesterday”: Groups as a democratic practice in Brazilian schools
Amana Rocha Mattos and Luan Carpes Barros Cassal
doi.org/10.1177/0034...
1️⃣Relational research as disruptive practice: The need for democratic methodologies in an era of democratic fragility
Special issue introduction by guest editors
Charlotte Haines Lyon (@haineslyon.bsky.social) and Deborah Ralls
🔓 Open access: doi.org/10.1177/0034...
🚨 New special issue alert! 🚨
✨Democratic Methodologies in Education Research✨
Check out these titles and abstracts 🧵
journals.sagepub.com/toc/riea/121/2
Table of contents for August issue of Research in Education on the topic of Democratic Methodologies in Education Research
A sneak peek of our exciting new special issue incoming for August on...
✨Democratic Methodologies in Education Research✨
Guest Editors: Charlotte Haines Lyon @haineslyon.bsky.social and Deborah Ralls
'The Lacanian Teacher. Education, Pedagogy and Enjoyment.'
Out in July with the Palgrave Lacan Series link.springer.com/book/9783031...
New cover design for Research in Education
For our first issue of 2025, check out our new cover design 🤩
journals.sagepub.com/toc/riea/121/1
6️⃣ Public beliefs about good teaching
Eric Haas, Gustavo Fischman, and Margarita Pivovarova
doi.org/10.1177/0034...
5️⃣ Teaching in uncertain times: Exploring links between the pandemic, assessment workload, and teacher wellbeing in England
Martin Johnson and Victoria Coleman
doi.org/10.1177/0034...
4️⃣ Learning technology beyond positivism and criticism: Reconnecting learning with society through online teaching
Kapil Dev Regmi
🔓 Open access: doi.org/10.1177/0034...
3️⃣ Should we trust the university casual academic? A narrative inquiry case study
Daron Benjamin Loo
doi.org/10.1177/0034...
2️⃣ Exploring the relationship between transphobia and homophobia and other demographic factors among practicing and future primary school teachers
Ana M Amigo-Ventureira, Montserrat Durán, & Renée DePalma
doi.org/10.1177/0034...
1️⃣ Rhythmanalysis as methodology for understanding the social complexity of school spaces
Tanya Davies
🔓 Open access: doi.org/10.1177/0034...
🚨 New issue alert! ✨
journals.sagepub.com/toc/riea/121/1
Give our May issue a browse for our latest articles bringing insights from theory, policy, and practice in education research.
Check out these titles and abstracts 🧵
Since anthropic announced its new university AI release this week, it’s worth circulating my “Clones in the Classroom” article. Silicon Valley AI are predatory EdTech companies designed to Hoover up public funding for education instead of investing in teachers theconversation.com/clones-in-th...
this call is still open - deadline 28 Feb
Postgrad students—this one's for you!
The Philosophy of Education Society of Great Britain (PESGB) is hosting its 2025 Summer School at the University of Strathclyde, Glasgow, from 23-27 June 2025!
1/
A research project flyer from the Philosophy of Education Society of Australasia (PESA) titled "What is going on in Philosophy of Education in Teacher Education? A review of philosophy of education taught in Higher Education programs in Australia." The flyer invites applications for Co-Researcher/Research Associate (Post-Doctoral) positions. The purpose of the project is outlined, emphasizing the identification of philosophy of education offerings in higher education, mapping teaching practices, and informing future research. The approach involves a comparative review over 12 months, including a desktop review, surveys, and expert interviews. The flyer also details the criteria for recognizing experts in the field, listing categories such as professors, academic experts, and PhD/postdoc students. The PESA logo is at the top, and the document has a watermark across it.
A continuation of the PESA Research Pilot Project flyer detailing the project design, role description, and available positions. The text explains that the project will enable concurrent phases leading into expert reflections on philosophy of education teaching, perceptions of the field, and its reception in higher education. The role description outlines responsibilities for co-researchers, including refining the pilot project, obtaining ethics approvals, collaborating on research reports, developing project tools, summarizing findings, and contributing to publications. The flyer states that fractional contract positions for post-doctoral co-researchers are available for up to 18 months from August 2025 to February 2026, with flexible workload fractions. The positions are open to PESA members only. Contact information for further inquiries is provided, along with the PESA logo at the bottom. A watermark is visible across the document.
A page from the PESA Research Project EOI (Expression of Interest) Application. The document contains a table labeled "Applicant Details," with fields for surname, forenames, title, PESA membership confirmation, current position, institution, full postal address, daytime telephone number, and email address. Below the table, a section outlines criteria for applicants, including the ability to work independently at a post-doctoral level, research skills relevant to the project, a track record of publications or grant applications, experience in philosophy of education teaching or research, familiarity with Australian higher education contexts, and submission of a full academic CV. The PESA logo appears at the top, and a watermark is visible across the page.
Research Opportunity with PESA!
Are you a post-doc researcher in Philosophy of Education?
Join our Research Pilot Project:
📚 What is going on in Philosophy of Education in Teacher Education?
Details below👇
#PESAPhilosophy #EducationInquiry #PhilosophyInPractice
This special issue invites papers that explore and open out the relationship between cinema and education. It begins with the provocation that cinema, or at least cinematic experience, might predate education as the latter has been configured within the Western tradition. Like cinematic experience, educational experience may have much older and more mysterious forms. This special issue will investigate those forms whilst also asking how education and cinema might be brought into more critically productive relations today, and how each might serve to question the other’s presuppositions. Format and timelines: Submit your abstract of 200-300 words to a.allen@sheffield.ac.uk Abstract submission: 28 February 2025 Contribution confirmation: 14 March 2025 First submission date: 30 June 2025 Reviews due: 29 August 2025 Final versions due: 28 November 2025
OPEN CALL FOR PAPERS
🔮Cinema and Education🔮
Interested? Contact us here or at the email included below.
Full details here: journals.sagepub.com/page/rie/cfps
@ansgarallen.bsky.social
CfP: Cinema and Education, a special issue forthcoming at Research in Education edited by myself and Sajad Kabgani
Full details here: journals.sagepub.com/page/rie/cfps
@researchined.bsky.social
🚨 New Open Access Article from @neilselwyn.bsky.social et al.
“You can’t really learn the future” – student perspectives of futures education in schools: journals.sagepub.com/doi/10.1177/...
Fascinating insights drawn from students thinking about the future and subsequent limits of schooling 📝
new O/A article! "'You can’t really learn the future' – student perspectives of futures education in schools" ... in these times when we arguably need it more than even, why are students left largely unconvinced of the benefits of futures education in school? journals.sagepub.com/doi/10.1177/...
The Philosophy of Education Society seeks an editor or editors for its journal Philosophy of Education. Application deadline: Jan. 1, 2025. More details here: tinyurl.com/3yj5hcvr
CFP: 2025 Educational Theory Institute (ETI). Scholars in educational philosophy and theory and related areas are invited to submit proposals for the next Institute to be held in Chicago, Illinois, in the summer of 2025. Proposal deadline: Jan. 31, 2025. More info here: tinyurl.com/3rns7zvz
Here’s how Aotearoa NZ’s education system was captured by a right-wing think tank in late 2023 and early 2024.
(Reposting for all the new followers)
It was fun editing this special issue with Sigrid Hartong and @tobiasroehl.bsky.social Most of the articles are open access.
Great to see this SI on educational intermediaries now out @researchined.bsky.social
Our paper, led by Carlos Ortegon with Mathias Decuypere, looks at "edtech brokers" mediating between schools, industry, policy and evidence centres - summary here codeactsineducation.wordpress.com/2024/04/19/e...
