School of Education & Communities
| Title | School of Education & Communities |
|---|---|
| Type | School |
| University | UEL |
| Dean | Dr Meera Tiwari |
| Research Administrator | Ms Avinder Bhinder |
| Research Degrees Leader | Dr Iona Burnell Reilly |
| Examination Officer | Ms Avinder Bhinder |
Latest research outputs
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Teachers’ Continuous Professional Development CPD in Algeria and England: A Comparative Study of MFL Teachers in Medea and London
Abdat, A. 2023. Teachers’ Continuous Professional Development CPD in Algeria and England: A Comparative Study of MFL Teachers in Medea and London. PhD Thesis University of East London School of Education and Communities https://doi.org/10.15123/uel.8w278PhD Thesis
Using theatre as a data collection tool in menstrual health research in rural India
Tiwari, M. and Brimicombe, A. 2023. Using theatre as a data collection tool in menstrual health research in rural India. in: Pickering-Saqqa, S. (ed.) Researching Development NGOs: Global and Grassroots Perspectives Routledge.Book chapter
Working together: NGOs, academics, practitioners and researchers
Kraft, K. 2023. Working together: NGOs, academics, practitioners and researchers. in: Pickering-Saqqa, S. (ed.) Researching Development NGOs: Global and Grassroots Perspectives Routledge. pp. 32-44Book chapter
Pressure, Threat, and Fear in the Classroom: Pupils' and Teachers' Perceptions of Soft Failure in an 11+ Context
Lewis, E. 2023. Pressure, Threat, and Fear in the Classroom: Pupils' and Teachers' Perceptions of Soft Failure in an 11+ Context. PhD Thesis University of East London School of Education and CommunitiesPhD Thesis
What happened to domestic programmes? The intriguing case of Islamic Relief Worldwide
Pickering-Saqqa, S. 2023. What happened to domestic programmes? The intriguing case of Islamic Relief Worldwide. in: Pickering-Saqqa, S. (ed.) Researching Development NGOs: Global and Grassroots Perspectives Routledge. pp. 78-96Book chapter
Everyday (Re)bordering
Yuval-Davis, N. and Wemyss, G. 2023. Everyday (Re)bordering. in: Lessard-Phillips, L., Papoutsi, A., Sigona, N. and Ziss, P. (ed.) Migration, Displacement and Diversity: The IRiS anthology Oxford Publishing Services for Institute for Research in Superdiversity (IRiS), University of Birmingham, UK.. pp. 22-26Book chapter
Conclusion: Epistolary Poethics and Agonistic Politics
Tamboukou, M. 2023. Conclusion: Epistolary Poethics and Agonistic Politics. in: Epistolary Narratives of Love, Gender and Agonistic Politics: An Arendtian Approach Routledge.Book chapter
Researching Development NGOs: Global and Grassroots Perspectives
Pickering-Saqqa, S. (ed.) 2023. Researching Development NGOs: Global and Grassroots Perspectives. Routledge.Book
Epistolary Narratives of Love, Gender and Agonistic Politics: An Arendtian Approach
Tamboukou, M. 2023. Epistolary Narratives of Love, Gender and Agonistic Politics: An Arendtian Approach. Routledge.Book
Bordering seafarers at sea and onshore
Wemyss, G. 2023. Bordering seafarers at sea and onshore. Frontiers in Sociology. 7 (Art. 1084598). https://doi.org/10.3389/fsoc.2022.1084598Article
Complicity, trauma, love: an exploration of the experiences of LGBTQIA+ members from physical education spaces
Lynch, S., Davies, L., Ahmed, D. and Mcbean, L. 2023. Complicity, trauma, love: an exploration of the experiences of LGBTQIA+ members from physical education spaces. Sport, Education and Society. 23 (9), pp. 1082-1098. https://doi.org/10.1080/13573322.2022.2141216Article
Critical Theory and International Relations: Knowledge, Power and Practice
Hobden, S. 2023. Critical Theory and International Relations: Knowledge, Power and Practice. Manchester University Press.Book
What are the views and experiences of autistic teachers? Findings from an online survey in the UK
Wood, R. and Happé, F. 2023. What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability and Society. 38 (1), pp. 47-72. https://doi.org/10.1080/09687599.2021.1916888Article
Antigone re-imagined: uprooted women’s political narratives
Tamboukou, M. 2023. Antigone re-imagined: uprooted women’s political narratives. Feminist Theory. 24 (3), p. 416–432. https://doi.org/10.1177/14647001211005298Article
Critical pedagogies for community building: Challenging ableism in higher education physical education in the United States
Lynch, S., Simon, M. and Maher, A. 2023. Critical pedagogies for community building: Challenging ableism in higher education physical education in the United States. Teaching in Higher Education. 28 (1), pp. 195-210. https://doi.org/10.1080/13562517.2020.1789858Article
National Improvement Framework and teacher identity: a (re)turn to performativity in Scotland?
Mcwhinney-Tripp, J. 2022. National Improvement Framework and teacher identity: a (re)turn to performativity in Scotland? Research in Teacher Education. 12 (1), pp. 41-46. https://doi.org/10.15123/uel.8xvz0Article
Preparing social work students for practice by involving young people with profound and multiple learning disabilities in teaching and learning
Kwiatkowska, G. and Stowell, K. 2022. Preparing social work students for practice by involving young people with profound and multiple learning disabilities in teaching and learning. Research in Teacher Education. 12 (1), pp. 35-40. https://doi.org/10.15123/uel.8xvyzArticle
Rigour in teacher education revisited: a Freirean mark of creative freedom
Humphreys, H. 2022. Rigour in teacher education revisited: a Freirean mark of creative freedom. Research in Teacher Education. 12 (1), pp. 29-34. https://doi.org/10.15123/uel.8xvyyArticle
Embrace unashamedly the therapeutic qualities and benefits of youth work to young people and communities
Trimmer-Platman, T. 2022. Embrace unashamedly the therapeutic qualities and benefits of youth work to young people and communities. Research in Teacher Education. 12 (1), pp. 20-23. https://doi.org/10.15123/uel.8xvyxArticle
Encouraging critical thinking and meaningful engagement in asynchronous discussion forums
Byrne, F. 2022. Encouraging critical thinking and meaningful engagement in asynchronous discussion forums. Research in Teacher Education. 12 (1), pp. 6-11. https://doi.org/10.15123/uel.8xvyvArticle
Editorial
Czerniawski, G. 2022. Editorial. Research in Teacher Education. 12 (1), p. 5. https://doi.org/10.15123/uel.8xvyqArticle
Research in Teacher Education: Volume 12, No. 1, May 2022
Czerniawski, G., Byrne, F., Doyle, M., Trimmer-Platman, T., Beigi, R., Humphreys, H., Kwiatkowska, G., Mcwhinney-Tripp, J., Boyd, P., Thomas, M. and Stowell, K. 2022. Research in Teacher Education: Volume 12, No. 1, May 2022. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8xvy9Portfolio
Creative encounters beyond the door: supporting children and families through Half Moon Theatre's Early Years Creative Play programme
Beigi, R. 2022. Creative encounters beyond the door: supporting children and families through Half Moon Theatre's Early Years Creative Play programme. Research in Teacher Education. 12 (2), pp. 23-27.Article
Banana fibres and oil cans: constructing pedagogical understandings of creativity through childhood play memories in a Ugandan context
Beigi, R. 2022. Banana fibres and oil cans: constructing pedagogical understandings of creativity through childhood play memories in a Ugandan context. Research in Teacher Education. 12 (1), pp. 24-28. https://doi.org/10.15123/uel.8xqx5Article
Educators’ perspectives of online teaching during the pandemic: implications for initial teacher education
Kidd, W. and Murray, J. 2022. Educators’ perspectives of online teaching during the pandemic: implications for initial teacher education. Journal of Education for Teaching. 48 (4), pp. 393-406. https://doi.org/10.1080/02607476.2022.2082273Article
Killing Eve: Inflections of Rebirth and Pathogenesis
Datema, J. and Voela, A. 2022. Killing Eve: Inflections of Rebirth and Pathogenesis. in: Datema, J. and Voela, A. (ed.) Movement, Velocity, and Rhythm from a Psychoanalytic Perspective: Variable Speed(s) Taylor & Francis (Routledge). pp. 19-57Book chapter
Movement, Velocity, and Rhythm from a Psychoanalytic Perspective: Variable Speed(s)
Datema, J. and Voela, A. (ed.) 2022. Movement, Velocity, and Rhythm from a Psychoanalytic Perspective: Variable Speed(s). Taylor & Francis (Routledge).Book
Running with Thieves: Baby Driver and The Beat My Heart Skipped
Voela, A. 2022. Running with Thieves: Baby Driver and The Beat My Heart Skipped. in: Datema, J. and Voela, A. (ed.) Movement, Velocity, and Rhythm from a Psychoanalytic Perspective: Variable Speed(s) Taylor & Francis (Routledge). pp. 98-120Book chapter
Becoming a Critical Educator
Taylor, L. 2022. Becoming a Critical Educator. in: Cowden, S., Asher, G., Housee, S. and Alpesh, M. (ed.) Critical Pedagogy and Emancipation: A Festschrift in Memory of Joyce Canaan. Peter Lang. pp. 147-167Book chapter
Class is a verb: lived encounters of a minority ethnic academic who self-identifies with aspects of working class cultures in the UK
Wong, S. 2022. Class is a verb: lived encounters of a minority ethnic academic who self-identifies with aspects of working class cultures in the UK. in: Burnell Reilly, I. (ed.) The Lives of Working Class Academics: Getting Ideas Above Your Station Emerald. pp. 155-171Book chapter
Report on the Psycho-Social Needs and Support in Duchenne Muscular Dystrophy: The ‘Cinderella’ of DMD Care
Hoskin, J. 2022. Report on the Psycho-Social Needs and Support in Duchenne Muscular Dystrophy: The ‘Cinderella’ of DMD Care. Duchenne UK.Project report
Digital Lifeline Fund Report: Easy Read
Mackey, J., Howe, L., Appleby, M., Stone, E., Kwiatkowska, G., Choksi, A. and RIX Social Researchers, University of East London 2022. Digital Lifeline Fund Report: Easy Read. Good Things Foundation.Project report
Digital Lifeline: Infographic
Mackey, J., Howe, L., Appleby, M., Stone, E., Kwiatkowska, G., Choksi, A. and RIX Social Researchers, University of East London 2022. Digital Lifeline: Infographic. Good Things Foundation.Online educational resource
Digital Lifeline: A Qualitative Evaluation
Mackey, J., Howe, L., Appleby, M., Stone, E., Kwiatkowska, G., Choksi, A. and RIX Social Researchers, University of East London 2022. Digital Lifeline: A Qualitative Evaluation. Good Things Foundation.Project report
Digital Lifeline Fund: Evaluation Summary
Mackey, J., Howe, L., Appleby, M., Stone, E., Kwiatkowska, G., Choksi, A. and RIX Social Researchers, University of East London 2022. Digital Lifeline Fund: Evaluation Summary. Good Things Foundation.Project report
The Embodied Constitution: Key Workers, Bodies, Rights and COVID in Britain
Catterall, C. and Watkinson, C. 2022. The Embodied Constitution: Key Workers, Bodies, Rights and COVID in Britain. in: Antoine, A., Blick, A., Gadbin-George, G. and Gibson-Morgan, E. (ed.) La France et le Royaume-Uni à l’épreuve de la pandemic de Covid-19 Paris, France Mare & Martin. pp. 33-65Book chapter
‘One size does not fit all’: understanding the situated nature of reflective practices
Price, H. and Deveci, Y. 2022. ‘One size does not fit all’: understanding the situated nature of reflective practices. Journal of Social Work Practice. 36 (2), pp. 227-240. https://doi.org/10.1080/02650533.2022.2058920Article
A guide to promoting equity in HE for refugees and asylum seekers
Deveci, Y., Mock Munoz De Luna, C. and Oddy, J. 2022. A guide to promoting equity in HE for refugees and asylum seekers. Times Higher Education.Article
The Rubik’s Cube of Identity
Akbar, K. 2022. The Rubik’s Cube of Identity. in: Burnell Reilly, I. (ed.) The Lives of Working Class Academics: Getting Ideas Above your Station Emerald Publishing Limited. pp. 79-93Book chapter
Mental health and spiritual well-being in humanitarian crises: the role of faith communities providing spiritual and psychosocial support during the COVID-19 pandemic
Goodwin, E. and Kraft, K. 2022. Mental health and spiritual well-being in humanitarian crises: the role of faith communities providing spiritual and psychosocial support during the COVID-19 pandemic. Journal of International Humanitarian Action. 7 (Art. 21). https://doi.org/10.1186/s41018-022-00127-wArticle
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