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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Ensuring an equitable digital society: challenges of digital transformation in the charity sector
Doná, G., Nanton, R. and Chiara, C. 2022. Ensuring an equitable digital society: challenges of digital transformation in the charity sector. Competitive Advantage in the Digital Economy (CADE 2022). Hybrid Conferece, Venice, Italy 13 - 15 Jun 2022 Institution of Engineering and Technology. https://doi.org/10.1049/icp.2022.2045Conference paper
Zoonotic Politics: The Impossible Bordering of the Leaky Boundaries of Species
Cudworth, E. and Hobden, S. 2022. Zoonotic Politics: The Impossible Bordering of the Leaky Boundaries of Species. Millennium: Journal of International Studies. 50 (3), p. 647–668. https://doi.org/10.1177/03058298221110921Article
Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19
Robson, J. and Zanatta, F. 2022. Navigating pedagogical challenges through authentic pedagogy during the transition to online learning amid COVID-19. Widening Participation and Lifelong Learning. 24 (2), pp. 83-93. https://doi.org/10.5456/WPLL.24.2.83Article
Unsettling the Trump Baby: Learning from values and pedagogy in the early childhood nursery
Robson, J. 2022. Unsettling the Trump Baby: Learning from values and pedagogy in the early childhood nursery. Global Studies of Childhood. 12 (3), p. 288–296. https://doi.org/10.1177/20436106221117846Article
Crossing Conceptual Boundaries XII, 2022
Adams, J., Apwonyokwe, M., Fakhry, Y., Haworth, J., Jones, R., Overill, R., Tsagas, M. and Watkins, D. 2022. Crossing Conceptual Boundaries XII, 2022. The School of Education and Communities, University of East London. https://doi.org/10.15123/uel.8v1zwPortfolio
Retrospective Narratives of the Brokering Roles Assumed by Child Migrants Folllowing Resettlement
Crutchley, R. 2022. Retrospective Narratives of the Brokering Roles Assumed by Child Migrants Folllowing Resettlement. Prof Doc Thesis University of East London School of Education and Communities https://doi.org/10.15123/uel.8qxw2Prof Doc Thesis
Innovative Technologies and Digital Equity: Supporting Unaccompanied Asylum-Seeking and Refugee Children to Achieve Digital Literacy
Nanton, R., Doná, G. and Cestaro, C. 2022. Innovative Technologies and Digital Equity: Supporting Unaccompanied Asylum-Seeking and Refugee Children to Achieve Digital Literacy. Centre for Migration, Refugees and Belonging, University of East London & Refugee Council.Report
Αφηγηματικές περιπλοκές [Narrative Entanglements]
Tamboukou, M. 2022. Αφηγηματικές περιπλοκές [Narrative Entanglements]. in: Kakavoulia, M. and Politis, P. (ed.) Αφήγηση: Μια Πολυεπιστημονική Θεώρηση [Narrative: An Interdisciplinary Approach] Gutenberg. pp. 551-580Book chapter
“Life Is Not Just Normal as Before” COVID-19 and Digital Service Provision in the Charity Sector: A Case Study of the Refugee Council’s Children’s Section
Nanton, R. and Doná, G. 2022. “Life Is Not Just Normal as Before” COVID-19 and Digital Service Provision in the Charity Sector: A Case Study of the Refugee Council’s Children’s Section. Centre for Migration, Refugees and Belonging, University of East London & Refugee Council.Report
A Guide to Providing Emotional Support Online to Refugee Youth
Nanton, R., Doná, G. and Brandão, T. 2022. A Guide to Providing Emotional Support Online to Refugee Youth. Centre for Migration, Refugees and Belonging, University of East London & Refugee Council.Report
The WonderBread Factory: re-reading transformative data through poetic eyes as early career researchers, a poetic representation
Lynch, S. and Davies, L. 2022. The WonderBread Factory: re-reading transformative data through poetic eyes as early career researchers, a poetic representation. Curriculum Studies in Health and Physical Education. 14 (2), pp. 237-251. https://doi.org/10.1080/25742981.2022.2080567Article
Participatory Assessment: Designing a Learner-driven Test
Moya, M. 2022. Participatory Assessment: Designing a Learner-driven Test. XLV FAAPI Conference 2021: First Latin American Conference on Language Testing and Assessment. Online 17 - 19 Sep 2021 Federación Argentina de Asociaciones de Profesores de Inglés.Conference paper
Borderlands and Radical Hope: Beyond academic philanthropy
Tamboukou, M. 2022. Borderlands and Radical Hope: Beyond academic philanthropy. in: Tamboukou, M. (ed.) Thinking with Stephen J. Ball: Lines of Flight in Education Routledge. pp. 96-109Book chapter
Introduction – Diffractions
Tamboukou, M. 2022. Introduction – Diffractions. in: Tamboukou, M. (ed.) Thinking with Stephen J. Ball: Lines of Flight in Education Routledge. pp. xxii-xxviiBook chapter
Thinking with Stephen J. Ball: Lines of Flight in Education
Tamboukou, M. (ed.) 2022. Thinking with Stephen J. Ball: Lines of Flight in Education. Routledge.Book
Pupil Premium for Looked after Children: Its Allocation, Use and Impact on Educational Outcomes for Children Aged 5-12
Taylor, B. 2022. Pupil Premium for Looked after Children: Its Allocation, Use and Impact on Educational Outcomes for Children Aged 5-12. PhD Thesis University of East London School of Education and Communities https://doi.org/10.15123/uel.8q6qzPhD Thesis
Museum Pedagogy and Early Years Children: A Critique of Research, Policy and Practice
Tzibazi, V. 2022. Museum Pedagogy and Early Years Children: A Critique of Research, Policy and Practice. Thessaloniki Vanias.Book
Education 4.0: Is Characterising and Harmonising Intelligences a Way of Thinking about a Pedagogy 4.0 for Higher Education?
Bunce, M., Ravenscroft, A. and Richards, P. 2022. Education 4.0: Is Characterising and Harmonising Intelligences a Way of Thinking about a Pedagogy 4.0 for Higher Education? in: Malloch, M., Cairns, L., Evans, k. and O'Connor, B. N. (ed.) The SAGE Handbook of Learning and Work SAGE Publications. pp. 653-669Book chapter
The Gendered Politics of Love: An Arendtian Reading
Tamboukou, M. 2022. The Gendered Politics of Love: An Arendtian Reading. in: La Caze, M. and Brennan, D. (ed.) Hannah Arendt and the History of Thought Lexington Books.Book chapter
An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision
Robson, J. 2022. An Action Research Inquiry: facilitating early childhood studies undergraduate researcher development through Group Supervision. Educational Action Research. 30 (5), pp. 689-706. https://doi.org/10.1080/09650792.2021.1872395Article
Traces in the Archive: Re-imagining Sofia Kovalevskaya
Tamboukou, M. 2022. Traces in the Archive: Re-imagining Sofia Kovalevskaya. Life Writing. 19 (3), pp. 341-356. https://doi.org/10.1080/14484528.2020.1771672Article
Working women on the move: genealogies of gendered migrant labour
Tamboukou, M. 2022. Working women on the move: genealogies of gendered migrant labour. in: Betti, E., Neunsinger, S., Papastefanaki, L., Tolomelli, M. and Zimmermann, S. (ed.) Women, Work and Agency: Organizing and activism around the world in the long 20th century Central European University Press. pp. 299-324Book chapter
Genealogies and Assemblages of Resistance: Jeanne Bouvier’s Struggles in ‘Le Travail à Domicile’
Tamboukou, M. 2022. Genealogies and Assemblages of Resistance: Jeanne Bouvier’s Struggles in ‘Le Travail à Domicile’. in: Nilsson, M., Mazumdar, I. and Neunsinger, S. (ed.) Home-Based Work and Home-Based Workers (1800-2021) BRILL. pp. 203–226Book chapter
Opening Session: Media Education Today – UK Perspectives
Thomason, M. 2021. Opening Session: Media Education Today – UK Perspectives. Teachers Talking: What Could Media Studies Be?. Online 13 Feb 2021 The Media Education Association.Speech
What does engagement look like in a Media Studies classroom?
Thomason, M. and Connolly, S. 2021. What does engagement look like in a Media Studies classroom? Participations: Journal of Audience and Reception Studies. 18 (2), pp. 356-373.Article
Lockdown, Conspiracy Theories: Inaction, Transmission, Stupidity
Voela, A. 2021. Lockdown, Conspiracy Theories: Inaction, Transmission, Stupidity. in: Ellis, D. and Voela, A. (ed.) After Lockdown, Opening Up: Psychosocial Transformation in the Wake of COVID-19 Palgrave Macmillan. pp. 271-291Book chapter
Conceptualising the Lockdown from the Point of View of Chronic Illness
Gallagher, S. and Voela, A. 2021. Conceptualising the Lockdown from the Point of View of Chronic Illness. in: Ellis, D. and Voela, A. (ed.) After Lockdown, Opening Up: Psychosocial Transformation in the Wake of COVID-19 Palgrave Macmillan. pp. 91-110Book chapter
Introduction: For a Psychosocial Approach to the Lockdown
Ellis, D. and Voela, A. 2021. Introduction: For a Psychosocial Approach to the Lockdown. in: Ellis, D. and Voela, A. (ed.) After Lockdown, Opening Up: Psychosocial Transformation in the Wake of COVID-19 Palgrave Macmillan. pp. 3-27Book chapter
Education, Health and Care Plans
Arnold, L. and Hoskin, J. 2021. Education, Health and Care Plans. in: Beaton, M. C., Codina, G. N. and Wharton, J. C. (ed.) Leading on Inclusion: The Role of the SENCO Taylor & Francis (Routledge).Book chapter
Accessible Housing Campaign Report
Rey-Hastie, J. and Hoskin, J. 2021. Accessible Housing Campaign Report. Pathfinders: Neuromuscular Alliance.Project report
Imprisonment! Poplar Council in 1921!
Watkinson, C., Caterall, P., Whiskin, N., Geraghty, S., Geraghty, B., Seddon, M., Huit, M. and Morgan, R. 2021. Imprisonment! Poplar Council in 1921!Video
Addressing the Safety and Criminal Exploitation of Vulnerable Young People: Before, During and After COVID-19 and Lockdown
Ravenscroft, A., Salisbury, C., Voela, A. and Watts, P. 2021. Addressing the Safety and Criminal Exploitation of Vulnerable Young People: Before, During and After COVID-19 and Lockdown. in: Ellis, D. and Voela, A. (ed.) After Lockdown, Opening Up: Psychosocial Transformation in the Wake of COVID-19 Palgrave Macmillan. pp. 151-171Book chapter
Education, Environmental Crises and Sustainability
Tiwari, M. 2021. Education, Environmental Crises and Sustainability. in: McCowan, T. and Unterhalter, E. (ed.) Education and International Development: An Introduction Bloomsbury Academic.Book chapter
Women’s empowerment and economic democracy: case studies from rural India
Tiwari, M. 2021. Women’s empowerment and economic democracy: case studies from rural India. in: Chiappero-Martinetti, E. (ed.) Social justice in a global society. Towards new forms of economic democracy for a sustainable development Feltrinelli.Book chapter
How to Achieve the “Leave No One Behind” Pledge of the SDGs in Newham and Tower Hamlets, East London
Tiwari, M. 2021. How to Achieve the “Leave No One Behind” Pledge of the SDGs in Newham and Tower Hamlets, East London. Journal of Human Development and Capabilities. 22 (4), pp. 748-758. https://doi.org/10.1080/19452829.2021.1990228Article
Social work expertise, best interests and the court of protection
Lindsey, J. and O'Reardon, M. 2021. Social work expertise, best interests and the court of protection. The Journal of Adult Protection. 23 (6), pp. 397-406. https://doi.org/10.1108/JAP-06-2021-0020Article
Teachers’ Perceptions of Creativity and How It Relates to Primary School Science: A Reflection
Stephens, K. 2021. Teachers’ Perceptions of Creativity and How It Relates to Primary School Science: A Reflection. Research in Teacher Education. 11 (2), pp. 29-34. https://doi.org/10.15123/uel.8q585Article
Transitioning to Online Teaching and Learning: A Discussion of Barriers Faced by Educators and Students in Higher Education during a Global Pandemic
Brown-Wilsher, P. 2021. Transitioning to Online Teaching and Learning: A Discussion of Barriers Faced by Educators and Students in Higher Education during a Global Pandemic. Research in Teacher Education. 11 (2), pp. 6-11. https://doi.org/10.15123/uel.8q581Article
Editorial
Garby-Czerniawski, G. 2021. Editorial. Research in Teacher Education. 11 (2), p. 5. https://doi.org/10.15123/uel.8q580Article
Locked-Down, Log-In and Slog-On: A Technocratic Dystopia?
Ellis, D. 2021. Locked-Down, Log-In and Slog-On: A Technocratic Dystopia? in: Ellis, D. and Voela, A. (ed.) After Lockdown, Opening Up: Psychosocial Transformation in the Wake of COVID-19 Palgrave Macmillan. pp. 111-127Book chapter
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