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Number of items: 175.

A

Abrams, Benjamin; (2023) Mobilisation without opportunity: The UK’s 2020 Black Lives Matter protests. European Journal of Cultural and Political Sociology 10.1080/23254823.2023.2239328. (In press).

Abrams, Benjamin; (2023) The Rise of the Masses: Spontaneous Mobilization and Contentious Politics. [Book]. University of Chicago Press

Abrams, Benjamin; Gardner, Peter; (2023) Resistance with and against symbolic objects: Material targets of resistance and symbolic recruitment in the American Revolution, the anti-Apartheid movement, and Just Stop Oil protests. Journal of Resistance Studies , 9 (2) pp. 78-112. (In press).

Anand, Kusha; (2023) Teaching India-Pakistan Relations: Teachers’ attitudes, practices and agency. [Book]. UCL Press: London, UK.

Araya, Mesele; Rolleston, Caine; Rose, Pauline; Sabates, Ricardo; Tiruneh, Dawit; Woldehanna, Tassew; (2023) Understanding the impact of large-scale educational reform on students’ learning outcomes in Ethiopia: the GEQIP-II case. (Research on Improving Systems of Education (RISE) Working Papers 23/125). Research on Improving Systems of Education (RISE): Oxford, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Main Report: Young People's STEM Trajectories, Age 10-22. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Computing. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Engineering. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jen; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Mathematics. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; DeWitt, Jennifer; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; + view all Archer, Louise; DeWitt, Jennifer; Godec, Spela; Henderson, Morag; Holmegaard, Henriette; Liu, Qian; Macleod, Emily; Mendick, Heather; Moote, Julie; Watson, Emma; - view fewer (2023) ASPIRES3 Summary Report: Chemistry. Department of Education, Practice and Society, UCL Institute of Education: London, UK.

Archer, Louise; Francis, Becky; Moote, Julie; Watson, E; Henderson, Morag; Holmegaard, Henriette T; Macleod, Emily; (2023) Reasons for Not/Choosing Chemistry: Why Advanced Level Chemistry Students in England Do/ Not Pursue Chemistry Undergraduate Degrees. Journal of Research in Science Teaching 10.1002/tea.21822. (In press).

Archer, Louise; Godec, Spela; Patel, Uma; Dawson, Emily; Calabrese Barton, Angela; (2023) “It really has made me think”: Exploring how informal STEM learning practitioners developed critical reflective practice for social justice using the Equity Compass tool. Pedagogy, Culture and Society 10.1080/14681366.2022.2159504. (In press).

Arellano, Adrian; (2023) Intergenerational Immobility: A Legacy of Racial Violence. Security Studies , 32 (4-5) pp. 846-870. 10.1080/09636412.2023.2256664.

Auld, E; Morris, P; (2023) Global Salvation Inc.: Sir Michael Barber's education for the apocalypse and the church of Deliverology®. Comparative Education 10.1080/03050068.2023.2241006. (In press).

Azada-Palacios, Rowena; (2023) The role of the philosopher of education in the task of decoloniality. Journal of Philosophy of Education , Article qhad055. 10.1093/jopedu/qhad055. (In press).

B

Ball, Stephen J; (2023) Education policy network analysis: The state of the art. International Journal of Educational Research , 117 , Article 102096. 10.1016/j.ijer.2022.102096.

Bamberger, A; Yan, F; Morris, P; (2023) Adapting 'internationalization' to integrate 'troublesome' minorities: higher education policies towards Hong Kong and East Jerusalem. Journal of Education Policy , 38 (2) pp. 254-276. 10.1080/02680939.2021.2002419.

Bamberger, Annette; Morris, Paul; (2023) Critical perspectives on internationalization in higher education: commercialization, global citizenship, or postcolonial imperialism? Critical Studies in Education 10.1080/17508487.2023.2233572. (In press).

Barrett, Sheila May; (2023) Perceptions of Listening in the Personal Tutor Relationship during a Move to Online Relationships in the COVID-19 Pandemic. Doctoral thesis (Ed.D), UCL (University College London).

Bellingham, K; Mitchell, JE; Guile, D; Direito, I; (2023) Exploring The Variation In Gender Balance On Undergraduate Engineering Courses In UK Universities. In: Proceedings of the SEFI 2023 - 51st Annual Conference of the European Society for Engineering Education: Engineering Education for Sustainability. (pp. pp. 154-162). SEFI

Ben Giaber, R.; (2023) Libyan teachers as transitionalist pragmatists: conceptualising a path out of the peacebuilding narrative in conflict-affected contexts. London Review of Education , 21 (1) , Article 15. 10.14324/lre.21.1.15.

Ben Giaber, Reem; Al Haj Sleiman, Nidal; Al-Waeli, Jumana; (2023) Home-making in the internationalised university: a theoretical and personal encounter through SWANA Forum for Social Justice. London Review of Education , 21 (1) pp. 1-12. 10.14324/lre.21.1.36.

Bennett, Philip Pip Seton; (2023) Care ethics, needs recognition, and educational encounters. Journal of Philosophy of Education 10.1093/jopedu/qhad040. (In press).

Bennett, Pip Seton; (2023) Degrees of Care: Success, Recognition, and Completion. Hypatia , 38 (3) 493 -510. 10.1017/hyp.2023.57.

Berg, Janine; Green, Francis; Nurski, Laura; Spencer, David A; (2023) Risks to job quality from digital technologies: Are industrial relations in Europe ready for the challenge? European Journal of Industrial Relations 10.1177/09596801231178904. (In press).

Blitz, BK; Kim, MJ; (2023) Coercive Laboring Economies. In: Ventrella, M and Lawrance, BN, (eds.) A Cultural History of Slavery and Human Trafficking in the Age of Globalization. Bloomsbury Publishing: London, UK.

Blitz, Brad; (2023) Introduction to Forced Migration and Modern Slavery: Unplanned Journeys of Exploitation and Survival. Journal of Modern Slavery , 8 (1) pp. 1-4.

Blitz, Brad; Porobić, Selma; (2023) Introduction to Forced Migration, Gender and Wellbeing. In: Blitz, Brad and Porobić, Selma, (eds.) Forced Migration, Gender and Wellbeing: The Long-Term Effects of Displacement on Women. (pp. 1-21). Edward Elgar Publishing: Cheltenham, UK.

Blitz, Brad K; (2023) Mira Siegelberg, Statelessness: A Modern History. [Review]. Society , 60 (4) pp. 624-627. 10.1007/s12115-023-00871-8.

Blitz, Brad K; (2023) Tracing Jewish family history in a post-Holocaust world. Journal of Contemporary European Studies 10.1080/14782804.2023.2221208. (In press).

Blitz, Brad K; (2023) The Wealth of Refugees: How Displaced People Can Build Economies (Oxford: Oxford University Press, 2021), Alexander Betts, 448 pp., cloth $25.95, eBook $17.99. [Review]. Ethics & International Affairs , 37 (2) pp. 247-249. 10.1017/s0892679423000229.

Bond, Jennifer; (2023) Gender, Christianity and Peace in Chinese Women’s International Thought 1914–1953. Global Studies Quarterly (In press).

Bond, Jennifer; (2023) ‘How I am brought into the Light’: Representations of Childhood by Missionary Schoolgirls in East China, 1917-1930. Twentieth-Century China , 48 (3) pp. 250-270. 10.1353/tcc.2023.a905568.

Bond, Jennifer; (2023) Inculcating a Gendered Christian Internationalism: The Student YWCAs of China. Journal of Women's History , 35 (1) pp. 34-56. 10.1353/jowh.2023.0002.

Bond, Jennifer; Jortay, Coraline; Liu, Chang; (2023) Introduction: Gender from the Margins of China. Sextant , 38 pp. 7-20. (In press).

Bradbury, Alice; Vince, Sharon; (2023) Food Banks in Schools: Educational Responses to the Cost-of-living Crisis. Helen Hamlyn Centre for Pedagogy (0-11 years): London, UK.

Brady, Alison; (2023) Cultivating Slowness as Contemplative Practice: Literature, (dis)enchantment and the crisis of the humanities. Presented at: PES 2023 Conference, Chicago, IL, USA.

Brady, Alison; Schildermans, Hans; Wortmann, Kai; Thoilliez, Bianca; Schwimmer, Marina; Oliverio, Stefano; (2023) Post-Critical approaches to educational research. In: (Proceedings) Philosophy of Education Society of Great Britain Conference. Philosophy of Education Society of Great Britain

Brady, Alison; Sun, Chien Ya; Williams, Emma; Farrell, Emma; (2023) Narratives of Mental Health. In: (Proceedings) Philosophy of Education Society of Great Britain Conference. Philosophy of Education Society of Great Britain

Bragg, Sara; Ringrose, Jessica; (2023) Intervening in School Uniform Debates: Making Equity Matter in England. In: Shanks, Rachel, (ed.) Uniforming Schools: Materials and materialism. Palgrave Macmillan: Cham, Switzerland. (In press).

Brehm, Will; (2023) Comparative education as a political project. Comparative Education pp. 1-17. 10.1080/03050068.2023.2193807. (In press).

Brehm, Will; (2023) Hun Sen closes in on independent media in Cambodia. [Digital scholarly resource]. https://www.eastasiaforum.org/2023/03/28/hun-sen-c...

Brewis, G.; Hannan, K.; (2023) The Worlds of UCL: teaching, learning and institutional histories. London Review of Education , 21 (1) , Article 12. 10.14324/LRE.21.1.12.

Brooks, Rachel; Rensimer, Lee; (2023) The European Universities Initiative and European spatial imaginaries. Globalisation, Societies and Education 10.1080/14767724.2023.2210515. (In press).

Bull, Anna; Alexander, Bradley; Kanyeredzi, Ava; Page, Tiffany; Shi, Chi Chi; Wilson, Joanne; (2023) Professional boundaries between faculty/staff and students in UK higher education: students’ levels of comfort with personal and sexualised interactions. Journal of Further and Higher Education 10.1080/0309877X.2023.2226612. (In press).

C

Callender, C; Davis, S; (2023) Graduates' responses to student loan debt in England: "sort of like an acceptance, but with anxiety attached". Higher Education 10.1007/s10734-023-01045-5. (In press).

Callender, Claire; (2023) Policy divergence: Changes in student funding systems across the UK since 2002/03. In: Carasso, Helen, (ed.) UK higher education – policy, practice and debateduring HEPI's first 20 years. (pp. 71-87). Higher Education Policy Unit

Campbell, Kristyna; Gurini, Patricia; O'Sullivan, Samantha; Trollope, Rebecca; (2023) The Significance of Care in a Global Higher Education Institution: An insight from the Periphery. Postgraduate Pedagogies , 3 (1) pp. 103-126.

Carpentier, Vincent; Picard, Emmanuelle; (2023) Academic workforce in France and the UK in historical perspectives. Comparative Education 10.1080/03050068.2023.2258676. (In press).

Carpentieri, JD; Carter, Laura; Jeppesen, Chris; (2023) Between life course research and social history: new approaches to qualitative data in the British birth cohort studies. International Journal of Social Research Methodology 10.1080/13645579.2023.2218234. (In press).

Carpentieri, Jon; Fang, Chao; Baz, Sarah; (2023) Existential crisis: how long COVID patients helped us understand what it’s like to lose your sense of identity and purpose in life. [Digital scholarly resource]. https://theconversation.com/existential-crisis-how...

Chapman, Lorraine; (2023) Towards an understanding of musical intelligence as a framework for learning to read and play piano notation. Doctoral thesis (Ph.D), UCL (University College London).

Chowdhuri, Meghna Nag; Herold, de Sylvaine; (2023) L’exclusion des communautés marginalisées dans l’enseignement des mathématiques en Inde. Revue internationale d'éducation de Sèvres (93) pp. 81-90. 10.4000/ries.14208.

Collet-Sabé, J; Ball, SJ; (2023) Beyond School. The challenge of co-producing and commoning a different episteme for education. Journal of Education Policy , 38 (6) pp. 895-910. 10.1080/02680939.2022.2157890.

Collignon, Anne; (2023) The origins and early development of Copenhagen International School, 1962-1973. Doctoral thesis (Ph.D), UCL (University College London).

Collins, Claire; Duncan, Sam; Kelly, Esther; Turvey, Sarah; (2023) Reading the Way: Report on pilot project for emergent readers at HMPs Liverpool and Thameside. Prison Reading Groups: London, UK.

Cuevas‐Parra, Patricio; Zhu, Yan; (2023) Girls engaging in activism to end child marriage in Sierra Leone: Negotiating power, interacting with others and redefining their own lives. Children & Society 10.1111/chso.12799. (In press).

D

Datta, Sandip; Kingdon, Geeta Gandhi; (2023) Class Size and Learning: Has India Spent Too Much on Reducing Class Size? The World Bank Economic Review , 37 (1) pp. 24-48. 10.1093/wber/lhac025.

Datta, Vanita; (2023) Conflict, Constraints and Cohesion: Exploring the Intersecting Dynamics and Influences Shaping Education Provision in North-East Nigeria. Doctoral thesis (Ph.D), UCL (University College London).

Datzberger, Simone; Howard-Merrill, Lottie; Iorfa, Steven Kator; Parkes, Jenny; (2023) How do Climate Change and Environmental Degradation contribute to Violence against Children? UCL (University College London): London, UK.

Datzberger, Simone; Howard-Merrill, Lottie; Parkes, Jenny; Iorfa, Steven Kator; (2023) Climate change contributes to violence against children – here’s how. [Digital scholarly resource]. https://theconversation.com/climate-change-contrib...

Dias Pereira, Edir Augusto; Ferreira Barros, Óscar; Hage, Salomão; McCowan, Tristan; (2023) La Amazonía en la ruta de la colonialidad global: La Hidrovía Araguaia-Tocantins, conflictos de proyectos, pluralidad de voces/narrativas y perspectivas educativas. Revista Española de Educación Comparada (43) pp. 174-194. 10.5944/reec.43.2023.36658.

Duncan, Sam; (2023) Jane Mace - A Tribute. Research and Practice in Adult Literacies (RaPAL) pp. 1-8. https://www.rapal.org.uk/. (In press).

Duncan, Samantha; (2023) Reflections and conversations on the expertise of adult literacy practitioners. RaPAL journal : research and practice in adult literacy

Duncan, Samantha; Collins, Claire; Kelly, Esther; Turvey, Sarah; (2023) Reading the Way Guidelines. Prison Reading Groups: Online.

Durrant, D; Saxe, S; Siemiatycki, M; Dean, M; (2023) Planning, ethics and infrastructural time. Time & Society 10.1177/0961463X231178132. (In press).

E

Ekanayake, Anoji; Lakshman, Rajith; Blitz, Brad K; Aghapouri, Jiyar; Javed, Amna; Malik, Maria; Rahim, Kiran; (2023) Gender and Forced Displacement in Humanitarian Policy Discourse: The Missing Link. Journal on Migration and Human Security 10.1177/23315024231189487.

Eten, Simon; (2023) A Critical Examination of Internationalisation of the Curriculum and Global Citizenship Education in One University in Ghana. Doctoral thesis (Ph.D), UCL (University College London).

F

Fadlallah, Hanan; Janmaat, Jan Germen; (2023) History education and the construction of identities in divided societies: the case of Lebanon. National Identities pp. 1-21. 10.1080/14608944.2023.2282479. (In press).

Fang, Chao; Baz, Sarah; Carpentieri, JD; Sheard, Laura; (2023) Understanding and supporting the long-term effects of COVID-19: A report from the Qualitative Long COVID Research Network in the United Kingdom. (Convalescence long COVID Study briefing report ). University College London (UCL): London, UK.

Fang, Chao; Baz, Sarah; Sheard, Laura; Carpentieri, Jon; (2023) An exploration of loss and identity among people living with Long COVID. UCL: London, UK.

Fang, Chao; Baz, Sarah Akhtar; Sheard, Laura; Carpentieri, JD; (2023) ‘I am just a shadow of who I used to be’—Exploring existential loss of identity among people living with chronic conditions of Long COVID. Sociology of Health & Illness 10.1111/1467-9566.13690.

Firth, Rhiannon; (2023) Critical cartography as anarchist pedagogy? Ideas for praxis inspired by the 56a infoshop map archive. Interface: a journal for and about social movements , 6 (1) pp. 156-184.

Francis, Becky; Henderson, Morag; Godec, Spela; Watson, Emma; Archer, Louise; Moote, Julie; (2023) An exploration of the impact of science stratification in the English school curriculum: the relationship between 'Double' and 'Triple' Science pathways and pupils' further study of science. Research Papers in Education 10.1080/02671522.2023.2283417. (In press).

G

Grey, S; Morris, P; (2023) Educational accountability, international large scale assessments and PISA: powerful influences based on weak foundations. In: International Encyclopedia of Education: Fourth Edition. (pp. 181-191). Elsevier

Grimaldi, Emiliano; Ball, Stephen J; Peruzzo, Francesca; (2023) Platformization and the enactment of multiple economic forms. The rise of a neoliberal moral economy of education. In: Cobo, C and Rivas, A, (eds.) The New Digital Education Policy Landscape. From Education Systems to Platforms. (pp. 122-146). Routledge

Guile, D; Spinuzzi, C; (2023) “Fractional” Vocational Working and Learning in Project Teams: “Project Assemblage” as a Unit of Analysis? Vocations and Learning 10.1007/s12186-023-09330-1. (In press).

Guile, David; (2023) Machine learning – A new kind of cultural tool? A “recontextualisation” perspective on machine learning + interprofessional learning. Learning, Culture and Social Interaction , 42 , Article 100738. 10.1016/j.lcsi.2023.100738. (In press).

Guile, David; Wilde, Rachel; (2023) Complexity Theory and Learning: Less Radical than it Seems? Educational Philosophy and Theory 10.1080/00131857.2022.2132934. (In press).

Guo, E.; (2023) Book review: Global Citizenship Education in the Global South: Educators’ perceptions and practices, edited by Emiliano Bosio and Yusef Waghid. [Review]. International Journal of Development Education and Global Learning , 15 (2) pp. 118-120. 10.14324/IJDEGL.15.2.05.

H

Hage, Salomão; Molina, Monica; McCowan, Tristan; (2023) Climate change and the role of universities: the potential of land-based teacher education and agroecology. Revista Brasileira de Política e Administração da Educação , 38 (1) , Article e 122906. 10.21573/vol38n002022.122906.

Horeck, Tanya; Ringrose, Jessica; Milne, Betsy; Mendes, Kaitlynn; (2023) #MeToo in British schools: Gendered differences in teenagers' awareness of sexual violence. European Journal of Cultural Studies 10.1177/13675494231191490. (In press).

Horeck, Tanya; Ringrose, Jessica; Milne, Betsy; Mendes, Kaitlynn; (2023) Young People's Experiences of Technology-Facilitated Gender-Based Violence During COVID-19: Final Report. Anglia Ruskin University: Cambridge, UK.

Hoskins, Kate; Thu, Thu; Xu, Yuwei; Gao, Jie; Zhai, Junqing; (2023) Me, my child and Covid-19: Parents' reflections on their child's experiences of lockdown in the UK and China. British Educational Research Journal , 49 (3) pp. 455-475. 10.1002/berj.3850.

Howard-Merrill, Lottie; Zimmerman, Cathy; Sono, Revocatus; Riber, John; Wamoyi, Joyce; Pawlak, Piotr; Rolleri Insignares, Lori; ... Buller, Ana Maria; + view all Howard-Merrill, Lottie; Zimmerman, Cathy; Sono, Revocatus; Riber, John; Wamoyi, Joyce; Pawlak, Piotr; Rolleri Insignares, Lori; Yaker, Robyn; Buller, Ana Maria; - view fewer (2023) Shifting social norms to prevent age-disparate transactional sex in Tanzania: what we can learn from intervention development research. Frontiers in Psychology , 14 10.3389/fpsyg.2023.926531.

J

James, Jonathan Simon; (2023) French republican integration, British multiculturalism, and educational responses to terrorism. Doctoral thesis (Ph.D), UCL (University College London).

Jean, Audrey; (2023) (En)Gendering Difference: A fourth-wave account of K/S fanfiction as a literature, performance, and community of affect. Doctoral thesis (Ph.D), UCL (University College London).

Ji, Dongying; (2023) From social cognition difficulties to later emotional and behavioural problems: the roles of cortisol and inflammatory markers. Doctoral thesis (Ph.D), UCL (University College London).

K

Kadiwal, L; (2023) Critical feminist resistance to the politics of hate in India. Globalisation, Societies and Education 10.1080/14767724.2023.2222074. (In press).

Kapoor, Ambika; Ambreen, Samyia; Zhu, Yan; (2023) Agency, power and emotions: ethnographic note-taking in research with children. International Journal of Research and Method in Education 10.1080/1743727X.2023.2196065.

Kempner, Isabel; Janmaat, Jan Germen; (2023) School Councils across Europe Democratic Forums or Exclusive Clubs? [Book]. Moral Development and Citizenship Education,: Vol.22. Brill: London, UK.

Kersh, Natalia; Laczik, Andrea; Evans, Karen; (2023) Addressing COVID-19 challenges through institutionalisation and innovation within an evolving skills ecosystem: contexts of England and small islands in the British Isles. In: Evans, Karen and Ostendorf, Annette and Permpoonwiwat, Chompoonuh K, (eds.) Resilience of Vocational Education and Training in Phases of External Shock – Experiences from the Corona Pandemic in Asian and European Skill Eco Systems. Innsbruck University Press: Innsbruck, Austria.

Kim, Ji Eun; (2023) Global Citizenship Education in South Korea: politics, policy and practice at national, regional and school levels. Doctoral thesis (Ph.D), UCL (University College London).

Kim, Min Ji; (2023) Creating a happy learning experience for children: Infographic supporting teachers in overcoming perceived challenges and mental barriers to promote student happiness. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ioe-ucls-faculty-educati...

Kim, Min Ji; (2023) Time-worn pebbles or unpolished gemstones? (Un)usable pasts and possible futures of comparative education. Comparative Education , 59 (3) pp. 475-484. 10.1080/03050068.2023.2240208.

Kim, Min Ji; (2023) Creating a happy learning experience for children: Supporting teachers in overcoming perceived challenges and mental barriers to promote student happiness. [Digital scholarly resource]. https://www.ucl.ac.uk/ioe/ioe-ucls-faculty-educati...

Kim, Min Ji; (2023) Happiness as a Floating Signifier: Happiness education and ‘happy human capital’ in the OECD and South Korea. Doctoral thesis (Ph.D), UCL (University College London).

Kitagawa, Kaori; (2023) Learning and Teaching of Climate Change, Sustainability and Disaster Risk Reduction in Teacher Education in England and Japan. Journal of Teacher Education for Sustainability , 25 (2) pp. 5-20. 10.2478/jtes-2023-0013.

Kitagawa, Kaori; (2023) Researcher Positionality in Participatory Action Research for Climate Justice in Indigenous Communities. International Journal of Qualitative Methods , 22 pp. 1-15. 10.1177/16094069231205178.

L

Lagi, Rosiana; Waqailiti, Ledua; Raisele, Kolaia; Tyson, Lorena Sanchez; Nussey, Charlotte; (2023) ‘Curui’: weaving climate justice and gender equality into Fijian educational policies and practices. Comparative Education 10.1080/03050068.2023.2188370.

Lewis, Alexandra; (2023) The Ru.Lag: the Kremlin’s New Empire of Forced Labor. Modern Slavery , 8 (1)

Lewis, Alexandra; Lall, Marie; (2023) From decolonisation to authoritarianism: the co-option of the decolonial agenda in higher education by right-wing nationalist elites in Russia and India. Higher Education 10.1007/s10734-023-01074-0. (In press).

Li, X; Morris, P; (2023) Measuring and misrepresenting the missing millions: the OECD’s assessment of out-of-school youth in PISA for Development. Critical Studies in Education 10.1080/17508487.2023.2227227. (In press).

Liu, Chong; Zhu, Yan; (2023) Chinese young people’s diverse experiences with heterosexual romantic relationships in various high school contexts. Global Studies of Childhood 10.1177/20436106231178010. (In press).

M

MacLeod, Emily; (2023) The status and safety of teaching: A longitudinal study of why some young people in England become teachers, and why others do not. Doctoral thesis (Ph.D), UCL (University College London).

Manning, Thomas; (2023) What is conversation theory? Cybernetics and Human Knowing: a journal of second order cybernetics, autopoiesis and cyber-semiotics , 30 (1-2) pp. 47-65.

Marini, G; Henseke, G; (2023) Is a PhD worth more than a Master’s in the UK labour market? The role of specialisation and managerial position. Studies in Higher Education 10.1080/03075079.2023.2254806. (In press).

McCarthy, Francesca Louise; (2023) Victims and survivors of symbolic violence: an examination of the lived experiences of 'near-miss' pupils within an academically selective education system. Doctoral thesis (Ph.D), UCL (University College London).

McCowan, T; (2023) The crosscutting impact of higher education on the Sustainable Development Goals. International Journal of Educational Development , 103 , Article 102945. 10.1016/j.ijedudev.2023.102945.

McCowan, Tristan; (2023) The climate crisis as a driver for pedagogical renewal in higher education. Teaching in Higher Education , 28 (5) pp. 933-952. 10.1080/13562517.2023.2197113.

McCowan, Tristan; (2023) Internationalisation and Climate Impacts of Higher Education: Towards an Analytical Framework. Journal of Studies in International Education 10.1177/10283153231164843. (In press).

McCulloch, Gary; Canales, Antonio; Ku, Hsiao-Yuh; (2023) Brian Simon and the Struggle for Education. [Book]. UCL Press: London, UK.

Merrill, Katherine G; Knight, Louise; Nakuti, Janet; Mirembe, Angel; Allen, Elizabeth; Bhatia, Amiya; Parkes, Jenny; ... Devries, Karen M; + view all Merrill, Katherine G; Knight, Louise; Nakuti, Janet; Mirembe, Angel; Allen, Elizabeth; Bhatia, Amiya; Parkes, Jenny; Naker, Dipak; Devries, Karen M; - view fewer (2023) The association between violence victimization and subsequent unplanned pregnancy among adolescent girls in Uganda: Do primary schools make a difference? PLOS Global Public Health , 3 (7) , Article e0001141. 10.1371/journal.pgph.0001141.

Motala, S; Oketch, M; Ouma, GW; Masutha, M; (2023) Higher Education funding, Justice and Equity - Critical Perspectives. South African Journal of Higher Education , 37 (6) 10.20853/37-6-6199.

N

Nag Chowdhuri, Meghna; (2023) Impact of the Primary Science Capital Teaching Approach. Presented at: Primary Science Capital Project.

Nag Chowdhuri, Meghna; Archer, Louise; (2023) Getting comfortable with discomfort: supporting primary science teacher educators’ capacity for socially just pedagogy. Journal of Education for Teaching 10.1080/02607476.2023.2283436. (In press).

Nag Chowdhuri, Meghna; Godec, Spela; (2023) The Equity Compass and the Science Capital Teaching Approach: Teacher Tools to Support Critical Pedagogy. In: Galamba, Arthur and Gandolfi, Haira, (eds.) Critical Pedagogies in STEM Education: Ideas and experiences from Brazil and the UK. (pp. 92-111). Autografi a Edição e Comunicação Ltda.: Rio de Janeiro, Brazil.

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Oliver, Caroline; Geuijen, Karin; Dekker, Rianne; (2023) Challenging the ‘Youth Gaze’: Building Diversity into Refugee and Asylum Reception and Integration Programmes. Journal of Refugee Studies 10.1093/jrs/feac064. (In press).

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Page, Tiffany; (2023) L’écriture vulnérable, une pratique méthodologique féministe. Revue des Sciences Sociales , 2022 (68) pp. 116-127. 10.4000/revss.8757.

Perryman, Jane; Bradbury, Alice; Calvert, Graham; Kilian, Katie; (2023) Beyond Ofsted: An Inquiry into the Future of School Inspections. University College London (UCL): London, UK.

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Pradhan, Uma; Valentin, Karen; Gupta, Mohini; (2023) Introduction. In: Pradhan, U and Valentin, K and Gupta, M, (eds.) Rethinking Education in the Context of Post-Pandemic South Asia: Challenges and Possibilities. (pp. 1-12). Routledge: London, UK.

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Pradhan, Uma; Wallenius, Todd; Valentin, Karen; (2023) Bureaucratizing social justice: The reproduction of social inequality through scholarship programs in Nepal. Anthropology and Education Quarterly 10.1111/aeq.12459. (In press).

Puhr, Ruth Elizabeth; (2023) Professional Identity of Faculty in Higher Education: Developing a Measure to Inform Faculty Development Practice and Facilitate Flourishing. Doctoral thesis (Ed.D), UCL (University College London).

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Ramsby Herrera, Maria Eleonora; (2023) Exploring parental death in adulthood through life history research: A representation of five women's experience of loss and grieving. Doctoral thesis (Ph.D), UCL (University College London).

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Ruankool, Nopparat; (2023) COVID-19 and religious education reimagined: discovering a reflective space through Hannah Arendt’s concept of thinking. British Journal of Religious Education 10.1080/01416200.2023.2233055. (In press).

Ruankool, Nopparat; (2023) Reflecting on Teacher’s Authority through Hannah Arendt’s “The Crisis in Education”. Diskursus - Jurnal Filsafat dan Teologi STF Driyarkara , 19 (1) pp. 1-18. 10.36383/diskursus.v19i1.345.

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Van Dermijnsbrugge, Elke Maria Francoise; (2023) Exploring Futures Forming Practices for Education Research: Utopia as Method. Doctoral thesis (Ph.D), UCL (University College London).

Victory, Fiona Margaret Holman; (2023) The changing medium of instruction policies of state-schools in recently formed states: a comparative analysis. Doctoral thesis (Ph.D), UCL (University College London).

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Walter, Elizabeth; Wielar, Lily; Adan, Noa; Fang, Chao; Baz, Sarah; Sheard, Laura; Carpentieri, Jon; (2023) A guide to Long Covid and mental health. (CONVALESCENCE Long COVID project ). University College London (UCL): London, UK.

Walter, Elizabeth; Wielar, Lily; Adan, Noa; Fang, Chao; Baz, Sarah; Sheard, Laura; Carpentieri, Jon; (2023) Policy brief: Identifying mental health support gaps for people living with Long Covid. UCL (University College London): London, UK.

Wen, Xiaoyu; (2023) The Impacts of Social Class and Gender on Elite Doctoral School Access Equality in China: A Theoretical Framework Linking Sen and Bourdieu, with A Case Study of The Economics Discipline. Doctoral thesis (Ph.D), UCL (University College London).

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Xie, Xumeng; (2023) The (im)possibilities of queer girlhoods: Chinese girls negotiating queerness and filial piety. Global Studies of Childhood 10.1177/20436106231177876. (In press).

Xie, Xumeng; (2023) (Un)filial daughters and digital feminisms in China: The stories of awakening, resisting, and finding comrades. Doctoral thesis (Ph.D), UCL (University College London).

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Yan, Kin Cheung Adrian; (2023) From Liberal Studies to National Education: The Life and Death of Liberal Studies in Hong Kong. Doctoral thesis (Ph.D), UCL (University College London).

Yasunaga, Mari; (2023) Global Influences on Malaysia's Curriculum Reforms: A Critical Review from a Social Justice Perspective. Doctoral thesis (Ph.D), UCL (University College London).

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Zammit, Lucianne; (2023) Teaching Ethics in the Age of Technology: Promoting the Ethical Use of Technology in Maltese Secondary Schools. Doctoral thesis (Ph.D), UCL (University College London).

Zhang, Mengmeng (Cassie); (2023) The Legitimacy of Chinese Education Recruitment Agencies (CERAs): Landscape evolution, policy environment, operating models, identities. Doctoral thesis (Ph.D), UCL (University College London).

Zhu, Yan; (2023) ‘Big brothers and sisters have my back’: Benefits and risks of befriending older peers as a strategy to deal with school bullying. Child Abuse Review , Article e2827. 10.1002/car.2827. (In press).

Zhu, Yan; (2023) China's Grandmothers: Gender, Family, and Ageing from Late Qing to Twenty-First Century Diana Lary. Cambridge: Cambridge University Press, 2022. 261 pp. £22.99 (pbk). ISBN 9781009073622. [Review]. The China Quarterly , 255 pp. 816-818. 10.1017/s0305741023001248.

Zhu, Yan; Wang, Yuchen; Xu, Yuwei; Tan, Run; (2023) (Re)Constructing equality, diversity, and inclusion in Chinese childhoods: Intersectional perspectives and transdisciplinary approaches. Global Studies of Childhood , 13 (2) pp. 95-101. 10.1177/20436106231178008.

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