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All Outputs (337)

Young people's right to flourish: A 21st century social justice issue for youth and community work (2024)
Journal Article
Christtmass, R., Hughes, G., Marley, J., Mckinney, S., Smith, C., & Schofield, Z. (online). Young people's right to flourish: A 21st century social justice issue for youth and community work. Support for Learning, https://doi.org/10.1111/1467-9604.12499

This article argues for youth and community work (YCW) to be recognised for its critical role in working alongside young people to enhance their well-being. We supply amalgamated vignettes as evidence from student's placement practice and explore the... Read More about Young people's right to flourish: A 21st century social justice issue for youth and community work.

In Conversation: LGBT+ Transitions Before and During Prison (2024)
Journal Article
Glazzard, J., & Thomas, S. (2024). In Conversation: LGBT+ Transitions Before and During Prison. International Journal of Educational and Life Transitions, 3(1), Article 7. https://doi.org/10.5334/ijelt.85

Prison environments can be dangerous places in which hypermasculine discourses prevail. They are often dehumanising, inflexible and viewed as places of punishment rather than rehabilitation. Regimes of power circulate to reinforce informal hierarchie... Read More about In Conversation: LGBT+ Transitions Before and During Prison.

A Whole School Approach to Mental Health and Wellbeing (2024)
Book
Glazzard, J., & Bostwick, R. (2024). A Whole School Approach to Mental Health and Wellbeing. (2nd ed.). Critical Publishing

Is mental health provision a concern in your school?

Are you looking to develop a whole school approach to mental health issues?

Do you need targeted, evidence-informed strategies?

Suitable for both primary and secondary age phases, this boo... Read More about A Whole School Approach to Mental Health and Wellbeing.

The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice (2024)
Book
Jayman, M., Glazzard, J., Rose, A., & Quickfall, A. (Eds.). (2024). The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice. Emerald

Positioning wellbeing at the heart of a well-functioning school community, this timely guide brings the debate on the escalating child and adolescent mental health crisis to a broad audience.

A research-informed yet accessible introduction to both... Read More about The BERA Guide to Mental Health and Wellbeing in Schools: Exploring Frontline Support in Educational Research and Practice.

Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities (2024)
Book
Glazzard, J., & Stones, S. (2024). Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities. Routledge. https://doi.org/10.4324/9781003128083

The book provides a comprehensive theoretical exploration of LGBTQ+ inclusion in schools drawing on critical insights from across the disciplines of sociology, psychology, history, and queer theory to present a robust theoretical foundation for schoo... Read More about Understanding Whole-School Approaches to LGBTQ+ Inclusion: Theory to Inform Policy and Practice in Schools and Universities.

Addressing homophobic, biphobic and transphobic bullying in schools, colleges and universities (2024)
Book Chapter
Glazzard, J. (2024). Addressing homophobic, biphobic and transphobic bullying in schools, colleges and universities. In M. Carotenuto (Ed.), Mental Health of Children and Adolescents in the 21st Century. IntechOpen. https://doi.org/10.5772/intechopen.1005376

This chapter addresses homophobic, biphobic and transphobic (HBT) bullying in schools, colleges and universities. It provides a useful definition of this kind of bullying and provides guidance to schools, colleges and universities to support them in... Read More about Addressing homophobic, biphobic and transphobic bullying in schools, colleges and universities.

Immersed in the transitioning HE sector: the impact of transitions in the higher education sector in England on staff and students (2024)
Journal Article
Glazzard, J., & Tate, A. (2024). Immersed in the transitioning HE sector: the impact of transitions in the higher education sector in England on staff and students. International Journal of Educational and Life Transitions, 3(1), https://doi.org/10.5334/ijelt.77

The increasing marketisation of the UK higher education sector in recent years has resulted in multiple transitions for universities. Student evaluations of teaching and university league tables have placed greater importance on both the quality of t... Read More about Immersed in the transitioning HE sector: the impact of transitions in the higher education sector in England on staff and students.

'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings (2024)
Thesis
Kilburn, C. 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625873

This thesis contributes to the contemporary discussions around the impact of gender on preschool children’s lives. Drawing on theories of young children’s gender development and Bronfenbrenner’s socio-ecological theory, this research examines the rol... Read More about 'Boys don’t play with girls’ Gender Boundaries in Play: An Analysis of Preschool Children's Regulation of Gendered Behaviour Across Three Settings.

Participants As Texts: the critical consciousness development of informal learning facilitators (2024)
Thesis
Rawlings, L. Participants As Texts: the critical consciousness development of informal learning facilitators. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4625377

In any meaningful form, critical literacy is absent in the neoliberal formal education system offered to the working class. This, at a time of austerity, growing inequalities, multiple news sources and fake news, is when critical literacy is needed t... Read More about Participants As Texts: the critical consciousness development of informal learning facilitators.

Re-thinking critical digital literacies in the context of compulsory education (2024)
Book Chapter
Gouseti, A., Ilomäki, L., & Lakkala, M. (2024). Re-thinking critical digital literacies in the context of compulsory education. In H. S. Dunn, M. Ragnedda, M. L. Ruiu, & L. Robinson (Eds.), The Palgrave Handbook of Digital Everyday Life (261-281). Palgrave Macmillan. https://doi.org/10.1007/978-3-031-30438-5_15

Digital technology use has become deeply embedded in everyday schooling and various technology-mediated practices have been adopted to facilitate teaching, learning, communication and collaboration. At the same time there has also been a rapid take-u... Read More about Re-thinking critical digital literacies in the context of compulsory education.

People Power and Water Politics (2024)
Newspaper / Magazine
Worthen, H., McDonagh, B., Smith, K., Brookes, E., Hughes, G., & Mottram, S. (2024). People Power and Water Politics. London

Opening paragraph:
In 1622, the town of Kingston-Upon-Hull submitted a petition to King Charles I. In it, urban governors outlined the watery hazards faced by the town, namely that it stood ‘upon the dangerous river of Humber, being a great and very... Read More about People Power and Water Politics.

Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action (2023)
Journal Article
Jones, L., Parsons, K. J., Halstead, F., & Wolstenholme, J. M. (2023). Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action. Children & society, https://doi.org/10.1111/chso.12819

This article offers new insights into the important role that transdisciplinary, participatory action research approaches offer young people as a safe space to ‘act’ on climate change and environmental degradation. Drawing upon methodological meta-re... Read More about Reimaging activism to save the planet: Using transdisciplinary and participatory methodologies to support collective youth action.

Methodologies for research in Learning Development (2023)
Book Chapter
Fallin, L. (2023). Methodologies for research in Learning Development. In A. Syska, & C. Buckley (Eds.), How to Be a Learning Developer in Higher Education Critical Perspectives, Community and Practice. Routledge. https://doi.org/10.4324/9781003433347

This chapter explores the diverse research methodologies and methods employed within Learning Development research, emphasising the importance of participatory, emancipatory, and practitioner-led approaches to create a distinctive ontological and epi... Read More about Methodologies for research in Learning Development.

Foreword (2023)
Book Chapter
Glazzard, J. (2023). Foreword. In K. Marsh-Davies, & C. Burnett (Eds.), Teachers and Teaching Post-COVID: Seizing Opportunities for Change (xxi-xxiii). Routledge

From the conference and beyond: collaborative writing with the journal of learning development in higher education and the learning development community (2023)
Journal Article
Buckley, C., Fallin, L., Grayson, N., Loughlin, E., Lowe, T., Malone, C., Morley, C., Sedghi, G., & Syska, A. (2023). From the conference and beyond: collaborative writing with the journal of learning development in higher education and the learning development community. Journal of Learning Development in Higher Education, https://doi.org/10.47408/jldhe.vi29.1142

This workshop set out the process of collaborative writing explored by the JLDHE editorial teams in partnership with the ALDinHE community at and following ALDCon’22 through The Collaborative Conference Proceedings and Reflections. We discussed how t... Read More about From the conference and beyond: collaborative writing with the journal of learning development in higher education and the learning development community.

An exploratory study of human rights education in two contrasting secondary schools in Thailand (2023)
Thesis
Thipwajana, P. An exploratory study of human rights education in two contrasting secondary schools in Thailand. (Thesis). University of Hull. https://hull-repository.worktribe.com/output/4336168

Human Rights Education (HRE) is a growing research area which informs policy discussion and teaching practice development (Bajaj, 2011; Osler & Starkey, 2010). Thailand is one country attempting to integrate HRE into its school curriculum. However, r... Read More about An exploratory study of human rights education in two contrasting secondary schools in Thailand.

Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners (2023)
Journal Article
Holmes, A. G. D. (2023). Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners. Shanlax International Journal of Education, 11(4), 69-76. https://doi.org/10.34293/education.v11i4.6185

This article considers the potential ways for coaching and mentoring practices in higher education to support the development of learner autonomy, a key espoused aim of university education. I argue that coaching and mentoring can foster self-regulat... Read More about Fostering Learner Autonomy in Higher Education through Coaching and Mentoring for Non-Traditional Learners.