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Number of items at this level: 411.


Abdi, M.A. (2015) Performing Blackness: Disrupting 'race' in the classroom. Educational and Child Psychology, 32 (2). ISSN 0267-1611

Abid, H. (2022) Social mobility in a deeply divided nation – the subtle and abstract structures of disadvantage. Pedagogy Culture and Society. ISSN 1468-1366

Allen, A. (2017) Awaiting Education: Friedrich Nietzsche On the Future of Our Educational Institutions. Philosophical Inquiry in Education, 24 (3). pp. 197-210. ISSN 1916-0348

Allen, A. (2018) Beckett and the plight of the educator. Other Education, 7 (2). pp. 88-96. ISSN 2049-2162

Allen, A. (2014) Benign Violence: Education in and beyond the Age of Reason. Palgrave Macmillan UK , Basingstoke , (289pp). ISBN 9781137272850

Allen, A. (2014) Bodies. In: Allen, A., (ed.) Benign Violence: Education in and beyond the Age of Reason. Palgrave Macmillan UK , Basingstoke . ISBN 9781137272850

Allen, A. (2012) Cultivating the myopic learner: the shared project of high and low-stakes assessment. British Journal of Sociology of Education, 33 (5). pp. 641-659. ISSN 0142-5692

Allen, A. (2017) The Cynical Educator. Mayfly , Leicester . ISBN 9781906948351

Allen, A. (2016) Education, Mastery and the Marquis de Sade. Other Education, 5 (2). pp. 39-55.

Allen, A. (2020) Michel Foucault. In: Cook, D.T., (ed.) The SAGE Encyclopedia of Children and Childhood Studies. SAGE Publications . ISBN 9781473942929

Allen, A. (2014) Michel Foucault. In: Phillips, D.C., (ed.) Encyclopedia of Educational Theory and Philosophy. SAGE Publishing , pp. 333-336. ISBN 9781452230894

Allen, A. (2016) Out of weakness: the ‘educational good’ in late antiquity. Pedagogy, Culture & Society, 24 (2). pp. 239-254. ISSN 1468-1366

Allen, A. (2020) Schooling. In: Cook, D.T., (ed.) The SAGE Encyclopedia of Children and Childhood Studies. SAGE Publications . ISBN 9781473942929

Allen, A. (2018) The culture of education: Ancient cynicism and 'the scandal of the truth'. Materiali Foucaultiani, 7 (13-14). pp. 75-92. ISSN 2239-5962

Allen, A. (2018) The end of education? Nietzsche, Foucault, Genealogy. Philosophical Inquiry in Education, 25 (1). pp. 47-65. ISSN 1916-0348

Allen, A. and Bojesen, E. (2018) The economic problem of masochism in education. Confero. ISSN 2001-4562

Allen, A. and Goddard, R. (2014) The domestication of Foucault: Government, critique, war. History of the Human Sciences, 27 (5). 26 - 53. ISSN 0952-6951

Allen, A. (2023) Barthes, anti-intellectualism, and the academy. Ephemera: Theory and Politics in Organization. ISSN 2052-1499

Allen, A. (2021) Raising people. Pedagogy, Culture and Society. ISSN 1468-1366

Allen, A. and Spencer, S. (2022) Regimes of motherhood : social class, the word gap, and the optimisation of mothers' talk. Sociological Review, 70 (6). pp. 1181-1198. ISSN 0038-0261

Allen, J. and Parry, G. (2022) The bachelor’s degree in college systems: history, evidence and argument from England. London Review of Education, 20 (1).

Anderson, N., Habib, B., Harris, S. et al. (2 more authors) (2022) Racial capitalism and the school geography curriculum. Teaching Geography, 2022 (Spring). pp. 15-18. ISSN 0305-8018

Atherton, F. and Nutbrown, C.E. (2016) Schematic pedagogy: supporting one child’s learning at home and in a group. International Journal of Early Years Education, 24 (1). pp. 63-79. ISSN 0966-9760


Babayiğit, S., Hitch, G.J., Kandru-Pothineni, S. et al. (2 more authors) (2022) Vocabulary limitations undermine bilingual children’s reading comprehension despite bilingual cognitive strengths. Reading and Writing, 35. pp. 1651-1673. ISSN 0922-4777

Bailey, E.G., Parrish, A. and Pierce, N.J. (2023) ‘Having a decent understanding of more than one language’: exploring multilingualism with secondary school students in England. Journal of Multilingual and Multicultural Development. ISSN 0143-4632

Barker, B. and Mills, C. (2017) The psy-disciplines go to school: psychiatric, psychological and psychotherapeutic approaches to inclusion in one UK primary school. International Journal of Inclusive Education. ISSN 1360-3116

Barnett, R. and Parry, G. (2014) Policy analysis research in higher education: Negotiating dilemmas. Magis, 7 (14). pp. 69-84. ISSN 2027-1174

Bates, K., Goodley, D. and Runswick-Cole, K. (2017) Precarious lives and resistant possibilities: The labour of people with learning disabilities in times of austerity. Disability and Society, 32 (2). pp. 160-175. ISSN 0968-7599

Baynham, M., Bradley, J., Callaghan, J. et al. (3 more authors) (2016) Heritage with no fixed abode : transforming cultural heritage for migrant communities in inner-city Leeds. Working Paper. Translation and Translanguaging (TLang) Project

Baynham, M., Bradley, J., Callaghan, J. et al. (3 more authors) (2017) Transformations through sport : the case of capoeira and basketball. Working Paper. Working Papers in Translanguaging and Translation (22). TLANG Project

Bell, D.M. and Pahl, K.H. (2017) Co-production: towards a utopian approach. International Journal of Social Research Methodology. ISSN 1364-5579

Bennett, K.M., Panzeri, A., Derrer-Merk, E. et al. (16 more authors) (2023) Predicting resilience during the COVID-19 pandemic in the United Kingdom: cross-sectional and longitudinal results. PLOS ONE, 18 (5). e0283254.

Bentley, C.L., Powell, L., Potter, S. et al. (9 more authors) (2020) The use of a smartphone app and an activity tracker to promote physical activity in the management of chronic obstructive pulmonary disease : randomized controlled feasibility study. JMIR mHealth and uHealth, 8 (6). e16203.

Billington, T. (2017) Critical educational psychology: To what extent can (or should be) the Discourse Unit work for practitioners? Annual Review of Critical Psychology, 13. pp. 1-15. ISSN 1746-739X

Billington, T. (2017) Educational inclusion and critical neuroscience: Friends or foes? International Journal of Inclusive Education, 21 (8). pp. 866-880. ISSN 1360-3116

Billington, T. (2018) Psychological assessments of young people in family courts: Relationality, experience, representation and the principle of "do no harm". Qualitative Research in Psychology. ISSN 1478-0887

Billington, T., Gibson, S., Fogg, P. et al. (2 more authors) (2022) Conditions for mental health in education: towards relational practice. British Educational Research Journal, 48 (1). pp. 95-119. ISSN 0141-1926

Bisal, N., Gibson Miller, J., Cox, C. et al. (2 more authors) (2022) Feasibility of a secondary school-based mental health intervention: Reprezents’ On The Level. Child and Adolescent Psychiatry and Mental Health, 16. 98. ISSN 1753-2000

Bishop, J.C. (2016) From "Breathless Catalogue' to "Beyond Text': A Hundred Years of Children's Folklore Collecting. Folklore, 127 (2). pp. 123-149. ISSN 0015-587X

Bishop, J.C. (2016) From ‘Breathless Catalogue’ to ‘Beyond Text’: A Hundred Years of Children’s Folklore Collecting. Folklore, 127 (2). pp. 123-149. ISSN 0015-587X

Bishop, J.C. (2014) The lives and legacies of Iona and Peter Opie. International Journal of Play, 3 (3). pp. 205-223. ISSN 2159-4937

Bishop, J. (2023) 1. ‘Tag, You’ve Got Coronavirus!’ chase games in a Covid frame. In: Beresin, A. and Bishop, J., (eds.) Play in a Covid Frame: Everyday Pandemic Creativity in a Time of Isolation. Open Book Publishers , pp. 3-32. ISBN 9781800648913

Bishop, J. and Beresin, A. (2023) Introduction. In: Beresin, A. and Bishop, J., (eds.) Play in a Covid Frame: Everyday Pandemic Creativity in a Time of Isolation. Open Book Publishers , xix-xxxii. ISBN 9781800648913

Boisselle, L.N. (2016) Decolonizing Science and Science Education in a Postcolonial Space (Trinidad, a Developing Caribbean Nation, Illustrates). SAGE Open, 6 (1). ISSN 2158-2440

Bojesen, E. and Allen, A. (2019) Bartleby is dead : inverting common readings of Melville’s Bartleby the Scrivener. Angelaki, 24 (5). pp. 61-72. ISSN 0969-725X

Bradley, J. (2016) Liquid methodologies : using a linguistic ethnographic approach to study multilingual phenomena. Working Paper. Working Papers in Translanguaging and Translation (18). TLANG Project

Bradley, J. (2017) Translanguaging engagement: Dynamic multilingualism and university language engagement programmes. Bellaterra Journal of Teaching & Learning Language & Literature, 10 (4). pp. 9-31. ISSN 2013-6196

Bradley, J. (2020) [un]public spaces and the ethnographic [un]imagination. PanMeMic.

Bradley, J. and Atkinson, L. (2020) Translanguaging as bricolage : meaning making and collaborative ethnography in community arts. In: Moore, E., Bradley, J. and Simpson, J., (eds.) Translanguaging as transformation: The collaborative construction of new linguistic realities. Researching Multilingually . Multilingual Matters , Bristol , pp. 135-154. ISBN 9781788928038

Bradley, J. and Harvey, L. (2019) Creative inquiry in applied linguistics : language, communication and the arts. In: Wright, C., Harvey, L. and Simpson, J., (eds.) Voice and Practices in Applied Linguistics : Diversifying a Discipline. White Rose University Press , York , pp. 91-107. ISBN 9781912482160

Bradley, J., Moore, E., Simpson, J. et al. (1 more author) (2018) Translanguaging space and creative activity : theorising collaborative arts-based learning. Language and Intercultural Communication, 18 (1). pp. 54-73. ISSN 1470-8477

Bradley, J., Newhouse, C. and Mirza, N. (2019) Driving social mobility? Competitive collaboration in degree apprenticeship development. Higher Education, Skills and Work-Based Learning, 9 (2). pp. 164-174. ISSN 2042-3896

Bradley, J. and Simpson, J. (2019) Negative translanguaging space : mobility and immobility in inner-city Leeds. In: Horner, K. and Dailey-O'Cain, J., (eds.) Multilingualism, (Im)Mobilities and Spaces of Belonging. Encounters . Channel View Publications / Multilingual Matters , Bristol , pp. 145-164. ISBN 9781788925037

Bradley, J. and Simpson, J. (2020) Translanguaging across space and place : concept and context. In: Mar-Molinero, C., (ed.) Researching Language in Superdiverse Urban Contexts: Exploring Methodological and Theoretical Concepts. Researching Multilingually . Multilingual Matters , Bristol . ISBN 9781788926461

Bradley, J. (2019) Crossing Borders : Creating spaces for belonging through a co-produced exhibition. Rajojen yli – Crossing Borders.

Bradley, J. (2020) Ethnography, arts production and performance : meaning-making in and for the street. In: Lähdesmäki, T., Koskinen-Koivisto, E., Ceginskas, V.L.A. and Koistinen, A.-K., (eds.) Challenges and Solutions in Ethnographic Research : Ethnography with a Twist. Routledge . ISBN 9780367376857

Bradley, J. (2017) Liquid methodologies : researching the ephemeral in multilingual street performance. In: Conteh, J., (ed.) Researching Education for Social Justice in Multilingual Settings : Ethnographic Principles in Qualitative Research. Bloomsbury , London , pp. 153-171. ISBN 9781350002630

Bradley, J. (2021) Multilingual streets: translating and curating the linguistic landscape. iHuman.

Bradley, J. (2022) Re-Emerge? Different perspectives on the experiences of parents during Covid19 and the opportunities of creativity. iHuman.

Bradley, J. and Atkinson, L. (2023) Conversation through art. In: Ainsworth, S., Griffiths, D., McCrory, G. and Pahl, K., (eds.) Multimodality and Multilingualism: Towards an Integrative Approach. Multilingual Matters (Channel View Publications) , Bristol . ISBN 9781800413382

Bradley, J., Atkinson, L. and Hua, Z. (2019) Visual representations of multilingualism exhibition. UNSPECIFIED.

Bradley, J., Hua, Z. and Atkinson, L. (2022) Visual representations of multilingualism : exploring aesthetic approaches to communication in a fine art context. In: Lytra, V., Ros i Sole, C., Anderson, J. and Macleroy, V., (eds.) Decentring Language Education. Researching Multilingually . Multilingual Matters (Channel View Publications) , Bristol . ISBN 9781788927949

Bradley, J. and Pöyhönen, S. (2023) Walking with?: Understandings of and negotiations of the mundane in research. Applied Linguistics Review. ISSN 1868-6303 (In Press)

Bradley, J., Scott, F., Saxon, D. et al. (2 more authors) (2022) Re-Emerge? New parents, COVID19 and Creativity. In: Understanding Society: A Festival of Social Science 2022, 01 Nov 2022, The Art House Wakefield.

Bradley, J. and Simpson, J. (2021) Reflections on transdisciplinary approaches to multilingualism, pre- and post- COVID19. iHuman Blog, University of Sheffield.

Bramley, R. (2016) ‘Born of Coal’ - project report. Track Changes, 9. pp. 110-123. ISSN 2053-9606

Bramley, R.J. (2022) ‘A Community Legacy on Film’ : using collaborative documentary filmmaking to go beyond representations of the Windrush Generation as ‘victims’. Studies in Documentary Film. ISSN 1750-3280

Brennan, L., MacRae, I. and Bradley, J. (2022) Re-emerge : reflecting on the Maternal Journal training workshop. SoE Research Education Matters.

British Educational Research Association Early Childhood Special and Wood, E.A. (2017) BERA-TACTYC Early Childhood Research Review 2003 - 2017. Report. British Educational Research Association

Brooks, G., Miles, J.N.V., Torgerson, C.J. et al. (1 more author) (2006) Is an intervention using computer software effective in literacy learning? A randomised controlled trial. Educational Studies, 32 (2). pp. 133-143. ISSN 0305-5698

Burnett, C., Merchant, G., Parry, R.L. et al. (1 more author) (2018) Conceptualising digital technology integration in participatory theatre from a sociomaterialist perspective: ways forward for research. Research Papers in Education. ISSN 0267-1522

Burnett, C., Parry, B., Merchant, G. et al. (1 more author) (2019) Treading softly in the enchanted forest : exploring the integration of iPads in a participatory theatre education programme. Pedagogies: An International Journal, 15 (3). pp. 203-220. ISSN 1554-480X

Buxton, A., Kay, L. and Nutbrown, B. (2022) Developing a makerspace learning and assessment framework. In: Proceedings of 6th FabLearn Europe / MakeEd conference 2022. FabLearn Europe / MakeEd 2022, 30-31 May 2022, Copenhagen, Denmark. ACM Digital Library , pp. 1-7. ISBN 9781450396332


Cameron, H. (2017) Bookishness, blue skies, bright hats and brickies: discourse and positioning in academics’ conversations around ‘academic intelligence’ and the ‘good’ student. Studies in Higher Education. ISSN 0307-5079

Cameron, H. and Billington, T. (2015) The discursive construction of dyslexia by students in higher education as a moral and intellectual good. Disability and Society, 30 (8). pp. 1225-1240. ISSN 0968-7599

Cameron, H. and Cooper, L. (2021) Fathers' experiences as carers for autistic children with learning disabilities. British Journal of Learning Disabilities, 49 (1). pp. 13-22. ISSN 1354-4187

Cameron, H.E. and Greenland, L. (2019) ‘Black or minority ethnic’ (BME), female, and dyslexic in white-male dominated disciplines at an elite university in the UK; an exploration of student experiences. Race Ethnicity and Education, 24 (6). pp. 770-788. ISSN 1361-3324

Cameron, H. (2021) ‘It’s been taken away’: an experience of a disappearing dyslexia diagnosis. International Journal of Inclusive Education. ISSN 1360-3116

Cameron, H. (2023) Runners at the gates: growing around the barriers to diagnosis in autism, ADHD and SpLDs. Journal of Disability Studies in Education. ISSN 2588-879X

Cameron, H. (2020) Specific learning difficulties as a relational category : reconstruction, redistribution and resistance in higher educational practice. In: McNamee, S., Gergen, M., Borges, C.C. and Rasera, E., (eds.) The SAGE Handbook of Social Constructionist Practice. SAGE Publications , pp. 381-390. ISBN 9781526488879

Cannon, M., Connolly, S. and Parry, R. (2022) Media literacy, curriculum and the rights of the child. Discourse: Studies in the Cultural Politics of Education, 43 (2). pp. 322-334. ISSN 0159-6306

Cannon, M., Potter, J., Olusoga, Y. et al. (1 more author) (2023) Lessons from the Play Observatory: re-imagining learning through film-making and transludic practices in children’s pandemic play. Education 3-13. ISSN 0300-4279

Carter, C. and Nutbrown, C. (2016) A Pedagogy of Friendship: young children’s friendships and how schools can support them. International Journal of Early Years Education. pp. 1-19. ISSN 0966-9760

Casanova, M.L., Costa, P., Lawthom, R. et al. (1 more author) (2021) Neoliberal economic policies’ effects on perceptions of social justice and sociopolitical participation in Portugal. Frontiers in Psychology, 12. 694270. ISSN 1664-1078

Chesworth, E.A. (2018) Embracing uncertainty in research with young children. International Journal of Qualitative Studies in Education, 31 (9). pp. 851-862. ISSN 0951-8398

Chesworth, E.A. (2019) Theorising young children's interests: making connections and in-the-moment happenings. Learning, Culture and Social Interaction, 23. 100263. ISSN 2210-6561

Chesworth, E.A. (2016) A funds of knowledge approach to examining play interests: listening to children’s and parents’ perspectives. International Journal of Early Years Education, 24 (3). pp. 294-308. ISSN 0966-9760

Clough, P. and Nutbrown, C. (2019) Exploring the place of arts-based approaches in early childhood education research. Journal of Early Childhood Research, 17 (1). pp. 3-13. ISSN 1476-718X

Collins, G., Fyson, R., Morgan, G. et al. (2 more authors) (2022) The power threat meaning framework: development of a document for use in intellectual disabilities services. The Bulletin of the Faculty for People with Intellectual Disabilities, 20 (1). ISSN 2056-3094

Corcoran, T. (2009) Second nature. British Journal of Social Psychology, 48 (2). pp. 375-388. ISSN 0144-6665

Cowan, K., Potter, J., Olusoga, Y. et al. (4 more authors) (2021) Children’s digital play during the COVID-19 pandemic : insights from the play observatory. Je-LKS : Journal of e-Learning and Knowledge Society, 17 (3). pp. 8-17. ISSN 1826-6223

Cox, A., Benson-Marshall, M., Burnham, J.A.J. et al. (3 more authors) (2022) Mapping the campus learning landscape. Pedagogy, Culture and Society, 30 (2). pp. 149-167. ISSN 1468-1366

Cunningham, C. and Little, S. (2022) ‘Inert benevolence’ towards languages beyond English in the discourses of English primary school teachers. Linguistics and Education. ISSN 1873-1864


Daly, A., Heah, R. and Liddiard, K. (2019) Vulnerable subjects and autonomous actors : the right to sexuality education for disabled under-18s. Global Studies of Childhood, 9 (3). pp. 235-248. ISSN 2043-6106

Daniels, J.N. (2016) 'Already Doing It': Intellectual Disability and Sexual Agency by Michael Gill - book review. Sex Education: sexuality, society and learning, 16 (6). pp. 721-723. ISSN 1468-1811

Daniels, J.N. (2015) Conditions of Reciprocity: The Possibilities and Potentialities of a Feminist Perspective on Theorising Dis/ability. In: Conditions of Reciprocity: The Possibilities and Potentialities of a Feminist Perspective on Theorising Dis/ability. Interrogating queer, crip and the body: an international symposium, 03 Jul 2015, Sheffield, UK. . (Unpublished)

Davies, J. (2006) Affinities and Beyond! Developing Ways of Seeing in Online Spaces. E-Learning and Digital Media, 3 (2). pp. 217-234. ISSN 2042-7530

Davies, J.A. (2015) Facebook Narratives. In: Rowsell, J. and Pahl, K., (eds.) The Routledge Handbook of Literacy Studies. Routledge . ISBN 9780415816243

Davies, J.A. (2017) Fashion, style and identity performances in time and space. In: Albers, P., (ed.) Global Conersations in Literacy Research: Digital and Critical Literacies. Routledge . ISBN 9781351724968

Davies, J.A. (2017) Game 2 Engage: Using iPads to Mediate and Develop Social Relationships in College Learning. In: Burnett, C., Merchant, G., Simpson, A. and Walsh, M., (eds.) The Case of the iPad Mobile: literacies in Education. Springer , Singapore , pp. 143-158. ISBN 978-981-10-4363-5

Davies, J.A. (2017) Literacy as Tardis: Stories in Time and Space. Teachers College Record, 119. 120302. ISSN 0161-4681

Deguara, J. and Nutbrown, C.E. (2017) Signs, symbols and schemas: Understanding meaning in a child’s drawings. International Journal of Early Years Education. -3. ISSN 0966-9760

Dias, R., Parker, J., Powell, L. et al. (3 more authors) (2023) ‘Safety Nets’: a community based social prescribing intervention involving combined physical activity and psychoeducation for young people on mental health service waiting lists: a pilot service evaluation. Advances in Mental Health. ISSN 1838-7357

Doharty, N. (2019) Black history and national policy in England : legitimising anti-blackness, 1950s to present day. In: King, L.J., (ed.) Perspectives of Black Histories in Schools. Information Age Publishing . ISBN 9781641138437

Doharty, N.O. (2019) Inside the ivory tower: Narratives of women of colour surviving and thriving in British academia (2017) edited by Deborah Gabriel and Shirley Anne Tate. Caribbean Review of Gender Studies, 13. pp. 223-230. ISSN 1995-1108

Doharty, N. (2020) “If she runs away, i’ll get to whip her”: anti-black humour and stereotyping in school. British Journal of Sociology of Education, 41 (8). pp. 1133-1148. ISSN 0142-5692

Doharty, N. (2019) The ‘angry Black woman’ as intellectual bondage : being strategically emotional on the academic plantation. Race Ethnicity and Education, 23 (4). pp. 548-562. ISSN 1361-3324

Doharty, N., Madriaga, M. and Joseph-Salisbury, R. (2020) The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times. Educational Philosophy and Theory, 53 (3). pp. 233-244. ISSN 0013-1857

Donnellan, W.J., Sepulveda Garcia, L., Gibson, S.M. et al. (2 more authors) (2023) What are the challenges and resilience resources identified by informal carers during the first UK COVID-19 lockdown? A longitudinal qualitative study using naturalistic data. Qualitative Health Research, 33 (3). pp. 236-246. ISSN 1049-7323

Douglas, P., Rice, C., Runswick-Cole, K. et al. (5 more authors) (2019) Re-storying autism: a body becoming disability studies in education approach. International Journal of Inclusive Education, 25 (5). pp. 605-622. ISSN 1360-3116

Douglas, P., Runswick-Cole, K., Ryan, S. et al. (1 more author) (2021) Mad mothering: learning from the intersections of madness, mothering, and disability. Journal of Literary and Cultural Disability Studies, 15 (1). pp. 39-56. ISSN 1757-6458


Easton, K., Kellett, S., Cooper, M. et al. (3 more authors) (2021) Blending cognitive analytic therapy with a digital support tool: mixed methods study involving a user-centered design of a prototype app. JMIR Mental Health, 8 (2). e20213. ISSN 2368-7959

Ecclestone, K. and Brunila, K. (2015) Governing emotionally vulnerable subjects and ‘therapisation’ of social justice. Pedagogy, Culture and Society, 23 (4). pp. 485-506. ISSN 1468-1366

Ecclestone, K. and Goodley, D. (2014) Political and educational springboard or straitjacket? Theorising post/human subjects in an age of vulnerability. Discourse. Published Online 17th June 2014. ISSN 0159-6306

Ecclestone, K. and Rawdin, C. (2016) Reinforcing the ‘diminished’ subject? The implications of the ‘vulnerability zeitgeist’ for well-being in educational settings. Cambridge Journal of Education, 46 (3). pp. 377-393. ISSN 0305-764X

Ellis, H. (2017) Editorial: Science, Technologies and Material Culture in the History of Education. History of Education, 46 (2). pp. 143-146. ISSN 0046-760X

Ellis, H. (2014) Foppish Masculinity, Generational Identity and the University Authorities in Eighteenth-Century Oxbridge. Cultural and Social History, 11 (3). pp. 367-384. ISSN 1478-0046

Ellis, H. (2017) From the French Revolution to Tractarianism: Student Revolt and Generational Identity at the University of Oxford, 1800-1845. In: Dhondt, P. and Boran, E., (eds.) Student Revolt, City, and Society in Europe. Routledge , Abingdon , pp. 136-151. ISBN 9781138048546

Ellis, H. (2014) Knowledge, character and professionalisation in nineteenth-century British science. History of Education, 43 (6). pp. 777-792. ISSN 0046-760X

Ellis, H. (2016) Marconi, masculinity and the heroic age of science: wireless telegraphy at the British Association meeting at Dover in 1899. History and Technology, 32 (2). pp. 120-136. ISSN 0734-1512

Ellis, H. (2017) Motivation, Identity and Collaboration in the Scholarly Networks of the British Empire, 1830-1930. Jahrbuch für Universitätsgeschichte, 18. pp. 125-142. ISSN 1435-1358

Ellis, H. (2014) Thomas Arnold, Christian Manliness and the Problem of Boyhood. Journal of Victorian Culture, 19 (4). pp. 425-441. ISSN 1355-5502

Ellis, H. and Müller, S.M. (2016) Editorial: Educational Networks, Educational Identities: Connecting National and Global Perspectives. Journal of Global History, 11 (3). pp. 313-319. ISSN 1740-0236

Ellis, H.L. (2017) Collaboration and knowledge exchange between scholars in Britain and the empire, 1830–1914. In: Jöns, H., Meusberger, P. and Heffernan, M., (eds.) Mobilities of Knowledge. Knowledge and Space, 10 . Springer , Cham , pp. 141-155. ISBN 978-3-319-44653-0

Ellis, H.L. (2017) Masculinity and Science in Britain 1831-1918. Genders and Sexualities in history . Palgrave Macmillan UK , (183pp). ISBN 978-1-137-31174-0

Ellis, H.L. (2017) Men of Science: The British Association, Masculinity and the First World War. In: Chagnon, M.-E. and Irish, T., (eds.) The Academic World in the Era of the Great War. Palgrave Macmillan , pp. 43-64. ISBN 978-1-349-95265-6

Ellis, H.L. (2017) William C. Lubenow, “Only Connect”: Learned Societies in Nineteenth-Century Britain. Journal of Modern History, 89 (4). pp. 936-937. ISSN 0022-2801

Ellis, H. (2019) Beyond the university : higher education institutions across time and space. In: Fitzgerald, T., (ed.) Handbook of Historical Studies in Education : Debates, Tensions, and Directions. Springer International Handbooks of Education . Springer, Singapore , pp. 1-17. ISBN 9789811009426

Ellis, H. (2022) Book Review: Out of His Mind: Masculinity and Mental Illness in Victorian Britain by Amy Milne-Smith, 2022, Manchester, Manchester University Press, x + 311pp., £85.00 (hardback), ISBN: 978-1-5261-5503-0. Women's History Review. ISSN 0961-2025

Ellis, H. (2023) The Indian Civil Service, Classical studies, and an education in Empire, 1890-1914. Historical Journal, 66 (3). ISSN 0018-246X

Ellis, H. (2022) Manliness in Britain, 1760–1900: Bodies, Emotion, and Material Culture, by Joanne Begiato; pp. xii + 225. Manchester: Manchester University Press, 2020, £85.00, $130.00. Victorian Studies, 64 (3). pp. 476-477. ISSN 0042-5222

Ellis, H. (2023) Student exchange and British government policy: UK students study abroad, 1955-1978. British Journal of Educational Studies, 71 (1). pp. 71-97. ISSN 0007-1005

Ellis, H. (2022) Teaching Britain: Elementary Teachers and the State of the Everyday, 1846–1906. By Christopher Bischof. Oxford: Oxford University Press, 2019. Pp. x+230. $93.00. The Journal of Modern History, 94 (1). pp. 192-193. ISSN 0022-2801

Ellis, H. (2020) The X-Men and their networks of power. Metascience, 29 (3). pp. 461-463. ISSN 0815-0796

Ellis, H., Freeman, M. and Olsen, S. (2023) Editorial. History of Education, 52 (1). pp. 1-2. ISSN 0046-760X

Ellis, H., Freeman, M. and Olsen, S. (2023) Introduction. History of Education, 52 (2-3). pp. 147-153. ISSN 0046-760X

Ellis, H., Freeman, M. and Olsen, S. (2022) Mapping the history of education: intersections and regional trends. History of Education. ISSN 0046-760X

Ellis, H. and Miano, D. (2022) Ancient and modern knowledges. Intellectual History Review, 32 (3). pp. 347-357. ISSN 1749-6977

Ellis, H.L. (2022) Classical authors and “scientific” research in the early years of the Manchester Literary and Philosophical Society, 1781-1800. Intellectual History Review, 32 (3). pp. 473-501. ISSN 1749-6977

Ellis, Heather (2022) Concluding remarks. Nordic Journal of Educational History, 9 (2). pp. 149-155. ISSN 2001-7766

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Fashanu, C.H. (2017) Collaboration through cartoons: drawing cartoons to assist collaborative ethnography with young children. Review of Social Studies, 4 (2). pp. 1-18. ISSN 2052-448X

Fashanu, C., Wood, E. and Payne, M. (2020) Multilingual communication under the radar : how multilingual children challenge the dominant monolingual discourse in a super-diverse, early years educational setting in England. English in Education, 54 (1). pp. 93-112. ISSN 0425-0494

Formosa, J. and Little, S. (2022) Prompting heritage-language engagement in English-speaking Maltese families, via a family language programme intervention. First Language. ISSN 0142-7237

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Goddard, R. and Payne, M.I. (2013) Criticality and the practice-based MA: an argument drawn from teaching on the Masters in Teaching and Learning (MTL). Journal of Education for Teaching, 39 (1). pp. 123-135. ISSN 0260-7476

Goodley, D. (2018) Understanding Disability: Biopsychology, Biopolitics, and an In-Between-All Politics. Adapted Physical Activity Quarterly, 35 (3). pp. 308-319. ISSN 0736-5829

Goodley, D. (2018) The dis/ability complex. DiGeSt. Journal of Diversity and Gender Studies, 5 (1). pp. 5-22. ISSN 2593-0273

Goodley, D., Lawthom, R., Liddiard, K. et al. (1 more author) (2021) The desire for new humanisms. Journal of Disability Studies in Education, 1 (1-2). pp. 125-144. ISSN 2588-879X

Goodley, D., Lawthom, R. and Runswick, C.K. (2014) Posthuman disability studies. Subjectivity, 7. 342 - 361. ISSN 1755-6341

Goodley, D., Lawthom, R. and Runswick-Cole, K. (2014) Dis/ability and austerity: Beyond work and slow death. Disability and Society, 29 (6). 980 - 984. ISSN 0968-7599

Goodley, D. and Lawthorn, R. (2019) Critical disability studies, Brexit and Trump: a time of neoliberal-ableism. Rethinking History, 23 (2). pp. 233-251. ISSN 1364-2529

Goodley, D. and Lawthorn, R. (2013) Hardt and Negri and the geo-political Imagination: Empire, multitude and critical disability studies. Critical Sociology, 39 (3). pp. 369-384. ISSN 0896-9205

Goodley, D., Liddiard, K. and Runswick-Cole, K. (2016) The DisHuman child. Discourse, 37 (5). pp. 770-784. ISSN 0159-6306

Goodley, D., Liddiard, K. and Runswick-Cole, K. (2018) Feeling disability: Theories of affect and critical disability studies. Disability and Society, 33 (2). pp. 197-217. ISSN 0968-7599

Goodley, D. and Runswick Cole, K. (2015) Critical psychologies of disability: boundaries, borders and bodies in the lives of disabled children. Emotional and Behavioural Difficulties, 20 (1). pp. 51-63. ISSN 1363-2752

Goodley, D. and Runswick Cole, K. (2011) The violence of disablism. Sociology of Health & Illness, 33 (4). pp. 602-617. ISSN 0141-9889

Goodley, D., Runswick Cole, K. and Liddiard, K. (2015) The DisHuman child. Discourse: Studies in the Cultural Politics of Education. ISSN 0159-6306

Goodley, D. and Runswick-Cole, K. (2014) Becoming dishuman: thinking about the human through dis/ability. Discourse. Published online: 26 Jun 2014. ISSN 0159-6306

Goodley, D. and Runswick-Cole, K. (2015) Big Society? Disabled people with the label of learning disabilities and the queer(y)ing of civil society. Scandinavian Journal of Disability Research, 17 (1). pp. 1-13. ISSN 1501-7419

Goodley, D. (2023) Being human as praxis: for people with learning disabilities. Subjectivity, 30 (2). pp. 167-184. ISSN 1755-6341

Goodley, D. (2023) The inclusion of adults with intellectual disabilities in health research - challenges, barriers & opportunities: A mixed-method study among stakeholders in England. Journal of Intellectual Disability Research. ISSN 0964-2633 (In Press)

Goodley, D., Cameron, D., Liddiard, K. et al. (4 more authors) (2020) Rebooting inclusive education? New technologies and disabled people. Canadian Journal of Disability Studies, 9 (5). pp. 515-549. ISSN 1929-9192

Goodley, D., Lawthom, R., Liddiard, K. et al. (1 more author) (2022) Affect, dis/ability and the pandemic. Sociology of Health and Illness. ISSN 0141-9889

Goodley, D., Lawthom, R., Liddiard, K. et al. (1 more author) (2021) Key concerns for critical disability studies. International Journal of Disability and Social Justice, 1 (1). pp. 27-49. ISSN 2732-4036

Goodley, D., Lawthom, R., Liddiard, K. et al. (1 more author) (2019) Provocations for critical disability studies. Disability & Society, 34 (6). pp. 972-997. ISSN 0968-7599

Gowen, S., Hart, C.F.S., Sehmar, P. et al. (1 more author) (2021) ‘..It takes a lot of brain space’: Understanding young carers’ lives in England and the implications for policy and practice to reduce inappropriate and excessive care work. Children & Society, 36 (1). pp. 118-136. ISSN 0951-0605


Hackett, A. (2015) Young Children as Wayfarers: Learning about Place by Moving Through It. Children & Society. ISSN 0951-0605

Hackett, A., Pahl, K. and Pool, S. (2017) In amongst the glitter and the squashed blueberries: Crafting a collaborative lens for children’s literacy pedagogy in a community setting. Pedagogies: An International Journal, 12 (1). pp. 58-73. ISSN 1554-480X

Hackett, A., Pool, S., Rowsell, J. et al. (1 more author) (2015) Seen and unseen: using video data in ethnographic fieldwork. Qualitative Research Journal, 15 (4). pp. 430-444. ISSN 1443-9883

Hall, M. and Sikes, P. (2020) ‘It’s just limboland’ : parental dementia and young people’s life courses. The Sociological Review, 68 (1). pp. 242-259. ISSN 0038-0261

Hall, M. and Sikes, P.J. (2018) How do young people 'do' family where there is a diagnosis of dementia? Families, Relationships and Societies, 7 (2). pp. 207-225. ISSN 2046-7435

Hammett, D., Jackson, L. and Bramley, R. (2022) Beyond ‘do no harm’? On the need for a dynamic approach to research ethics. Area, 54 (4). pp. 582-590. ISSN 0004-0894

Hannon, P., Nutbrown, C.E. and Morgan, A. (2020) Effects of extending disadvantaged families' teaching of emergent literacy. Research Papers in Education, 35 (3). pp. 310-336. ISSN 0267-1522

Hart, C.F. (2016) How Do Aspirations Matter? Journal of Human Development and Capabilities, 17 (3). pp. 324-341. ISSN 1945-2829

Hart, C.S. (2019) Education, inequality and social justice: a critical analysis applying the Sen-Bourdieu analytical framework. Policy Futures in Education, 17 (5). pp. 582-598. ISSN 1478-2103

Hart, C.S. (2016) The School Food Plan and the social context of food in schools. Cambridge Journal of Education, 46 (2). pp. 211-231. ISSN 0305-764X

Hart, C.S. and Brando, N. (2018) A capability approach to children's well-being, agency and participatory rights in education. European Journal of Education, 53 (3). pp. 293-309. ISSN 0141-8211

Hart, C.S. and Page, A. (2020) The capability approach and school food education and culture in England: ‘gingerbread men ain’t gonna get me very far’. Cambridge Journal of Education, 50 (6). pp. 673-693. ISSN 0305-764X

Harvey, L. and Bradley, J. (2023) Epilogue: Intercultural dialogue, the arts, and (im)possibilities. Language Teaching Research, 27 (2). pp. 359-367. ISSN 1362-1688

Harvey, L., Tordzro, G. and Bradley, J. (2022) Beyond and besides language : intercultural communication and creative practice. Language and Intercultural Communication, 22 (2). pp. 103-110. ISSN 1470-8477

Hatton, B. and Powell, L. (2022) Investigating the impact of at‐home learning on secondary school‐aged children with ADHD : a qualitative study. Journal of Research in Special Educational Needs (JORSEN), 22 (3). pp. 221-231.

Henderson, L., Devine, K., Weighall, A. et al. (1 more author) (2015) When the daffodat flew to the intergalactic zoo: Off-line consolidation is critical for word learning from stories. Developmental Psychology, 51 (3). pp. 406-417. ISSN 0012-1649

Herrick, T. (2010) Book reviews: Teaching in lifelong learning: a guide to theory and practice. Journal of Education for Teaching, 36 (2). pp. 254-256. ISSN 0260-7476

Herrick, T. (2019) The student guide to Freire’s pedagogy of the oppressed. Pedagogy, Culture & Society, 27 (3). pp. 419-421. ISSN 1468-1366

Hill, M. and Wood, E. (2019) ‘Dead Forever’: An ethnographic study of young children's interests, funds of knowledge and working theories in free play. Learning, Culture and Social Interaction, 23. 100292. ISSN 2210-6561

Hughes, M. (2006) Multi-agency teams: Why should working together make everything better? Educational and Child Psychology, 23 (4). pp. 60-71. ISSN 0267-1611

Hunter, J., Runswick-Cole, K., Goodley, D. et al. (1 more author) (2020) Plans that work: improving employment outcomes for young people with learning disabilities. British Journal of Special Education, 47 (2). pp. 134-151. ISSN 0952-3383

Hyatt, D. and Meraud, J. (2015) Teacher education in France under the Hollande government: Reconstructing and reinforcing the republic. Journal of Education for Teaching, 41 (3). pp. 218-234. ISSN 1360-0540

Hyatt, D., Escott, H. and Bone, R. (2022) ‘Addressing’ language deficit : valuing children's variational repertories. Literacy, 56 (3). pp. 212-224. ISSN 1741-4350

Hyatt, D. and Hayes, S. (2020) Decentered doctoral pedagogy: a co-autoethnography of collaboration and critical, agentive induction. Learner Development Journal, 1 (4). 3. pp. 20-31. ISSN 2433-5401


Ignagni, E., Fudge Schormans, A., Liddiard, K. et al. (1 more author) (2016) 'Some people are not allowed to love': intimate citizenship in the lives of people labelled with intellectual disabilities. Disability and Society. ISSN 0968-7599


Kay, L. (2022) 'What works' and for whom? Bold Beginnings and the construction of the school ready child. Journal of Early Childhood Research, 20 (2). pp. 172-184. ISSN 1476-718X

Kay, L., Brandsen, S., Jacques, C. et al. (2 more authors) (2023) Children’s digital and non-digital play practices with Cozmo, the toy robot. M/C Journal, 26 (2). ISSN 1441-2616

Kay, L., Wood, E., Nuttall, J. et al. (1 more author) (2021) Problematising policies for workforce reform in early childhood education: A rhetorical analysis of England's Early Years Teacher Status. Journal of Education Policy, 36 (2). pp. 179-195. ISSN 0268-0939

Kellett, S., Easton, K., Cooper, M. et al. (3 more authors) (2020) Evaluation of a mobile app to enhance relational awareness and change during cognitive analytic therapy: mixed methods case series. JMIR Mental Health, 7 (12). e19888. ISSN 2368-7959

Kirk, E., Donnelly, S., Furman, R. et al. (3 more authors) (2022) The relationship between infant pointing and language development: a meta-analytic review. Developmental Review, 64. 101023. ISSN 0273-2297

Klein, E. and Mills, C. (2017) Psy-expertise, therapeutic culture and the politics of the personal in development. Third World Quarterly, 38 (9). pp. 1990-2008. ISSN 0143-6597

Kontopodis, M. (2016) Eating in the Nursery School: Pedagogy, Performativity & Biopolitics. Horizontes , 34 (2). ISSN 0103-7706

Kourti, A. and Warmington, M. (2021) The relationship between mathematical abilities and phonological awareness skills in Greek students. Developmental and Adolescent Health, 1 (3). pp. 24-31.


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Lamb, T.E. (2015) Towards a plurilingual habitus: engendering interlinguality in urban spaces. International Journal of Pedagogies and Learning. ISSN 1833-4105

Lawrence, J. and Herrick, T. (2020) Supporting wellbeing through scholarship of teaching and learning. Journal of Applied Research in Higher Education, 12 (5). pp. 871-881. ISSN 1758-1184

Lebeau, Y. and Papatsiba, V. (2016) Conceptions and expectations of research collaboration in the European Social sciences: Research policies, institutional contexts and the autonomy of the scientific field. European Educational Research Journal, 15 (4). pp. 377-394. ISSN 1474-9041

Lebeau, Y. and Papatsiba, V. (2016) Conceptions and expectations of research collaboration in the European social sciences: Research policies, institutional contexts and the autonomy of the scientific field. European Educational Research Journal, 15 (4). pp. 377-394.

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Liddiard, K. (2015) Disability, human rights and the limits of humanitarianism. Disability and Society , 30 (9). pp. 1445-1448. ISSN 0968-7599

Liddiard, K. (2014) 'I never felt like she was just doing it for the money': Disabled men's intimate (gendered) realities of purchasing sexual pleasure and intimacy. Sexualities, 17 (7). pp. 837-855. ISSN 1363-4607

Liddiard, K. (2016) Imagining Disability Futurities. Hypatia. ISSN 0887-5367

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Liddiard, K. (2014) The work of disabled identities in intimate relationships. Disability & Society, 29 (1). pp. 115-128. ISSN 0968-7599

Liddiard, K. and Goodley, D. (2017) Disability and impairment. In: Turner, B., (ed.) The Wiley-Blackwell encyclopedia of social theory. Wiley-Blackwell . ISBN 9781118430866

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Little, S. (2018) Drawn in all directions: Heritage language families’ use of technology. In: Mascheroni, G., Ponte, C. and Jorge, A., (eds.) Digital Parenting: The Challenges for Families in the Digital Age. Nordicom , Goteborg , pp. 61-68. ISBN 978-91-88855-00-8

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Little, S. (2019) 'Is there an app for that?' Exploring games and apps among heritage language families. Journal of Multilingual and Multicultural Development, 40 (3). pp. 218-229. ISSN 0143-4632

Little, S. (2016) Promoting a collective conscience: Designing a resilient staff-student partnership model for educational development. International Journal for Academic Development , 21 (4). pp. 273-285. ISSN 1360-144X

Little, S. (2017) Whose heritage? What inheritance?: Conceptualising Family Language Identities. International Journal of Bilingual Education and Bilingualism. ISSN 1367-0050

Little, S. (2017) A generational arc: early literacy practices among Pakistani and Indian heritage language families. International Journal of Early Years Education, 25 (4). pp. 424-438. ISSN 0966-9760

Little, S. and Al Wahaibi, S. (2017) ‘We Are Not As They Think About Us’: Exploring Omani EFL Learners’ ‘Selves’ in Digital Social Spaces. Multicultural Education Review. ISSN 2005-615X

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Little, S. (2023) ‘Half of who you are’: parent and child reflections on the emotional experiences of reversing familial language shift. International Journal of Bilingualism, 27 (2). pp. 217-231. ISSN 1367-0069

Little, S. (2021) Rivers of multilingual reading : exploring biliteracy experiences among 8-13-year old heritage language readers. Journal of Multilingual and Multicultural Development. ISSN 0143-4632

Little, S. (2020) Social media and the use of technology in home language maintenance. In: Schalley, A.C. and Eisenchlas, S.A., (eds.) Handbook of Home Language Maintenance and Development: Social and Affective Factors. De Gruyter Mouton , pp. 257-273. ISBN 9781501516894

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Little, S. and Murray, R. (2022) The multilingual children’s library as physical and metaphorical ‘space’ within the community: practical and emotional considerations. Journal of Librarianship and Information Science. ISSN 0961-0006

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Marsh, J.A. (2014) From the wild frontier of Davy Crockett to the wintery fiords of Frozen: changes in media consumption, play and literacy from the 1950s to the 2010s. International Journal of Play, 3 (3). pp. 267-279. ISSN 2159-4937

Marsh, J.A. (2017) The internet of toys: a posthuman and multimodal analysis of connected play. Teachers College Record, 119. 120305. ISSN 0161-4681

Marsh, J.A. (2014) The relationship between online and offline play: friendship and exclusion. In: Burn, A., (ed.) Children's Games in the New Media Age: Childlore, Media and the Playground. Ashgate , pp. 109-132. ISBN 978-1-4094-5025-2

Marsh, J.A., Arnseth, H.C. and Kumpulainen, K. (2018) Maker Literacies and Maker Citizenship in the MakEY (Makerspaces in the Early Years) Project. Multimodal Technologies and Interaction, 2 (3). 50.

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Mills, C. (2017) 'Dead people don't claim': a psychopolitical autopsy of UK austerity suicides. Critical Social Policy. ISSN 0261-0183

Mills, C. (2018) From ‘invisible problem’ to global priority: The inclusion of mental health in the Sustainable Development Goals. Development and Change. ISSN 0012-155X

Mills, C. (2014) Psychotropic Childhoods: Global Mental Health and Pharmaceutical Children. Children & Society, 28 (3). pp. 194-204. ISSN 0951-0605

Mills, C. (2015) Symptom, seduction, subversion: Reading resistance to psychiatry through a post-colonial lens. CUSP: critical cultures and cultural critiques in psychology, 1 (1). pp. 22-46. ISSN 2455-152X

Mills, C. (2015) The psychiatrization of poverty: Rethinking the mental health-poverty nexus. Social and Personality Psychology Compass, 9 (5). 213 - 222. ISSN 1751-9004

Mills, C. and Fernando, S. (2014) Globalising Mental Health or Pathologising the Global South? Mapping the Ethics, Theory and Practice of Global Mental Health. Disability and the Global South, 1 (2). pp. 188-202. ISSN 2050-7364

Mills, C. and Hilberg, E. (2018) The construction of mental health as a technological problem in India. Critical Public Health. ISSN 0958-1596

Mills, C. and Hilberg, E. (2019) ‘Built for expansion’: the ‘social life’ of the WHO's mental health GAP Intervention Guide. Sociology of Health & Illness, 41 (S1). pp. 162-175. ISSN 0141-9889

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Nutbrown, C. (2021) Early childhood educators’ qualifications: a framework for change. International Journal of Early Years Education, 29 (3). pp. 236-249. ISSN 0966-9760

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This list was generated on Fri Sep 29 03:46:06 2023 BST.