School of Education

Smith, J. A., Wilson, A. (2026) Social Construction as a Complex Attractor: The Multiple Dimensions of Entanglement, Innovation and Recurrence. Routledge

Sapouna, M., De Amicis, L. (2026) Scotland. Edward Elgar Publishing

(2026) Exploring Restorative Intercultural Practices: Fire Stories. (doi: 10.21832/DIAMON0772)

Stewart, S., Avsar, E., Phipps, A. (2026) Imagining for Real in Part 2: stories from fire. Multilingual Matters

Wood, R. (2026) Learning from autistic teachers could change schools for the better. Conversation, (doi: 10.64628/AB.kg7v5u9v9)

Lang, J., Wood, R., Inchley, J., Haughton, D., Turner, F., Gajwani, R., Minnis, H., Press, M. (2026) More than inclusion: reimagining secondary education through neurodiversity-affirming practice. London Review of Education, 24, (doi: 10.14324/LRE.24.1.06)

Benghellab, K., Fisher, D., Botterill, K., Piacentini, T., Wishart, M., Mulvey, G., Fassetta, G., Solic, M., Glasgow Refugee, Asylum and Migration Network (GRAMNet), (2026) What the research says about the UK’s proposed immigration reforms. Open Democracy,

Bacquet, G., Nesterova, Y. (2026) Reimagining nonviolence education through a multidimensional lens: what should peace in the curriculum look like? Journal of Curriculum Studies, (doi: 10.1080/00220272.2026.2649143)

Oliver, D. M., Robertson, T., Wilson, A., Hibbard, P., Dickie, J., Hanley, N. (2026) From bathing standards to lived waterscapes: why we need to rethink inland blue space quality. Ambio,

Bacquet, G., Eaton, P. W. (2026) AI and education for Right Action: Exploring directions through possibilitarianism.

Dunkley, R. (2026) Facing the Anthropocene: community resilience and environmental pedagogy for a fragile planet. Scottish Education Review, (doi: 10.1163/27730840-bja10052)

Ortactepe Hart, D., Brown, S. (2026) Social justice and language education. Elsevier

Dunkley, R., Somerville, K. (2026) Staying with the waste: litter, learning, and slow violence in wasted-edgelands. Antipode: A Radical Journal of Geography, 58, (doi: 10.1111/anti.70153)

Ortactepe Hart, D. (2026) Time to unlearn unlearning?: Moving beyond neoliberal conceptualizations to intersectional, transformative actions. Teaching and Teacher Education, 171, (doi: 10.1016/j.tate.2025.105347)

Phipps, A., Sorace, A., Hirsu, L., Futro, D., Imperiale, M. G., Fassetta, G., Cox, S., Aldegheri, E., Ryan, S., Yohannes, H., McAdam, J., Arizpe, E., Abdelghany, S., Calvert, D., Stella, F., Kay, R., Sithole, T. (2026) Multilingualism and New Scots Refugee Integration.

Sithole, T., Phipps, A. (2026) Folding a River. Wild Goose Publications

Wilson, A. (2026) Networking Imaginaries 2: Multi-Scalar Networked Learning for Research and Public Pedagogies.

Wilson, A. (2026) Contemporary technologies of communication in HE: instantaneity and the deletion of reflexivity. Springer

Francis, D. (2026) When joy comes your way, you have to grab it!” Troubling how queer joy features in the lives of LGBT+ school-attending youth in South Africa. British Educational Research Journal, (doi: 10.1002/berj.70120)

Bowers, M., Dunkley, R., Olaosebikan, S., Montanez, S. (2026) Learn Together: Launch & Information Session.

Olusanya, B. O., Wright, S. M., Nair, M. K. C., Lynch, P., Khetani, M., Davis, A. C., Hadders-Algra, M. (2026) Disability inclusion for early childhood care and development: the twin-track approach. Disability and Health Journal, (doi: 10.1016/j.dhjo.2026.102027)

Wilson, A. (2026) Food waste (reduction) data stories. Edward Elgar

Di Marco Campbell, R., Sneed, H., Liu, J., Gabriel, (2026) E83 - Collective Action for Sustenance and Shelter.

Dunkley, R.A., Halstead, F.E., Gambell, S., Duncan, B. (2026) Exploring the role of frame analysis in promoting inclusive climate action: insights from the GALLANT project. International Review of Education,

Sosu, E. M., Mtika, P., Pimenta, S. M., Nyarko, N. Y., Fleischer-Djoleto, D., Wilson, C., Maulidi, F., Mepenedo, I. (2026) Understanding pathways to low educational attainment: a multidimensional poverty and educational achievement model. International Journal of Educational Development, 120, (doi: 10.1016/j.ijedudev.2025.103457)

Yoney, R. Z., Yilmaz, A., Ortactepe Hart, D. (2026) Environmental education in the language classroom: English as a foreign language for sustainable futures. Edinburgh University Press

Parsons, K., Dunkley, R., Halstead, F., Andal, A. G. (2026) Growing seeds of sustainability through arts-based educational interventions. Bloomsbury

Yilmaz, A. ., Ortactepe Hart, D., Brown, S., Çelik, S., Rana, S., Karaca, B. (2026) Inclusive and social justice-oriented pedagogies in English language classrooms: Insights from Türkiye, Pakistan, and the UK.

(2026) Intersections of Environmental and Language Justice Exploring Policy, Pedagogy and Activism.

Moskal, M., Fassetta, G., Imperiale, M. G., Spurway, J. (2026) ‘To translate feelings not words’. Humanitarian interpreting: challenging institutional and professional boundaries in interpreting for refugees. Language and Intercultural Communication, 26, pp. 43-56. (doi: 10.1080/14708477.2024.2317138)

Ali, S. (2025) The sound of learning in silence: culturally responsive teaching for Chinese students in UK higher education. Cogent Education, 12, (doi: 10.1080/2331186X.2025.2588835)

Wilson, A. (2025) Fiction as method. Edward Elgar Publishing

Petersen, L., Black, G., Wilson, A., Ncube, S., Piper, L., Abrams, A., Carden, K., Dickie, J., Hamilton-Smith, N., Lamb, G., Mpofu Mketwa, T., Dick, L. (2025) Co-developing best bets for participatory disaster risk management in a postcolonial harmscape. Climate and Development, (doi: 10.1080/17565529.2025.2598004)

Wilson, A., Ross, J. (2025) Surveillance in higher education. Oxford Research Encyclopaedia of Science, Technology, and Society,

De Amicis, L., Thompson, H., Chang, H. C., Vincent, M. (2025) Unlearning and Relearning: Decolonising an Individual Differences Course Through a Student–Staff Partnership. 12 Days of SoTL 2025.

Yohannes, H., Piacentini, T. (2025) Beyond the Border: Poetics of Refuge and Critical Classroom Praxis.

Ali, S. (2025) An investigation into academic email practices of Arab female undergraduate students and their attitudes towards error correction of their email messages. Learning and Teaching in Higher Education: Gulf Perspectives, 2, pp. 2-10. (doi: 10.18538/lthe.v2.n2.02)

Dunkley, R. (2025) Hub Monday – Interactive introduction to CommuniMap.

Dunkley, R. (2025) communiMap demonstration for Glasgow Compost Connections Network, Bellahouston Allotment Forum (SACRO)

Horton, C., Pearce, R. (2025) The United Nations Convention on the Rights of the Child and the rights of trans children in Scotland. International Journal of Children's Rights, 33, pp. 859-889. (doi: 10.1163/15718182-33040004)

Yohannes, H. (2025) Breathing-writing from within the abyss [blog post]

Guo, R., Shen, Y., Hinson-Williams, J., LaPoint, S., McKinnon, R., Wood, R., Bottema-Beutel, K. (2025) Navigating teacher agency, empathy, and disability discourses in schools: a reflexive thematic analysis of autistic teachers’ perceptions of work experiences in the United States. Autism in Adulthood, (doi: 10.1177/25739581251395441)

Yemane, T. H., Zerezghi, H., Yohannes, H. T. (2025) Poetics of music and exile in postliberation Eritrea. Bloomsbury Publishing

Dunkley, R. (2025) The Composting Co-Lab: Practical Mapping and Horticulture Workshop at SRUC Queen’s Park.

Bacquet, G. (2025) Nonviolence Education as a practice of rehumanization: Can self-enquiry practices positively reshape teachers’relationship with their social world? Holistic Education Review, 5, pp. 1-21.

Dunkley, R. (2025) GALLANT Community Collaboration Research and Demonstration of communiMap.

Dunkley, R. (2025) Scottish Parliament: Local Government, Housing and Planning Committee Online Participation Session.

Plant, E., Dunkley, R., Dominoni, D. M., McCafferty, D. J. (2025) Supporting pollinators in urban gardens: floral richness and abundance influence flower visitor interactions regardless of the surrounding landscape. Urban Ecosystems, 28, (doi: 10.1007/s11252-025-01848-7)

Barkova, H., De Amicis, L. (2025) Ukrainian Parents' Views on the Impact of War and Displacement on Their Parenting Styles in Scotland.

Dunkley, R. (2025) Walk Talk Connect: communiMap Collaborative Session.

Mtika, P., Sosu, E. M. (2025) Understanding the paradox of primary teacher shortage in low-income countries: insights from Malawi. British Educational Research Journal, (doi: 10.1002/berj.70065)

Dunkley, R. (2025) Invited Speaker: UNESCO Learning Cities International Online Panel.

Dunkley, R. (2025) communiMap workshop.

Nicholson, J. (2025) Edges of Care: Systemic Inequalities and Experiences of Care for Children Affected by Parental Drug Use in School.

Varadarajan Shanmugapriya, L., Navrouzoglou, P., De Amicis, L., Dorling, J., Long, Z., Maitland, R., Boswell, J. (2025) Community-based Microgreens Project Integrating Individuals with Learning Disabilities.

Reid, C., Sutherland, M. (2025) Looking back: gifted young people’s reflections on learning in areas of deprivation. Gifted and Talented International, (doi: 10.1080/15332276.2025.2558543)

Moustafa, N. et al. (2025) Industrial Decarbonisation Frontiers Report: Carbon Capture and Storage (CCS) Spotlight: Carbon Capture.

Dunkley, R. (2025) Can We Achieve Environmental Justice Without Social Justice? GALLANT, CommuniMap & Pathways to Participatory Climate Action.

Mitchell, A., Francis, D. (2025) Troubling Leading Anti-Racism in Scottish Schools.

Dräger, J., Klein, M., Sosu, E. (2025) Does the impact of pupil absences on achievement depend on their timing? American Educational Research Journal, 62, pp. 872-908. (doi: 10.3102/00028312251347666)

Francis, D. A. (2025) “Nae problem here”: troubling race and racism in Scottish education. Teaching and Teacher Education, 164, (doi: 10.1016/j.tate.2025.105092)

Phipps, A. (2025) An awful lot of this and an awful lot of that: symbolic, poetic and permacultural competences for a maximal multilingual world. L2 Journal, 17, pp. 1-9. (doi: 10.5070/L2.46509)

Nakkala, M.P., De Amicis, L. (2025) Interpreting How Migrants in Glasgow Responded to the 2024 UK Riots.

De Amicis, L., Barkova, H., Hosseini, D. (2025) Decolonising Oneself to Decolonise One’s Own Teaching: A Pilot Study on Teaching Social Psychology.

Lang, J., Press, M., Wood, R., Inchley, J., Haughton, D., MacIntyre, A., Russell, H. (2025) Neurodiversity in Scottish Schools: A framework for the implementation of a neurodiversity affirming change project in Scottish secondary schools.

Lang, J., Press, M., Wood, R., Inchley, J., Haughton, D., MacIntyre, A., Russell, H. (2025) Neurodiversity in Scottish Schools: Executive Summary.

De Amicis, L., Barkova, H., Dragomirova, I. (2025) Ukrainian Parents’ Acculturation and Parental Styles After War and Displacement in Scotland.

Dunkley, R. (2025) Everyday Energy and Retrofit Barriers: Mapping Community Perspectives through communiMap.

Navrouzoglou, P., De Amicis, L., Dorling, J., Maitland, R. (2025) Sustainable: Community-based Microgreens Project Integrating Individuals with Learning Disabilities into the Sustainability Transition.

Ortactepe Hart, D. (2025) Reflections on privilege and vulnerability: a transnational perspective on language teacher educators’ intersectional identities in the postdigital era. TESOL Journal, 16, (doi: 10.1002/tesj.70044)

Sosu, E. M., Souza, K., Nyarko, N. Y., Gbedemah, S. F., Mepenedo, I., Fleischer-Djoleto, D. (2025) Supporting students’ academic and wellbeing outcomes in Ghana: The role of teacher-student relationships and school resources. (doi: 10.36399/gla.pubs.365192)

Fatehrad, A., Natalini, D., Yohannes, H. T., Palombo, G. (2025) The role of nature in migrant integration: an eco-social perspective. Urban Forestry and Urban Greening, 111, (doi: 10.1016/j.ufug.2025.128837)

Wilson, A., Black, I. (2025) ‘The greatest challenge may be doing nothing now’: evidencing criticality and agency in response to a short online climate action course. Manchester University Press

Dunkley, R., Parr, H., Toney, J. (2025) The University and Slow Civic Geographies: A View from Glasgow.

Dunkley, R. (2025) How Scottish schools can drive environmental education. Times Educational Supplement,

Yohannes, H. T. (2025) The Refugee Abyss. Routledge

Law, J., Boese, K., Roy, S., Boese, A. S., Scholes, S. (2025) Empowering future literacy instructors: the role of mastery experiences in pre-service teachers’ literacy knowledge and self-efficacy. Journal of Early Childhood Teacher Education, (doi: 10.1080/10901027.2025.2538577)

(2025) A Handbook of Integration with Refugees: Global Learnings from Scotland. (doi: 10.21832/ALDEGH8974)

Baak, M., Baker, S., Hartley, L., Burke, R., Phipps, A., Kindon, S., Dunwoodie, K., LoshiniNaidoo, L., Ziersch, A. (2025) Decolonising solidarity in higher education: navigating barriers and enablers in advocacy with people from displaced backgrounds. International Journal of Inclusive Education, (doi: 10.1080/13603116.2025.2543164)

Haryono, A. K., Sheridan, L. (2025) From silence to agency: reframing Indonesian postgraduates' educational struggles in the United Kingdom (UK) ANIMA Indonesian Psychological Journal, 40, (doi: 10.24123/aipj.v40i2.7454)

Yohannes, H. T., Phipps, A. (2025) Restorative integration as a decolonial praxis: on love and rage. Channel View Publications

Nicholson, J., Greenwood, S. (2025) Responding to Student Substance Use in Higher Education: Adapting Research Findings into Practice.

Mckee, C., Gallagher, J., Lappin, M., Nicholson, J., Phipps, A., McQuade, M. (2025) Trauma is Everyone’s Business: Embedding Trauma-Responsive Practice in the School of Education.

De Amicis, L., Barham, R., Ham, N., Esposito, C. (2025) Arguing or Not Arguing, That’s the Dilemma! Meat-Eaters’ and Veg*ns’ Preferred Strategies in Conflicts on Food Choices with a Different-Diet, Unknown or Well-Known, Person.

Ou, X., Esposito, C., De Amicis, L. (2025) Can Spontaneous Imagined Contact Reduce Prejudice Against Vegans?

Morgan, J., Esposito, C., De Amicis, L. (2025) Personal Characteristics and Experiences with Pets Influencing University Students’ Perspectives on Animal-Assisted Interventions.

De Amicis, L., Cluness, L., Albertoni, D., Zogmaister, C. (2025) Why We Eat Fish: A Cross-Cultural Qualitative Study in Italy and Scotland.

Bimha, P.Z.J., Francis, D.A. (2025) Queer-Trans-Straight alliances: disrupting cisheteronormativity on University Campuses in the Western Cape Province, SA. South African Journal of Higher Education, 38, pp. 37-52. (doi: 10.20853/39-3-6483)

Bacquet, G. (2025) Decoloniality and  nonviolence as a pedagogy of hope: Chilean pre-service teachers and their reconceptualisation of inclusive classrooms. Open Book Publishers

De Amicis, L. (2025) Decolonising Oneself to Decolonise One's Own Teaching: A Pilot Study on Teaching Social Psychology.

Sheridan, L. (2025) The XXXX game: A character based tool for learning. Open Book Publishers

Mitchell, A., Francis, D. (2025) Leading Anti-Racism (LAR): A Partnership Between a University and a Local Authority (School District)

Mohammed, K., Chisti, A., Rain, C., Francis, D., Mitchell, A. (2025) Taking Stock: A Diverse and Anti-racist Teaching Profession in Scotland?

De Amicis, L., Barkova, H. (2025) Decolonising Our Minds: A Self- Decolonising Toolkit for Social Psychology Teachers.

Phipps, A., Sithole, T., Yohannes, H. (2025) Language gardens: returning to the poetics found in the linguistic diversity of the land. Journal of Education for Multilingualism, 2, pp. 27-51.

Wood, R., Gagat-Matula, A., Domagała-Zyśk, E., Mazur vel Butynski, M. (2025) “We are here and we deserve it”: being an autistic teacher in Poland. International Journal of Inclusive Education, (doi: 10.1080/13603116.2025.2518393)

Simpson, K., Javorskiene, A., Pearson, J., Scanlon, M., Bradshaw, O., Douglas, C., Marr, I., Moustafa, N., Wilson, A., Lakshmi, G., Katris, A., Calvillo, C. (2025) Industrial Decarbonisation Frontiers Report: Workforce for Net Zero: Skills, Planning and Equality, Diversity & Inclusion (EDI)

Sovacool, B., Wilson, A., Clery, D., Gough, C., Feliciano, D., Hanak, D., Robertson, G., Henwood, K., Pidgeon, N., Smith, H., Devine-Wright, P., Hamilton, J., Lei, H.-L., Armstrong, L.-M., Mac Dowell, N., Moustafa, N., Bradshaw, O., Marr, I. (2025) Industrial Decarbonisation Frontiers Report: Public Perceptions and Just Transitions.

Soe, Y. N., Thomson, M., Reid, K., Moore, L. A. R., Bintoro, B. S., Dong, B., Good, S., Hu, P., Long, E., Mateo, N. J., McMeekin, N., Padmawati, R. S., Prabandari, Y. S., Purvis, A., Salanga, M. G., Semple, S., Llorin, C. T., Wang, J.-Y., Simpson, S. A. (2025) A Stop Smoking In Schools Trial in three culturally different middle-income countries (ASSIST Global): protocol for a randomised feasibility study. BMJ Open, 15, (doi: 10.1136/bmjopen-2024-096963)

Fraser, K., Reid, K. (2025) A cradle of support as you emerge from the darkness of mental illness: Participant experiences of Common Wheel’s community music group. International Journal of Community Music, 18, pp. 171-187. (doi: 10.1386/ijcm_00123_1)

Reid, C., Sutherland, M., Alves, I. (2025) Additional support for learning in Scotland: rhetoric and reality. British Journal of Special Education, pp. 202-209. (doi: 10.1111/1467-8578.70017)

Wilson, A., Ross, J. (2025) “Your U-Well-Being Journal is due today”: on some possible intersections between surveillance and student wellbeing in the future university. Studies in Higher Education, 50, pp. 1233-1247. (doi: 10.1080/03075079.2024.2368264)

De Amicis, L. (2025) Teaching and Learning about Psychology for, and of, Environmental Sustainability: Challenges and Opportunities.

Wright, T., Lewis, G., Greene, T., Pearce, R., Pitman, A. (2025) The association between microaggressions and mental health among UK trans people: a cross-sectional study. Social Psychiatry and Psychiatric Epidemiology, 60, pp. 1211-1225. (doi: 10.1007/s00127-024-02775-2)

De Amicis, L. (2025) Environmental Sustainability: A Specific Area of Psychology or within any Psychological Area?

Fatehrad, A., Natalinni, D., Yohannes, H., Palombo, G. (2025) Diaspora space and nature-based integration. Routledge

Imperiale, M. G. et al. (2025) LINEs4Palestine.

Hines, S., White, F. R., Pfeffer, C., Pearce, R., Riggs, D. (2025) Embodied experiences of trans pregnancy. Body and Society, 31, pp. 39-66. (doi: 10.1177/1357034X251322115)

Baldan Babayiğit, B., Boeren, E., Clancy, S., Evangelista, Z., Holford, J., Capsada-Munsech, Q. (2025) Unravelling the data puzzle: a total survey error perspective on adult learning and education participation in the UK. International Journal of Lifelong Education, 44, pp. 273-290. (doi: 10.1080/02601370.2025.2493798)

Nicholson, J. (2025) Young people affected by drug use: implications for teacher education. Journal of Education for Teaching, 51, pp. 417-431. (doi: 10.1080/02607476.2025.2480087)

McCandlish, A., McQuade, M., Soussi, E., Currie, L. (2025) SoTL Journeys - Creating a culture of scholarship in the School of Education.

Kang, L.-J., Naude, A., Rocha, A., Bornman, J., Alves, I., Maxwell, G. R., Moretti, M., Proyer, M., Shi, L., Zahnd, R. (2025) An international systematic review of the ICF in education: cross-language comparisons from Chinese, German, Italian, and Portuguese publications. Frontiers in Education, 10, (doi: 10.3389/feduc.2025.1526194)

Wood, R., Crane, L., Happe, F., Gagat-Matula, A., Milton, D. (2025) Initial Summary Report: What are the Attitudes of Parents in the UK, Poland and the US Towards Autistic Teachers? (doi: 10.17613/8vscq-3yh07)

Lefèvre, E., Law, J. M., Prado, J., Anders, R., Cavalli, E. (2025) Reading comprehension resiliency in adolescents with and without dyslexia relates to vocabulary, listening comprehension and socioeconomic status. Learning and Instruction, 96, (doi: 10.1016/j.learninstruc.2025.102081)

Francis, D. A. (2025) ‘I haven’t gotten my head around that.’: cisheterosexual school-attending youths’ accounts of how cisheteronormativity features in their sexuality education curriculum. International Studies in Sociology of Education, 34, pp. 197-216. (doi: 10.1080/09620214.2024.2364056)

Jones, N., Sheridan, L. (2025) International postgraduate taught students’ perspectives on resources to support learning transitions: a preliminary case study. Open Scholarship of Teaching and Learning, 4, pp. 142-165. (doi: 10.56230/osotl.122)

Phipps, A. (2025) A World Glasgow Minding on the International Day of Peace. Multilingual Matters

Phipps, A. (2025) On strike on Mother Language Day: critical reflections, toilet signs and language geneaologies. Multilingual Matters

Arizpe, E., McAdam, J., Hirsu, L. (2025) Creating safe spaces in contexts of “complex emergency” through mediation and picturebooks. Routledge

Görzig, A., Betts, L. R., Maunder, R., Monks, C. P., De Amicis, L., Bennett, S. (2025) Teachers’ responses to identity-based bullying: Social inequality, identity, and diversity at teacher and school level. International Journal of Bullying Prevention, (doi: 10.1007/s42380-024-00281-2)

Chiou, V., Reid, C., Webster, L.-A., Karagoz, M. A. (2025) School Assessment in an inclusive education system – do we measure what we value or do we value what we can measure? all-means-all.education

Pearce, R. (2025) Suicide affirmation and the positive right to die. Symbolic Interaction, (doi: 10.1002/symb.1237)

Badwan, K., Phipps, A. (2025) Hospicing Gaza (غزة): stunned languaging as poetic cries for a heartbreaking scholarship. Language and Intercultural Communication, (doi: 10.1080/14708477.2024.2448104)

Natalini, D., Fatehrad, A., Yohannes, H., Palombo, G. (2025) Evidence for Women and Equalities Committee’s on Community Cohesion.

Adams, N., Pearce, R., Veale, J., Radix, A., Sarkar, A., Castro, D. (2025) By us and for us: bringing ethics into transgender health research. SUNY Press

Piper, L., Black, G., Petersen, L., Dick, L., Wilson, A., Mpofu-Mketwa, T. (2025) Policy engagement as ‘empowered representation’: democratic mediation through a participatory research project on climate resilience. Evidence and Policy: A Journal of Research, Debate and Practice, 21, pp. 87-107. (doi: 10.1332/17442648Y2024D000000033)

Francis, D. A. (2025) ‘A square peg in a round hole’. Transgender and gender diverse youth and schooling in South Africa. Sexualities, 28, pp. 683-698. (doi: 10.1177/13634607231212850)

White, F. R., Pearce, R., Riggs, D. W., Pfeffer, C. A., Hines, S. (2025) ‘Why is the chubby guy running?’: Trans pregnancy, fatness and cultural intelligibility. Journal of Applied Philosophy, 42, pp. 415-430. (doi: 10.1111/japp.12772)

Wilson, A., Black, G., Petersen, L., Dick, L., Ncube, S., Mpofu-Mketwa, T., Abrams, A., Carden, K., Piper, L., Dickie, J., Hamilton-Smith, N., Lamb, G. (2025) Place-pedagogies of water stress. Global Social Challenges Journal, (doi: 10.1332/27523349Y2025D000000034)

Devlin, J., Martin, H., Mcgreechin, A. (2025) But why? Activating action. Bloomsbury Academic

Leyton, D., Read, B., Slade, B., Evangelista, Z., Maitra, S., Maitra, S. (2025) Affective inequalities beyond heteronormativity. Impostor feelings, wellbeing and belonging in STEM students in the UK and India. Educational Review, (doi: 10.1080/00131911.2024.2438877)

Singal, N., Mbukwa-Ngwira, J., Taneja-Johansson, S., Lynch, P., Chatha, G., Umar, E. (2025) Impact of Covid-19 on the education of children with disabilities in Malawi: reshaping parental engagement for the future. International Journal of Inclusive Education, 29, pp. 112-128. (doi: 10.1080/13603116.2021.1965804)

Lynch, P., Soni, A. (2025) Widening the focus of school readiness for children with disabilities in Malawi: a critical review of the literature. International Journal of Inclusive Education, 29, pp. 97-111. (doi: 10.1080/13603116.2021.1965801)

Phipps, A. (2025) A barren translation. Saraband

Gormally, S., Maguire, A., Seal, M. (2025) Conclusion: Principles and practices for meaningful community engagement in Higher Education. Bloomsbury

Sitholé, G. D. T., Gramling, D. (2025) Hard translanguaging: a mutualizing practice of abun-dance. Wiley

(2025) Higher Education, Community Connections and Collaborations.

Gormally, S., Maguire, A., Seal, M. (2025) Introduction: Are community connections and collaborations possible in Higher Education? Bloomsbury

Baker, S., Baak, M., Burke, R., Hartley, L., Kindon, S., Naidoo, L., Phipps, A., Ziersch, A. (2025) Making sense of academic service in unpredictable times: exploring the risks and benefits of academic activism in higher education. Higher Education Research and Development, 44, pp. 1608-1623. (doi: 10.1080/07294360.2025.2482809)

Black, G. F., Petersen, L., Mpofu-Mketwa, T. J., Dick, L., Wilson, A., Ncube, S., Abrams, A., Carden, K., Dickie, J., Hamilton-Smith, N., Piper, L., Lamb, G. (2025) Participatory visual methods and the mobilization of community knowledge: working towards community-derived disaster risk management in the context of advancing climate change. Journal of Participatory Research Methods, 6, pp. 121-152. (doi: 10.35844/001c.129834)

McAdam, J. E., Arizpe, E., Abou Ghaida, S. (2025) Texts that assure: selecting picturebooks to use with displaced children. Routledge

Hughes, G., Gormally, S., Smith, C., Glazer, S. (2025) The role of community and youth work in supporting universities meaningful engagement with communities. Bloomsbury

Yohannes, H. (2024) Autobiographic Reflections on Loss, Longing, and Recovery.

Yohannes, H., Yemane, T. (2024) Controversies in qualitative research. Qualitative Applied Health Research Centre (QUAHRC), King’s College London (KCL),

Black, E., Sutherland, M., Reid, C. (2024) The importance of the early years. Routledge

Sheridan, L. (2024) Day 12: Let’s start at the very beginning [blog post]

White, M., Harrison, M., Cohn, E., Wood, R., StEvens, C. (2024) An Evidence Informed Guide to Becoming and Flourishing as a Neurodivergent Teacher: A Guide for Educators and School Leaders. (doi: 10.17613/71xzv-apf49)

White, M., Harrison, M., Cohn, E., Wood, R., StEvens, C. (2024) Becoming and Flourishing as a Neurodivergent Teacher: Final Report. (doi: 10.17613/zmv9v-hz689)

De Amicis, L., Shelly, C., Camilleri, L., Albayrak-Aydemir, N., Uluğ, Ö. M. (2024) Turning a BPS symposium into a safe and hopeful space for challenging social inequalities within and outside our communities. Social Psychological Review, 26, pp. 12-14.

Arizpe, E., Gormally, S., Vega, N. N., Muñoz, J. C., Rueda, M. S., Jiménez, J. D., Rivera, A. B., Mendoza, S. H. (2024) A Tale of Two Cities: Recovering community spaces for peacebuilding in Medellín and Acapulco. Multilingual Matters

McAdam, J. E., Amescua, C., Arizpe Solana, E. (2024) Between success and failure: researching with grassroots organisations involved in conflict transformation. Multilingual Matters

(2024) Cultures of Sustainable Peace: Conflict Transformation, Gender-Based Violence, Decolonial Praxes. (doi: 10.21832/9781800418363)

Phipps, A. (2024) The many twists and turns in the pathways to peace: reflections on the bright sadness of decolonising and structuring cultural work. Multilingual Matters

Dunkley, R. (2024) Reaching Communities and Climate-Changed Place Relations: Visioning the Challenge of Co-Designing Public Mental Health.

Yohannes, H. T. (2024) Autobiographic reflections on loss, longing, and recovery. Edward Elgar Publishing

Imperiale, M. G., Fassetta, G., Abubaker, F. (2024) Contextualising safeguarding in international development research: requirements and challenges. Multilingual Matters

Phipps, A. (2024) ‘I hope you love it’: poetry, protest and posthumous publishing with and for Palestinian colleagues in Gaza during scholasticide. Curriculum Perspectives, 44, pp. 371-374. (doi: 10.1007/s41297-024-00285-4)

Burhan-Horasanli, E., Ortactepe Hart, D. (2024) Conceptualizing reflection-for-action: language teachers as agents of collaborative and collective transformation. Teaching and Teacher Education, 152, (doi: 10.1016/j.tate.2024.104802)

Yılmaz, A., Ortactepe Hart, D., Sönmez, N. (2024) Promoting social justice through dramatizing children’s literature: Lessons from EFL classrooms in Türkiye. TESOL Journal, 15, (doi: 10.1002/tesj.857)

Bacquet, G. (2024) The Buddhist ethics of nonviolence as a practice of equality. Springer

De Amicis, L., Savorelli, L., Dahlin, J.-E., Sorensen, I., Vanderbauwhede, W. (2024) Coming Together for Teaching and Learning about Sustainability in Higher Education.

De Amicis, L., Vincent, M., Mair, C., Hosseini, D. (2024) Self-Reflecting on Decolonising One’s Own Learning and Teaching: Could a Self-Assessment Tool Work?

Vincent, M., De Amicis, L., Ghazali-Mohammed, Z., Saleh, A., Mair, C., Hosseini, D. (2024) Experiences and Challenges in Decolonising the Curriculum: What We Learned and Where Should We Go Now.

Dunkley, R. (2024) Facing the Anthropocene Community Resilience and Environmental Pedagogy for a Fragile Planet.

De Amicis, L., Vincent, M., Mair, C., Hosseini, D. (2024) Self-Reflecting on Decolonising One Own’s Learning and Teaching: Could a Self-Assessment Tool Work.

Görzig, A., Betts, L. R., Maunder, R., Monks, C., De Amicis, L., Bennett, S. (2024) The Role of Social Inequality and Identity at Teacher and School Level for Teachers’ Responses to Identity-Based Bullying.

Nicholson, J. (2024) Managing School: Young People Affected by Parental Drug Use in Scotland.

Gupta, K., Pearce, R. (2024) From conflict to collaboration: solidarity and compromise in trans and women’s movements. Routledge

Van Dermijnsbrugge, E., Di Marco Campbell, L. R., Donaghy, J., Vasileva, E., Ferrari, C. (2024) Reflections on the ASN8 Conference: Looking Back / Forward. AnarchistStudies.Blog.

Wilson, A., Hamilton, H., Singh, G., Lockley, P. (2024) Open is not enough: Designing for a networked data commons. Springer

Wood, R. (2024) Thinking Differently about Autism, Education and Inclusion.

Yilmaz, A., Ortactepe Hart, D., Çelik, S. (2024) Transforming language teachers into agents of social change in Türkiye. Bloomsbury Academic

Bacquet, G. (2024) How much participation is participatory? Opportunities and challenges of doing participatory action research with Latin American teachers. Journal of Participatory Research Methods, 5, (doi: 10.35844/​001c.123406)

Dunkley, R. (2024) Pathways to Climate Equity: Perspectives on Advocacy and Action.

Sapouna, M., De Amicis, L. (2024) Scotland. Edward Elgar

Law, J., Carmichael, K. (2024) Towards a dyslexia-friendly Scotland? (doi: 10.36399/gla.pubs.337659)

Wilson, A., Robertson, G. (2024) CC(U)S Futures 2: Visions from within the sector Spring 2024.

Dunkley, R. (2024) GALLANT (Glasgow as a Living Lab for Nature-Based Solutions)

Bradley, L., Perry, M., Fassetta, G., Ryan, S., Nelson, E. (2024) Denaturalizing “intelligence” in Higher Education: AI as a rupture to imagining and manifesting sustainable and anti-colonial literacies. Reading Research Quarterly, 59, pp. 579-589. (doi: 10.1002/rrq.540)

Phipps, A. (2024) Ten years of struggles for refugee rights in Scotland. The National

Elliot, D. L., Lido, C., Evangelista, Z., Kassous, I. Z., Al Najim, A., Alves, I. (2024) Mind the gap! International doctoral scholars’ and supervisors’ perspectives of wellbeing and help-seeking behaviour. Routledge

De Amicis, L. (2024) How Can We Value Diversity and Prevent/Contrast Social Inequalities in our Schools and Communities?

De Amicis, L., Görzig, A., Betts, L.R., Maunder, R., Monks, C.P., Bennett, S. (2024) Teachers’ Responses to Identity- Based Peer Exclusion: The Role of Diversity and Social Inequalities at Teacher and School Level.

Wood, R. (2024) AutAngel: Autism and Our Education System.

Yohannes, H. T. (2024) Decolonial Mourning and the Caring Commons: Migration-Coloniality Necropolitics and Conviviality Infrastructure By Encarnación Gutiérrez Rodríguez. London, UK: Anthem Press, 2023. x + 251pp. £25.00/US$35.00. ISBN: 9781839988783. Journal of Refugee Studies, (doi: 10.1093/jrs/feae071)

Camilleri, L., De Amicis, L. (2024) Motivations for Majority Group Members for Helping the ‘Other’: The Case of the Maltese NGO Workers Supporting Migrants in Malta.

De Amicis, L., Brady, O. (2024) What Favoured Solidarity Collective Action in the Core of Glasgow? Individual and Social Identities and Power Dynamics in the Kenmure Street Protest.

Phipps, A., Egido, A. A., Novelli, J. (2024) "There is not a word I speak that has not been given to me by somebody else": an interview with Dr. Alison Phipps. ESPecialist, 45, pp. 206-221. (doi: 10.23925/2318-7115.2024v45i4e63829)

Hand, C. J., Thomas, M. A.M., Chipindi, J. S., Boeren, E., Kim, J., Lynch, P. (2024) A mixed-method evaluation of IT'S PLAY: Improving Teaching Skills on Playful Learning for Africa’s Youngest. Endline Report. (doi: 10.36399/gla.pubs.350344)

Albtran, A., AKSU, P., Al-Fakir, Z., Al-Hashimi, H., Baillot, H., Izzeddin, A., Yohannes, H. T., Kirkwood, S., Mfaco, B., Nicole, T., Ní Raghallaigh, M., Ogutu, G., O’Reilly, Z., Younes, A. (2024) Correction to: Building an ethical research culture: Scholars of refugee background researching refugee-related issues. Journal of Refugee Studies, 37, pp. 835. (doi: 10.1093/jrs/feae053)

Lynch, P., Nabwera, H. M., Babikako, H. M., Rasheed, M., Donald, K. A., Mbaleh, E. W., Stockdale, E., Chande, P., Van den Heuvel, M., Kakooza Mwesigej, A., Gladstone, M. (2024) Experiences of identifying pre-school children with disabilities in resource limited settings – an account from Malawi, Pakistan and Uganda. Disability and Society, 39, pp. 2053-2073. (doi: 10.1080/09687599.2023.2181769)

Nicholson, J. (2024) Under the Radar: Agency and Young People Affected by Drug Use.

Phipps, A. (2024) Word of wisdom: advice about multilingual practices. University Grapevine, 23, pp. 4-7.

Halstead, F., Gambell, S., Dunkley, R. (2024) Participatory Mapping in Times of Climate and Ecological Crises: Intersections for Data, Knowledge, and Wisdom.

Evans, D., Little, C., Alves, I., Boath, L., Basit, A. (2024) Exploring The Complexities and Multifaceted Nature of Teacher Preparedness.

Horton, C., Pearce, R. (2024) The U.K.’s Cass Review Badly Fails Trans Children. Scientific American,

Ortactepe Hart, D., Burhan-Horasanlı, E. (2024) Neo-nationalism and Turkish higher education: a phenomenological case study of a multilingual scholar’s identity (re)construction. Studies in Higher Education, 49, pp. 1451-1462. (doi: 10.1080/03075079.2023.2268127)

Francis, D. A. (2024) Queer and trans activism in South African schools: Non-Governmental Organisations (NGOs) disrupting LGBT+ inequalities. Teaching and Teacher Education, 148, (doi: 10.1016/j.tate.2024.104705)

Senbayrak, M., Ortactepe Hart, D. (2024) Exploring social justice dialogues in EFL conversation clubs: discursive moves and affordances. Language, Culture and Curriculum, 37, pp. 327-342. (doi: 10.1080/07908318.2024.2339316)

Nesterova, Y., Amaglo-Mensah, T. D., Bacquet, G. (2024) Nesterova, Y., & Dziedzom Amaglo-Mensah, T. (2024) Peace Education Podcast, episode 8 Decolonising non-violence: Contributions of Indigenous wisdom traditions. ft. Gaston Bacquet.

Di Marco Campbell, L. R. (2024) Anarchist Pedagogies in the Neoliberal University – Liberation discourse and pushing radical assessment onto the agenda. AnarchistStudies.Blog.

Davies, R., Reid, K. (2024) Supporting each other: older adults’ experiences empowering food security and social inclusion in rural and food desert communities. Appetite, 198, (doi: 10.1016/j.appet.2024.107353)

Horton, C., Pearce, R., Veale, J., Oakes-Monger, T.C., Pang, K. C., Pullen Sansfaçon, A., Quinney, S. (2024) Child rights in trans healthcare – a call to action. International Journal of Transgender Health, 25, pp. 313-320. (doi: 10.1080/26895269.2024.2360359)

Wood, R., Crane, L., Happé, F., Moyse, R. (2024) Learning from autistic teachers: lessons about change in an era of Covid-19. Educational Review, 76, pp. 1209-1231. (doi: 10.1080/00131911.2022.2103521)

Howitt, S. M., Wilson, A. N., Higgins, D. M. (2024) Unlearning, uncovering and becoming: experiencing academic writing as part of undergraduate research. Teaching in Higher Education, 29, pp. 1322-1337. (doi: 10.1080/13562517.2022.2145466)

Francis, D. A. (2024) “Did you just say I was lit ?” Transgender and non-binary youth doing gender; resisting cisnormativity in South African schools. Journal of Gender Studies, 33, pp. 668-697. (doi: 10.1080/09589236.2023.2172386)

Dunkley, R. (2024) Panel 6: Global, Local, Methodical, Radical: the Melbourne City Portrait and Other Place-based Innovations.

Johnston, M. L., Yohannes, H. (2024) Reimagining the Refugee Condition.

Wood, R. (2024) Learning the Lessons from Autistic Teachers.

Yilmaz, A., Ortactepe Hart, D., Durmus, R. I. (2024) Social justice language teacher education in Türkiye: insights from an English as a foreign language (EFL) writing classroom. Bloomsbury Academic

Dunkley, R. (2024) Frame Analysis in Community Collaboration Research for Climate Resilience and Adaptation.

Gambell, S., Dunkley, R., Halstead, F. (2024) Capturing Perspectives: a Critical Analysis of Photo-walks for Understanding and Valuing Localised Climate Knowledge, Galvanising Climate Action in Glasgow.

Olusanya, B. O., Wright, S. M., Smythe, T., Khetani, M. A., Moreno-Angarita, M., Gulati, S., Brinkman, S. A., Almasri, N. A., Figueiredo, M., Giudici, L. B., Olorunmoteni, O., Lynch, P., Berman, B., Williams, A. N., Olusanya, J. O., Wertlieb, D., Davis, A. C., Hadders-Algra, M., Gladstone, M. J. (2024) Early childhood development strategy for the world's children with disabilities. Frontiers in Public Health, 12, (doi: 10.3389/fpubh.2024.1390107)

Wilson, A. (2024) From crime and punishment to future archaeologies: reimagining relationships of waste and value. Palgrave Macmillan

Smith, J. A., Wilson, A. (2024) Radical Ecology in the Face of the Anthropocene Extinction: a New and Urgent Philosophy for Complexity in the Social Sciences. Routledge

Clive, R. et al. (2024) Three Words for Forest (Play)

Pearce, R., Pfeffer, C., Riggs, D. W., White, F. R., Hines, S. (2024) Trans birth parents’ experiences of domestic violence: Conditional affirmation, cisgenderist coercion, and the transformative potential of perinatal care. Bulletin of Applied Transgender Studies, 3, pp. 45-68. (doi: 10.57814/nkc8-tc97)

Fatehrad, A., Natalini, D., Yohannes, H., Palombo, G. (2024) Nature-Based Integration Policy and Practice Toolkit.

Fatehrad, A., Natalini, D., Yohannes, H., Palombo, G. (2024) Nature-based Integration: Connecting Communities with/in Nature.

Wilson, A., Robertson, G., Marlatt, C. (2024) CC(U)S Futures 1: Visions from the Scottish Cluster.

Wilson, A., Robertson, G., Uflewska, A., Humphreys, P. (2024) Waste stories: networked imaginaries. Proceedings of the International Conference on Networked Learning, 14, (doi: 10.54337/nlc.v14i1.8097)

Wilson, A., Robertson, G., Dickie, J. (2024) Future ordinaries: assembling place-based knowledges and literacies in real and imagined harmscapes. Futures, 159, (doi: 10.1016/j.futures.2024.103376)

Dunkley, R. (2024) Community Collaboration for Environmental Health: Insights from The Gallant Project.

Yohannes, H., AKSU, P. (2024) A Story Growing from Traces.

Willems, R. A., Sapouna, M., De Amicis, L., Völlink, T., Dehue, F., Dimakos, I., Priovolou, K., Nikolaou, G., Rosinský, R. (2024) Encouraging positive bystander responses to bias-based bullying in primary schools through a serious game approach: a non-randomized controlled evaluation of the ‘GATE-BULL’ program. International Journal of Bullying Prevention, (doi: 10.1007/s42380-024-00243-8)

Wilson, A., Robertson, G., Uflewska, A. (2024) Foolish Foil: Developing New Folklore for the Waste Age: Waste Stories Briefing Paper No. 2.

Albtran, A., AKSU, P., Al-Fakir, Z., Al-Hashimi, H., Baillot, H., Izzeddin, A., Johannes, H., Kirkwood, S., Mfaco, B., Nicole, T., Ní Raghallaigh, M., Ogutu, G., O’Reilly, Z., Younes, A. (2024) Building an ethical research culture: Scholars of refugee background researching refugee-related issues. Journal of Refugee Studies, (doi: 10.1093/jrs/feae005)

Bacquet Quiroga, G. (2024) Nonviolence pedagogy as participatory action: shifting paradigms on classroom violence and power relations. Open Review, 9, pp. 50-60. (doi: 10.47967/tor9f112)

Alves, I., Christodoulidis, A., Carpenter, J., Hogg, V. M. (2024) Practitioner enquiry as lifelong teacher education for inclusion. Education Sciences, 14, (doi: 10.3390/educsci14030268)

Burton, V., Gormally, S. (2024) ‘How dare you call that playground banter?!’: Service provider perspectives on coercive control and young people. Children and Society, 38, pp. 547-562. (doi: 10.1111/chso.12724)

Phipps, A. (2024) To unhear: multilingual methods for pedagogies of cultural justice. Research Intelligence, 158, pp. 32-33.

Yohannes, H. (2024) (B)ordering – Insights from Films.

Lynch, P., Singal, N., Francis, G. A. (2024) Educational technology for learners with disabilities in primary school settings in low- and middle-income countries: a systematic literature review. Educational Review, 76, pp. 405-431. (doi: 10.1080/00131911.2022.2035685)

Francis, D., McEwen, H. (2024) Normalising intolerance: the efforts of Christian Right groups to block LGBTIQ+ inclusion in South African schools. Culture, Health and Sexuality, 26, pp. 236-247. (doi: 10.1080/13691058.2023.2195913)

Vincent, M., Oxley, E., Law, J. (2024) Understanding dyslexic teachers’ experiences of modern foreign language teaching under the Scottish 1+2 initiative.

Bacquet, G. (2024) Doing participatory research in higher education: what are some of the opportunities and challenges?

Yohannes, H. (2024) Weaving a New World.

Wood, R. (2024) Happier on the outside? Discourses of exclusion, disempowerment and belonging from former autistic school staff. Journal of Research in Special Educational Needs, 24, pp. 39-52. (doi: 10.1111/1471-3802.12612)

Yohannes, H. T., Yemane, T. H., Wangari-Jones, P. (2024) The hostile environment, Covid-19, and the creation of asylum colonies in the UK. SAGE Publications Ltd

Francis, D. (2024) “You gotta pull yourself towards yourself.” A sociological analysis of how Transgender and Gender Diverse (TGD) school attending youth, school managers and teachers understand and respond to transphobia in South African schools. Teachers and Teaching: Theory and Practice, 30, pp. 16-31. (doi: 10.1080/13540602.2023.2225417)

Hand, C. J., Thomas, M. A.M., Chipindi, J. S., Boeren, E., Lynch, P. (2024) A mixed-method evaluation of IT'S PLAY: Improving Teaching Skills on Playful Learning for Africa’s Youngest. Baseline Report. (doi: 10.36399/gla.pubs.350343)

Phipps, A. (2024) Call and No Response: 30 Prayers in Genocidal Times. Wild Goose Publications

Bacquet Quiroga, G. E. (2024) Developing empathy as a process of re-humanization: insights from South American students and their experiences with contemplative practices. Research Square, (doi: 10.21203/rs.3.rs-3848377/v1)

Miah, M. A. A., Chandna, J., Gurung, R., Masoud, N. S., Paul, P., Ameen, S., Basnet, O., Miraji, M., Tann, C., Mili, I. A., Tanvir Hossain, A.K.M., Chowdhury, A. I., Alam, A., Mackinnon Milner, K., El Arifeen, S., Ashish, K.C., Manji, K., Lynch, P., Lawn, J. E., Hamadani, J. D., EN-REACH collaborative group, (2024) Every Newborn-Reach Up Early Education Intervention for All Children (EN-REACH)- a parent group intervention for school readiness in Bangladesh, Nepal, and Tanzania: study protocol for a cluster randomized controlled trial. Trials, 25, (doi: 10.1186/s13063-024-08381-6)

Salanga, M. G. C., Evangelista, Z. M., Lido, C. M. (2024) How to conduct culturally sensitive and ethically sound research when studying sensitive topics in non-WEIRD contexts. SAGE Publications Ltd

Badwan, K., Phipps, A. (2024) Keep Telling of Gaza. Sídhe Press

Anisimovich, A., Billington, J., Imperiale, M. G., Asquith, W., Snowden-Leak, R. (2024) SHARED1: Building a network of arts and humanities-based initiatives in mental health and well-being across the globe. Journal of Applied Arts and Health, 15, pp. 287-297. (doi: 10.1386/jaah_00178_7)

Ortactepe Hart, D., Brown, S. (2024) Social justice and language education. Elsevier

Gormally, S., Howard, F., Seal, M. (2024) Special issue editorial: Youth work pracademia: creativity, community and meaningful careers. Journal of Applied Youth Studies, 7, pp. 117-121. (doi: 10.1007/s43151-024-00135-0)

Wilson, A., Robertson, G., Uflewska, A. (2024) Waste Literacies. Waste Stories Briefing Paper No. 1.

Di Marco Campbell, L. R. (2023) Write like you’re living in a better world: creative writing as a means for building the societies we wish to see. Culture. Society. Economy. Politics, 2, pp. 81-91. (doi: 10.2478/csep-2023-0011)

Yohannes, H. T., Phipps, A. (2023) What does it mean to move? Joy and resistance through cultural work in South-South migration. Palgrave Macmillan

Barratt Hacking, E., Bastos, E., Hogarth, H., Sands, B., Dunkley, R., Wenham, L., Saputra, A., Fernandez McCabe, O., Fletcher, A., Nashid, A. A., Anjani, A., Davies, B. (2023) Mosaicking childhoodnature relations: Situated encounters with country in times of climate change. Children's Geographies, (doi: 10.1080/14733285.2023.2285473)

Bacquet Quiroga, G. (2023) Decolonising non-violence: What indigenous wisdom traditions contribute to non-violence teacher education. International Journal of Development Education and Global Learning, 15, pp. 69-86. (doi: 10.14324/IJDEGL.15.2.01)

Imperiale, M. G. (2023) Failure in research: not being able to get access, and what I learned from that. Routledge

Dunkley, R. (2023) Ecological kin-making in the multispecies muddle: an analytical framework for understanding embodied environmental citizen science experiences. Transactions of the Institute of British Geographers, 48, pp. 781-796. (doi: 10.1111/tran.12613)

Imperiale, M. G., Ross, D., Fassetta, G. (2023) Improving refugee teacher development in Lebanon and Jordan: nurturing teacher identity, relationships, and agency. NORRAG

Wilson, A., Dick, L., Ncube, S., Dickie, J., Abrams, A., Black, G., Blair, N., Carden, K., Hamilton-Smith, N., Lamb, G., Mpofu-Mketwa, T., Petersen, L., Robertson, G. (2023) Living the life of floods: place-based learning in an Anthropocene harmscape. Geoforum, 147, (doi: 10.1016/j.geoforum.2023.103914)

Pfeffer, C. A., Hines, S., Pearce, R., Riggs, D. W., Ruspini, E., White, F. R. (2023) Medical uncertainty and reproduction of the “normal”: decision-making around testosterone therapy in transgender pregnancy. SSM - Qualitative Research in Health, 4, (doi: 10.1016/j.ssmqr.2023.100297)

Beukes, A., Francis, D. A. (2023) “All of a sudden, you are alien to them”: Transgender and gender-diverse students’ experiences of and responses to institutionalised cisgenderism at Stellenbosch University. African Sun Media

Fassetta, G., Imperiale, M. G. (2023) Language and integration of refugee children: reflections on delinking and decoloniality. L2 Journal, 15, pp. 1-19. (doi: 10.5070/L2.2466)

Nouraldeen, M., Alves, I., Moskal, M. (2023) Syrian families and Scottish schools: from involvement to participation and partnership. Research Intelligence, 157, pp. 22-23.

Dunkley, R., Halstead, F., Gambell, S., Duncan, B. (2023) Open Aye / GALLANT Photo Project - exhibition of participant's work.

Yohannes, H., Phipps, A., Fernandes, F., Silva, J. (2023) Intercultural knowledge production: against gender-based violence and towards epistemic justice. Language and Intercultural Communication, 23, pp. 501-506. (doi: 10.1080/14708477.2023.2270878)

Fassetta, G., Imperiale, M. G., Alshobaki, S., Al-Masri, N. (2023) Welcoming Languages: teaching a ‘refugee language’ to school staff to enact the principle of integration as a two-way process. Language and Intercultural Communication, 23, pp. 559-573. (doi: 10.1080/14708477.2023.2247386)

Wood, R. (2023) Keynote Address: What Can we Learn from Autistic Teachers?

Ross, J., Wilson, A. (2023) Reconfiguring surveillance futures for higher education using speculative data stories. Springer

Palombo, G., Dakessian, A., Yohannes, H. (2023) Reframing Migration & Rediscovering Our Humanity.

Ortactepe Hart, D., Aydınlı, J. (2023) Applied linguistics and language education research in Turkey: 2016–2022. Language Teaching, 56, pp. 495-521. (doi: 10.1017/S0261444823000198)

Lido, C., Reid, K. (2023) Big data, lifelong learning and learning cities: Promoting city discourse on social inequalities in learning. Taipei City Government

Sithole, T. (2023) Poem for ASIS&T 2023 Annual Meeting: kuziva mbuya huudzwa (learning comes through listening)

Ncube, S., Wilson, A., Petersen, L., Black, G., Abrams, A., Carden, K., Dick, L., Dickie, J., Gibson, L., Hamilton-Smith, N., Ireland, A., Lamb, G., Mpofu-Mketwa, T., Piper, L., Swanson, D. (2023) Understanding resilience capitals, agency and habitus in household experiences of water scarcity, floods and fire in marginalized settlements in the Cape Flats, South Africa. Social Sciences and Humanities Open, 8, (doi: 10.1016/j.ssaho.2023.100710)

Wilson, A., Ross, J. (2023) Surveillance imaginaries: learning from participatory speculative fiction. Surveillance and Society, 21, pp. 304-316. (doi: 10.24908/ss.v21i3.16025)

Phipps, A., Diamond, P. (2023) Decolonising multilingualism: a practice-led approach. Multilingual Matters

Fisher, D. X., Hunter, S., Qadir, S., Phipps, A. (2023) Towards two-way integration: a comparative review of refugee integration strategies. Routledge

Sithole, T., Phipps, A. (2023) “I shiver a little, I shudder a little”: gist translation and uncanny bodily knowledges.

Sithole, T., Phipps, A. (2023) "I shiver a little, I shudder a little:" Gist Translation and Uncanny Bodily Knowledges.

Sapouna, M., De Amicis, L., Vezzali, L. (2023) Bullying victimization due to racial, ethnic, citizenship and/or religious status: a systematic review. Adolescent Research Review, 8, pp. 261-294. (doi: 10.1007/s40894-022-00197-2)

Lynch, P., Schuelka, M. J., Brown, R., Johnstone, C., Tshewang, S. (2023) Meaningful employment opportunities for youth with disabilities in Bhutan: piloting an employment assessment toolkit. International Journal of Educational Development, 101, (doi: 10.1016/j.ijedudev.2023.102820)

Badwan, K., Rasinger, S., Braber, N., Cardew, P., Cowell, J., Cross, R., Ferney, D., Hicks, G., Imperiale, M. G., John, S., Knight, D., Moya, M., Muller, L.-M., Nelson, D., Pichler, P., Pons-Sanz, S., Scobbie, J. M., Sharma, D., Spencer, A., Turkan, S. (2023) Subject Benchmark Statement: Linguistics.

Nicholson, J. (2023) Managing School: Young People Living with Drug Use and Complex Stigma.

Wood, R., Gagat-Matuła, A., Bottema-Beutel, K., Arshad, R. (2023) Learning Lessons from Autistic Teachers in Poland and the UK.

Imperiale, M. G. (2023) English for creative resistance: Critical pedagogy in a teacher education programme in Palestine. Bloomsbury Academic

Sutherland, M., Reid, C. (2023) A small country with big ambitions: does this include the gifted? Education Sciences, 13, (doi: 10.3390/educsci13080832)

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Yohannes, H. (2023) The UK’s Necropolitics of Racialised (B)ordering.

Riggs, D. W., Pearce, R., Hines, S., Pfeffer, C. A., White, F. R. (2023) Whiteness in research on men, trans/masculine and non-binary people and reproduction: two parallel stories. Routledge

Halstead, F., Dunkley, R., Gambell, S., Duncan, B. (2023) Exploring Past, Present and Future Urban Imaginaries in the Context of the Climate Emergency.

Yohannes, H. T. (2023) Refugees as questioning subjects: A critical reflection of PhD fieldwork involving refugees. Access: Critical Explorations of Equity in Higher Education, 10,

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Alves, I., Boath, L. (2023) Inclusive Practice in Action: Hearts, Heads, Hands.

De Amicis, L., Wang, Z. (2023) The Role of Family and Friends on Becoming or Not Veg*n, from Childhood to Adulthood, in China.

De Amicis, L., Esposito, C., Song, Z. (2023) The Role of Food Choice, Speciesism and Perception of Climate Change on Donating Differently to Different Animal Charities.

Yohannes, H., Habte Yemane, T. (2023) ‘Experts by Experience’ What’s beyond the label?

Yohannes, H., Zerezghi, H. (2023) The refugee condition: an existential question.

Yohannes, H. (2023) The Normalisation of Migrant Deaths and Its Implications for Humanity.

Yohannes, H. (2023) Standing Up for Human Dignity: A Joyful Challenge.

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Imperiale, M. G., Fassetta, G., Ross, D. (2023) Reflections on the LINEs project.

Bacquet, G. (2023) Using nonviolence to reconceptualize inclusive education in the Global South: insights from trainee teachers in Chile. European Education Research Association Blog, pp. Jun.

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Di Marco Campbell, L. R. (2023) A paradigm shift: anarchism has entered the chat. Concept, 14, pp. 1-13.

Di Marco Campbell, L. R. (2023) Anarchist Dialogues: Critical Reflections on ASN Experiment #1. AnarchistStudies.Blog.,

Pearce, R., Hines, S., Pfeffer, C. A., Riggs, D. W., Ruspini, E., White, F. R. (2023) Giving birth as a father: experiences of trans birthing parents. Johns Hopkins University Press

Nicholson, J. (2023) A Report on the Findings of an Evaluation of: Renfrewshire Reconnection Project (March 2023) - A project for woman and children recovering from experiencing domestic abuse in Renfrewshire [Private Report]

Ortaçtepe Hart, D. (2023) Social Justice and the Language Classroom: Reflection, Action, and Transformation. Edinburgh University Press

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Dunkley, R. (2023) Is Discovering Unfamiliar Landscapes the Key to Effective Ecopedagogy?

Dunkley, R. (2023) Children and sustainability. Springer

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Dunkley, R. (2023) The gender sensitive parliament and community-led climate action.

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Yohannes, H. (2023) Reject the Summons of the “Illegal Immigration Bill”

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Francis, D. A. (2023) ‘And I would ask myself, what’s being gay got to do with this anyway?’ Constructions of queer subject positions in student’s stories. Education, Citizenship and Social Justice, 18, pp. 59-70. (doi: 10.1177/17461979211048670)

Wood, R. (2023) Learning from Autistic Teachers how Autistic Children and Young People can Flourish in School.

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Wood, R., Happé, F. (2023) What are the views and experiences of autistic teachers? Findings from an online survey in the UK. Disability and Society, 38, pp. 47-72. (doi: 10.1080/09687599.2021.1916888)

Imperiale, M. G., Fassetta, G., Alshobaki, S. (2023) 'I need to know what to say when children are crying’: a language needs analysis of Scottish primary educators learning Arabic. Language and Intercultural Communication, 23, pp. 367-384. (doi: 10.1080/14708477.2023.2168010)

Hirsu, L., Nguyễn Ngọc, Á., Futro, D., Lê Anh, V., McAdam, J., Bùi Thị, D., Arizpe, E., Trần Mỹ, N. (2023) Arts-based Language Learning: A Resource Book for Teachers in Primary and Lower Secondary Schools. Vietnam National University Press

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(2023) Intercultural Knowledge Production: Against Gender-based Violence and Towards Epistemic Justice. Language and Intercultural Communication, 23,

Sithole, T. (2023) Praise praise poetry. Matecznik Press

Tordzro, G. K., Sithole, T., Hoogeveen, B., Bradley, L., Ptolomey, M. (2023) Quilting for manifesting anti-colonial futures with Lisa and Mindy. UNESCO RILA Podcast Episode E48.

Sithole, T. (2023) Seven Hills. Rediscovering the Antonine Wall

Di Marco Campbell, L. R. (2022) Five radical books coming in Early 2023. Left Ungagged,

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Bacquet, G. (2022) Restaurando conocimientos indígenas: ¿pueden ser usadas en Chile las lecciones, esfuerzos y perspectivas actuales del contexto internacional? = Restoring indigenous knowledge: can current international efforts, lessons and perspectives be applied in Chile? Lenguas Radicales, 1, pp. 17-30. (doi: 10.56791/lr.v1i3.19)

Phipps, A., Aldegheri, E., Fisher, D. (2022) The New Scots Refugee Integration Strategy: a report on the local and international dimensions of integrating refugees in Scotland.

Riggs, D. W., Pfeffer, C. A., White, F. R., Hines, S., Pearce, R. (2022) Young men, trans/masculine, and non-binary people's views about pregnancy. Routledge

Eversley, J., Gormally, S., Kilmurray, A. (2022) Drawing the threads together. Policy Press

Eversley, J., Gormally, S., Kilmurray, A. (2022) Introduction. Policy Press

de Oca, R. M., Di Marco Campbell, L. R. (2022) Kubazuela: Remembering a Caribbean anarchist punk connection between Cuba and Venezuela (‘with rum but without Coca-Cola’) Active Distribution

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Bacquet, G. (2022) Why non-violence education matters today: the work of Norbert Elias and Judith Butler in the context of intercultural Othering. Scottish Graduate School for Arts and Humanities Blog, pp. 28 Nov.

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Alves, I., Fernandes, D. (2022) Public policies in Portuguese education: the path to inclusion for all. Elsevier

Dunkley, R. (2022) Looking closely for environmental learning: citizen science and environmental sustainability education. Routledge

Maclean, L., Law, J. M. (2022) Supporting primary school students' mental health needs: teachers' perceptions of roles, barriers, and abilities. Psychology in the Schools, 59, pp. 2359-2377. (doi: 10.1002/pits.22648)

Lido, C., Reid, K., Osborne, M. (2022) 大數據、終身學習與學習型城市：促進論述關於城市中社會不平等的學習 = Big data, lifelong learning and learning cities: Promoting city discourse on social inequalities in learning. Taipei City Government

Bacquet Quiroga, G. (2022) The un-decolonization of the HE curriculum in the UK: how representative are current reading lists? British Educational Research Association Blog, pp. 21 Oct.

Cox, S., Phipps, A., Hirsu, L. (2022) Language learning for refugee women in the wake of the Covid-19 pandemic: restorative pedagogies for integrating to place—Perspectives from Scotland. Frontiers in Communication, 7, (doi: 10.3389/fcomm.2022.982813)

Wood, R., Gagat-Matuła, A. (2022) Autistic School Staff Project: Understanding and Supporting the Needs, Strengths and Experiences of Autistic School Staff in a Range of Education Roles in Schools.

Barrett-Hacking, E., Davies, B., Bastos, E., Dunkley, R., Hogarth, H., Sands, B., Wenham, L. (2022) Reimagining the place of nature in education: photographic provocations for relational becoming. NORRAG Special Issue, 7, pp. 55-60.

De Amicis, L., Xue, Y. (2022) Chinese Parents’ Attitudes Towards Children’s Defending Behaviour in Typical and Prejudice Based Bullying Contexts.

Anderson, S., Dunkley, R., Tonner, P. (2022) Callipolis! – Philosophy, Education, and the City.

De Amicis, L., Brazil, J. (2022) Home Schooling During Lockdown: Working Mothers’ Experiences of Managing Multiple Roles.

Wood, R. (2022) Learning From Autistic Teachers.

De Amicis, L., Jiang, Y. (2022) Different Views on the Astrazeneca Vaccine from the UK Right and Left Oriented Views.

De Amicis, L., Ma, Y. (2022) Discrimination Against Women Scientists, Gender Inequality, Stereotypes and Science Attitudes.

Kang, M., De Amicis, L. (2022) How UK Newspapers Reported Face Masks During the Pandemic According to Political Orientation.

Dunkley, R. (2022) The GALLANT project – Cities in transition in times of ecological and climate crisis.

Robinson-Miles, T., Reid, K., Cairns, L. (2022) Eat Well Age Well: tackling the hidden problem of undernutrition amongst older people. Brill

Jolley, E., Bechange, S., Mankhwazi, M., Mbukwa Ngwira, J., Murphy, R., Schmidt, E., Lynch, P. (2022) Measuring the impact of a training intervention for early childhood centre staff on child development outcomes: Findings from a cluster randomized control field trial in rural Malawi. Child: Care, Health and Development, 48, pp. 736-743. (doi: 10.1111/cch.12981)

Mclinden, M., Douglas, G., Hewett, R., Cobb, R., Keil, S., Lynch, P., Roe, J., Thistlewaite, J. (2022) Promoting Equitable Access to Education for Children and Young People with Vision Impairment: A Route-Map for a Balanced Curriculum. Routledge

Lefèvre, E., Law, J., Royce, A., Cavalli, E. (2022) Reading Comprehension Resiliency Gained Through Vocabulary and Listening Comprehension is Threatened by Low Socio-Economic Status in Adolescents With and Without Dyslexia.

McCartney, N., Sithole, T., Nada-Rajah, U., Harrison, B. (2022) Muster Station: Leith.

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White, R. G., Fay, R., Chiumento, A., Giurgi-Oncu, C., Phipps, A. (2022) Communication about distress and well-being: epistemic and ethical considerations. Transcultural Psychiatry, 59, pp. 413-424. (doi: 10.1177/13634615221082795)

Phipps, A. (2022) Decolonizing languages in rural settings: towards equatorial epistemologies. Cambridge University Press

Phipps, A. (2022) Against Capture, Cleansing and Extraction: Towards a New Eco-Social Discourse of Research and Investigation.

Bin Sawad, N., Law, J. (2022) Assessing Arabic Metalinguistic Awareness of Educators in Saudi Arabia: An Instrument Validity Using Rasch Modelling.

Law, J. M., Boese, K., Vincent, M. (2022) Spelling Out Effective Instruction: An Assessment Informed Intervention Study.

Law, J. M., Ghesquière, P. (2022) Morphological processing in children with developmental dyslexia: a visual masked priming study. Reading Research Quarterly, 57, pp. 863-877. (doi: 10.1002/rrq.450)

Smith, T. A., Dunkley, R. A., Jones, S. (2022) Storying wild landscapes: multimodal interactions with digital app-based heritage. International Journal of Heritage Studies, 28, pp. 803-819. (doi: 10.1080/13527258.2022.2086154)

Greenwood, M., Gercama, I., Lynch, P., Moore, K., Mankhwazi, M., Mbukwa, J., Bedford, J. (2022) ‘Let’s grow together’: understanding the current provision of early childhood development and education for children with disabilities in rural Malawi through community-based participatory research. International Journal of Disability, Development and Education, 69, pp. 1200-1215. (doi: 10.1080/1034912X.2020.1786021)

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Balogun, F., Bennett, S., Briscoe, R., Culhane, A.-M., Dunkley, R., Duthie, R., Fernandez, A. A., Judge, S.-J., France, L., Jackson, J., Kieniewicz, J., Laggan, S., Light, A., McDonagh, B., Mock, R., Moxon, S., Raina, N., Rutter, P., Sergeant, D., Tarr, J., Vanden, K. (2022) Culture and Collaborations on Climate Emergency.

Yohannes, H. (2022) Reclaiming our humanity from the necropolitics of coloniality. University of Glasgow,

Wood, R. (2022) Learning From Autistic Teachers: How to be a Neurodiversity-Inclusive School.

Sitholé, T. (2022) the disease of expertise. Zanj: The Journal of Critical Global South Studies, 5, pp. 30-34.

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Sitholé, T., Crawley, H., Feyissa, D., Tapsoba, T. A., Meda, M. M., Sangli, G., Yeoh, S. G., Phipps, A. (2022) The language of migration. Zanj: The Journal of Critical Global South Studies, 5, pp. 14-26. (doi: 10.13169/zanjglobsoutstud.5.1.0002)

Sithole, T. (2022) A Conversation with Tawona Sithole, Poet and Musician. Multilingual Matters

Imperiale, M. G. (2022) Expressing emotions with students in the Gaza Strip. Routledge

Phipps, A. (2022) The Well in Welcoming. Multilingual Matters

Sithole, T. (2022) Arc - a poem by Tawona Sithole.

Mackenzie, M. D., Scott, H., Reid, K., Gardani, M. (2022) Adolescent perspectives of bedtime social media use: a qualitative systematic review and thematic synthesis. Sleep Medicine Reviews, 63, (doi: 10.1016/j.smrv.2022.101626)

Dunkley, R. A., Smith, T. A. (2022) Conversations with practitioners 1: Dr. Sunita Welch. Palgrave Macmillan

Dunkley, R. A., Smith, T. A. (2022) Conversations with practitioners 3: Toby Clark. Palgrave Macmillan

Dunkley, R. A., Smith, T. A. (2022) Negotiating the family in unfamiliar terrain: mobile technologies and ecopedagogic guardians. Palgrave Macmillan

(2022) Unfamiliar Landscapes: Young People and Diverse Outdoor Experiences. (doi: 10.1007/978-3-030-94460-5)

Smith, T. A., Pitt, H., Dunkley, R. A. (2022) Unfamiliar landscapes: an introduction. Palgrave Macmillan

Smith, T. A., Pitt, H., Dunkley, R. A. (2022) Whose unfamiliar landscape? Reflecting on the diversity of young people’s encounters with nature and the outdoors. Palgrave Macmillan

Nicholson, J. (2022) Mothers, Caregivers and Young People Affected by Drug Use: Weaving Whole Approaches.

Dunkley, R. (2022) Children and sustainability. Palgrave Macmillan

Phipps, A., Sitholé, T. (2022) Interrupting the cognitive empire: keynote drama as cultural justice. Language and Intercultural Communication, 22, pp. 391-411. (doi: 10.1080/14708477.2022.2039170)

Dunkley, R. (2022) Ways to Foster Nature-Relations Across the Curriculum.

Dunkley, R. (2022) Public Engagement: a Challenge of Planetary Scale.

LGBT Foundation, , Pearce, R., Topper, Y., Martin, P. (2022) Trans and Non-Binary Experiences of Maternity Services.

(2022) Learning From Autistic Teachers: How to Be a Neurodiversity-Inclusive School.

Yohannes, H., Phipps, A. (2022) The Border is a Colonial Wound: The Rwanda Deal and State Trafficking in People.

Phipps, A. (2022) Conflict and the cognitive empire: Byram’s critical cultural awareness. Multilingual Matters

Wood, R. (2022) Inclusion in School: Learning Lessons from Autistic Pupils and Teachers.

monakali, e., Francis, D. A. (2022) “I get fire inside me that tells me I’m going to defy.”: The discursive construction of trans masculinity in Cape Town, South Africa. Men and Masculinities, 25, pp. 3-23. (doi: 10.1177/1097184x20982025)

McAdam, J., Paschke, B., Price, K., Sneddon, S., Stapleton, G., Tierney, A. (2022) Communities of practice that work! Using the Faculty Learning Community model to effect change.

Sithole, T. (2022) “Seeds of Antiracist Education” – Poem by Tawona Sithole for the Building Racial Literacy Programme.

Wood, R. (2022) Learning from autistic teachers. Share Magazine, 2022,

Dunkley, R. (2022) From Ambition to Reality: Higher Education’s Role in Realising COP26.

Soni, A., Reyes Soto, M., Lynch, P. (2022) A review of the factors affecting children with disabilities’ successful transition to early childhood care and primary education in sub-Saharan Africa. Journal of Early Childhood Research, 20, pp. 59-79. (doi: 10.1177/1476718X211035428)

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Evangelista, Z., Lido, C., Swingler, M., Bohan, J. (2022) Exploring LGBT+ campus climate in the UK and Philippines: How prejudice and belonging shape inclusion in higher education. European Journal of Social Psychology, 52, pp. 342-360. (doi: 10.1002/ejsp.2801)

Imperiale, M. G., Slade, B. (2022) Learning with and from refugees: adult education to strengthen inclusive societies. CR&DALL Briefing Paper 6/PASCAL Briefing Paper 20.

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Phipps, A. (2022) Commentary for part 3. Multilingual Matters

Evangelista, Z. M., Walker, A. (2022) 'Sometimes you just feel a bit like a guinea pig': The need to improve trans awareness in clinical psychology.

Kökcü, Ş., Ortaçtepe Hart, D. (2022) Turkish EFL learners' interpretation of metaphors: A study on conceptual socialization. International Review of Pragmatics, 14, pp. 95-114. (doi: 10.1163/18773109-01401004)

Phipps, A. (2022) When I needed a neighbour. Bella Caledonia

Wood, R. (2022) As We See It: an imperfect step forward for representing autism on screen. Conversation,

Imperiale, M. G., Phipps, A. (2022) Cuts destroy, hurt, kill: a critical metaphor analysis of the response of UK academics to the UK overseas aid budget funding cuts. Journal of Multicultural Discourses, 17, pp. 61-77. (doi: 10.1080/17447143.2021.2024838)

Cox, S., Phipps, A. (2022) An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland. Journal of Educational Research, 115, (doi: 10.1016/j.ijer.2022.101967)

Francis, D. A. (2022) Bodies, affect and schooling. Taylor & Francis

Francis, D. A. (2022) Bodies, space and schooling. Taylor & Francis

Francis, D. A. (2022) Closing lines. Taylor & Francis

Francis, D. A. (2022) Connection, emotions and queer activism. Taylor & Francis

Dunkley, R. A. (2022) Engaging local small to medium enterprises with environmental sustainability. Cambridge University Press

Imperiale, M. G. (2022) English in Palestine. Wiley

Arizpe, E., Zárate, M., McAdam, J., Hirsu, L. (2022) Estrategias de mediación cultural en emergencias: lectura y escritura como refugios simbólicos. Tomo 1. Centro Regional para el Fomento del Libro en América Latina y el Caribe (Cerlalc)

Arizpe, E., Zárate, M., McAdam, J., Hirsu, L. (2022) Estrategias de mediación cultural en emergencias: lectura y escritura como refugios simbólicos. Tomo 2. Centro Regional para el Fomento del Libro en América Latina y el Caribe (Cerlalc)

Burhan-Horasanlı, E., Ortactepe Hart, D. (2022) Exploring social justice in language coursebook. Vizetek

Francis, D. A. (2022) How school and Queer Social Movements touch? Taylor & Francis

Francis, D. A., Kuhl, K. (2022) Imagining a curriculum beyond compulsory heterosexuality in South African education. Journal of LGBT Youth, 19, pp. 469-488. (doi: 10.1080/19361653.2020.1844606)

Dunkley, R., Murphy, B. (2022) Localizing the Sustainable Development Goals? Engaging Young People With Issues of Environmental and Social Justice Through Participatory Photography Walks. SoJo Journal: Educational Foundations and Social Justice Education, 8, pp. 57-75.

Yohannes, H. T., Tsegay, S. M. (2022) Migration and mobility in youth (Eritrea) Bloomsbury Education and Childhood Studies, (doi: 10.5040/9781350887176.037)

Imperiale, M. G. (2022) On language teachers as agents of cultural relations.

Francis, D. A. (2022) Online education, queer activism and social networks. Taylor & Francis

Francis, D. A. (2022) Opening lines. Taylor & Francis

Francis, D. (2022) Queer activism in South African education : disrupting cis(hetero)normativity in schools. Routledge

Francis, D. A. (2022) Queer activism, social action within schools. Taylor & Francis

Beetham, H., Collier, A., Czerniewicz, L., Lamb, B., Li, Y., Ross, J., Scott, A.-M., Wilson, A. (2022) Surveillance practices, risks and responses in the post pandemic university. Digital Culture and Education, 14, pp. 16-37.

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Hart, A. G., Adcock, D., Barr, M., Church, S., Clegg, T., Copland, S., De Meyer, K., Dunkley, R., Pateman, R. M., Underhill, R., Wyles, K., Pocock, M. J.O. (2022) Understanding engagement, marketing, and motivation to benefit recruitment and retention in citizen science. Citizen Science: Theory and Practice, 7, (doi: 10.5334/cstp.436)

Francis, D., Monakali, E. (2022) ‘Lose the Act’: pedagogical implications drawn from transgender and non-binary learners’ experiences of schooling. Pedagogy, Culture and Society, 29, pp. 715-731. (doi: 10.1080/14681366.2021.1912159)

Di Marco Campbell, L. R. (2021) Beyond sectoral values: Radical organisational responses to human need. Concept: The Journal of Contemporary Community Education Practice Theory, 12,

Sheridan, L. (2021) Lyn Tett and Mary Hamilton (eds) (2019) Resisting Neoliberalism in Education: Local, National and Transnational Perspectives. Concept: The Journal of Contemporary Community Education Practice and Theory, 12, pp. 1-3.

Yohannes, H. (2021) The humans whose humanity is forfeited.

Dunkley, R. (2021) Why is Human Connection to Nature Critical to "sustainability"?

Wilson, A. (2021) Learning to see with Deleuze: understanding affective responses in image-viewer research assemblages. Qualitative Research, 21, pp. 906-922. (doi: 10.1177/1468794120946979)

Imperiale, M. G. (2021) Building relationships and praxis despite persistent obstacles. Policy Press

Di Marco Campbell, L. R. (2021) The Dawn of Everything: A New History of Humanity, David Graeber and David Wengrow. Bella Caledonia,

Dunkley, R. (2021) Climate Change and Communities.

Dunkley, R. (2021) Climate Injustice of Sea Level Rise and Coastal Erosion.

Dunkley, R., MacDonell, C., Naylor, L. A., Muir, F. M.E., Fitton, J., Rennie, A., Hansom, J., Hurst, M. (2021) Using Coastal Erosion Disadvantage Maps as a Climate Change and Strategic Urban Planning Tool for Scotland.

Pearce, R. (2021) Academic freedom and the paradox of tolerance. Nature Human Behaviour, 5, pp. 1461. (doi: 10.1038/s41562-021-01214-5)

Yohannes, H. (2021) It's our responsibility to welcome refugees - and redeem their stories. Insight: The Biannual Publication for Members of Children in Scotland, 2021-2, pp. 20-21.

Imperiale, M. G., Phipps, A., Fassetta, G. (2021) On online practices of hospitality in higher education. Studies in Philosophy and Education, 40, pp. 629-648. (doi: 10.1007/s11217-021-09770-z)

Wood, R. (2021) Foreword. Jessica Kingsley Publishers

Bacquet, G. (2021) Challenging non-democracy through participation: can the classroom be a place of resistance? Post-Pandemic University Magazine, pp. 19 Oct.

Bacquet Quiroga, G. (2021) Social justice through non-violence: not purely an intellectual endeavor. British Educational Research Association Blog, pp. 14 Oct.

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 5: Medellin's cultural transformation.

Yohannes, H. (2021) "A trip to a Crannog"

Fassetta, G., Imperiale, M. G. (2021) Revisiting indigenous engagement, research partnerships, and knowledge mobilisation: Think piece. People's Palace Projects

Lido, C., Sawyer, A., De Amicis, L. (2021) Social psychology of identity and stereotyping in the media: the case of refugee media bias. Oxford University Press

Dunkley, R. (2021) Spot-a-Bee.

Gormally, S., Coburn, A., Beggan, E. (2021) Idealistic assertions or realistic possibilities in community and youth work education. Education Sciences, 11, (doi: 10.3390/educsci11090561)

De Amicis, L. (2021) Benefits and Issues in Cross-Cultural Research on Bullying: What and How Can we Improve it?

De Amicis, L., Xue, Y. (2021) Chinese Parents’ Views on Bullying and their Children’s Defending Behaviour in Traditional and Stigma-Based Bullying.

De Amicis, L., Sapouna, M., Willems, R., Vollink, T., Dehue, F., Rosinsky, R., Dimakos, I., Nikolaou, G. (2021) Do Interventions on Defending Behaviour Work in Different Contexts? Cross-National Findings from the GATEBULL Project Intervention Program.

De Amicis, L. (2021) Relevant Adults’ Views and Roles in Different Types of Bullying.

Di Marco Campbell, L. R. (2021) Cowardice and capitulation: “[W]hy should ‘gender critics’ be beyond criticism?” Bella Caledonia,

Dunkley, R. (2021) Looking Closely for Environmental Learning: Citizen Science and Environmental Sustainability Education.

Dunkley, R. (2021) More than Just a Litter Pick? The Experiential Affordances of Everyday Ecological Stewardship for Enhancing Environmental Sustainability Literacy.

Nicholson, J. (2021) Is School a Safe Haven or a Nightmare for Children Affected by Parental Substance Use?

Wood, R. (2021) Changing the Narrative for Autistic Learners by Valuing and Supporting Autistic Educators.

Dunkley, R. (2021) Ecological Key-bearing and Ecopedagogy in Times of Climate Emergency.

Dunkley, R., Dick, G., Northridge, E., Hamill, A. (2021) Hidden Environmental Histories of the River Clyde for the Future Cities Podcast.

Ateşkan, A., Ortactepe Hart, D. (2021) Demystifying computational thinking for teacher candidates: a case study on Turkish secondary school pre-service teachers. Education and Information Technologies, 26, pp. 6383-6399. (doi: 10.1007/s10639-021-10626-9)

Dunkley, R. (2021) Spot a Bee.

Sheridan, L., Mungai, M. (2021) Teacher-student reflections: a critical conversation about values and cultural awareness in community development work, and implications for teaching and practice. Education Sciences, 11, (doi: 10.3390/educsci11090526)

De Amicis, L., Farhana, E. (2021) Christian and Muslim People’s Perceptions Towards Ingroup and Outgroup Community Solidarity and Support for Integration Policies.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast Research Summary (2021)

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: The National Overview (2021). CRW2017_08.

De Amicis, L., Ahmad, H. (2021) Effects of Helpers’ Social Identity in Intergroup Helping on Situational Appraisals, Perspective Taking and Perceived Similarity During the COVID-19 Pandemic.

De Amicis, L. (2021) The Effects of Ethnicity and Age on Situational Appraisals, Emotions and Defending in Intra- and Inter-ethnic Bullying.

Bacquet Quiroga, G. (2021) Beyond postures: how yoga philosophy can foster non-violence in our classrooms. British Educational Research Association Blog, pp. 19 Aug.

Di Marco Campbell, L. R. (2021) Intellectual property is theft: Towards an anarchist culture of knowledge sharing and translation. AnarchistStudies.Blog,

Bacquet, G. (2021) An argument for the sustainability of non-violence. Scottish Graduate School for Arts and Humanities Blog, pp. 11 Aug.

Yohannes, H. (2021) Decolonising Asylum?

Yohannes, H. (2021) We are all refugees.

Bacquet, G. (2021) Decolonizing knowledge: undoing and reconstructing how we learn. European Education Research Association Blog, pp. Aug.

Wood, R. (2021) A vital yet troubling story: Rebecca Wood watches 'The Reason I Jump', directed by Jerry Rothwell. Psychologist, 2021,

Di Marco Campbell, L. R. (2021) Direct (in)action: State suppression of community organising. Bella Caledonia,

Maddox, V.-L., De Amicis, L. (2021) Forging the Chains that Bind: Grooming Vulnerability.

Kelly, M., De Amicis, L. (2021) Perceptions and Experiences of Burnout and Resilience within Frontline Staff Working within the Gender-Based Violence (GBV) Sector.

Lamont, L., De Amicis, L. (2021) Mothers and Daughters’ Perceptions of Climate Change Issues, Their Reciprocal Learning and Parental Resistance to Plant-Based Food.

Moskal, M., Imperiale, M. G., Fassetta, G., Spurway, J. (2021) Ethics in humanitarian interpretation. Inter4Ref Consortium

Brown, H., Reid, K. (2021) Navigating infodemics, unlocking social capital and maintaining food security during the COVID-19 first wave in UK: older adults' experiences. International Journal of Environmental Research and Public Health, 18, (doi: 10.3390/ijerph18147220)

Lohman, K., Pearce, R. (2021) Queering community development in DIY punk spaces. Policy Press

Riggs, D. W., Hines, S., Pearce, R., Pfeffer, C. A., White, F. R. (2021) Trans parenting. Demeter Press

Francis, D. A. (2021) “A gay agenda”: troubling compulsory heterosexuality in a South African university classroom. Teaching Sociology, 49, pp. 278-290. (doi: 10.1177/0092055X211022472)

Dunkley, R. (2021) Episode 4 - Young people and climate change.

Wood, R. (2021) The Silencing and Marginalisation of Non-Speaking Autistic People.

Francis, D. A., Reygan, F. (2021) LGBT microaggressions among teachers in South African schools. Routledge

Wood, R. (2021) Autistic School Staff Project.

Moskal, M., Odena, O., Arizpe, E., Gormally, S., Pacheco, E.-M., Dagar, P., Aldegheri, E. (2021) Education, Culture and Learning in Response to Conflict and Protracted Crisis [Symposium]

Barrett-Hacking, E., Dunkley, R., Bastos, E., Hogarth, H., Wenham, L., Sands, B., Davies, B. (2021) Climate Change Education Learning Provocations. Responding to the Climate Emergency: How to Adapt Your Teaching Now!

Di Marco Campbell, L. R. (2021) The falsehoods charter. Bella Caledonia,

Dunkley, R. (2021) Childhood Ecological Encounters and Micro-practices in the New Climatic Regime.

Nicholson, J. (2021) 'Under the Radar and Under the Microscope'. Children of Drug Users and School.

Di Marco Campbell, L. R. (2021) Contested terms, supportive relationships, and historical omissions: A critical response to _frontiers of solidarity. On Education: Journal for Research and Debate, 4, (doi: 10.17899/on_ed.2022.10.11)

Imperiale, M. G. (2021) Intercultural education in times of restricted travel: lessons from the Gaza Strip. Intercultural Communication Education, 4, pp. 22-38. (doi: 10.29140/ice.v4.n1.446)

Riggs, D. W., Pfeffer, C. A., Pearce, R., Hines, S., White, F. R. (2021) Men, trans/masculine, and non-binary people negotiating conception: normative resistance and inventive pragmatism. International Journal of Transgender Health, 22, pp. 6-17. (doi: 10.1080/15532739.2020.1808554)

Ortaçtepe Hart, D., Okkalı, S. (2021) Common ground and positioning in teacher-student interactions: Second language socialization in EFL classrooms. Intercultural Pragmatics, 18, pp. 53-82. (doi: 10.1515/ip-2021-0003)

Phipps, A. (2021) Decolonising the languages curriculum: linguistic justice for linguistic ecologies. Research-publishing.net

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 4: Mapping cultural and nonformal education at the community level in Acapulco.

Gormally, S., Boath, L., Farrar, J., Martin, H., Nicholson, J. (2021) Disrupting Boundaries to Build Bridges.

Campbell, L. (2021) Doctoral research amidst the covid-19 pandemic: researcher reflections on practice, relationships, and unexpected intimacy. Qualitative Social Work, 20, pp. 570-578. (doi: 10.1177/1473325020981090)

Dunkley, R. (2021) Giving Unknown Bees a Name.

Evangelista, Z. (2021) Intersections of space and identity: a personal history of LGBT+ History Month.

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing paper 3: The role of Stakeholders in Peacebuilding.

Wilson, A., Howitt, S., Holloway, A., Williams, A.-M., Higgins, D. (2021) Factors affecting paramedicine students’ learning about evidence‐based practice: a phenomenographic study. BMC Medical Education, 21, (doi: 10.1186/s12909-021-02490-5)

Smith, T. A., Dunkley, R. (2021) Video ethnography. SAGE Publications

Gormally, S., Martin, H., McDonald, A., McGreechin, A. (2021) Activate +, University of Glasgow and The Place Standard Tool.

Wood, R. (2021) Autism, intense interests and support in school: from wasted efforts to shared understandings. Educational Review, 73, pp. 34-54. (doi: 10.1080/00131911.2019.1566213)

Farrar, J., Arizpe, E., McAdam, J.E. (2021) Challenging picturebooks and literacy studies. Routledge

Laurier, E., Dunkley, R., Smith, T.A., Reeves, S. (2021) Crossing with care: bogs, streams and assistive mobilities as family praxis in the countryside. Gesprächsforschung: Online-Zeitschrift zur verbalen Interaktion, 22, pp. 544-568.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options at the Bay of Skaill. CRW2017_08.

Muir, F.M.E., Hansom, J.D., Rennie, A.F., Hurst, M.D., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for Central Tiree. CRW2017_08.

Naylor, L.A., Dunkley, R.A., Mitchell, D., Muir, F.M.E., Rennie, A.F., Hansom, J.D., Hurst, M.D. (2021) Dynamic Coast: Adaptation and Resilience Options for Dumbarton to Bowling. CRW2017_08.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for Golspie and Coul. CRW2017_08.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for Montrose Bay. CRW2017_08.

Rennie, A.F., Hansom, J.D., Hurst, M.D., Muir, F.M.E., Naylor, L.A., Dunkley, R.A., MacDonell, C.J. (2021) Dynamic Coast: Adaptation and Resilience Options for St Andrews Links. CRW2017_08.

Dunkley, R.A., MacDonell, C.J., Naylor, L.A., Muir, F.M.E., Fitton, J.M. (2021) Dynamic Coast: Mapping Coastal Erosion Disadvantage in Scotland.

Dunkley, R.A., MacDonell, C.J., Naylor, L.A., Muir, F.M.E., Fitton, J. (2021) Dynamic Coast: Mapping Coastal Erosion Disadvantage in Scotland. CRW2017_08.

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2021) Educational Peacebuilding in Medellin and Acapulco: Understanding the Role of Education, Culture and Learning in Responding to Crises. (doi: 10.36399/gla.pubs.260007)

Imperiale, M. G., Mander, S., Ross, D. (2021) Exploring Teacher Identity and Agency through the Tree of Life Approach. Early Career English Teacher Identity Project Report.

UNESCO, , , (2021) Key recommendations from the Art-Lab review: presented on the 10th of December 2020 during "Art-Lab #4-The imperative of cultural justice: arts for inclusion, equity and human rights"

Francis, D. (2021) Queering the (ab)normalization of gender, (hetero)sexuality and schooling in South Africa. Journal of Homosexuality, 68, pp. 1571-1590. (doi: 10.1080/00918369.2019.1701337)

Di Marco Campbell, L. R. (2021) The adult learning project in the age of austerity. Faculty of Psychology and Education Sciences, University of Coimbra

Bacquet, G. (2021) Towards a decolonization of classroom practices in Chilean higher education - a suggested framework. International Journal of Education and Literacy Studies, 9, pp. 16-25. (doi: 10.7575/aiac.ijels.v.9n.4p.16)

Hines, S., Pearce, R., Pfeffer, C. A., Riggs, D. W., White, F. R. (2021) Trans pregnancy: fertility, reproduction and body autonomy. International Journal of Transgender Health, 22, pp. 1-5. (doi: 10.1080/26895269.2021.1884289)

Guldberg, K., Achtypi, A., D’Alonzo, L., Laskaridou, K., Milton, D., Molteni, P., Wood, R. (2021) Using the value creation framework to capture knowledge co-creation and pathways to impact in a transnational community of practice in autism education. International Journal of Research and Method in Education, 44, pp. 96-111. (doi: 10.1080/1743727X.2019.1706466)

Francis, D. A. (2021) ‘Oh my word; for us African gays it’s another story.’ revealing the intersections between race, same sex-sexuality and schooling in South Africa. Race Ethnicity and Education, 24, pp. 1-17. (doi: 10.1080/13613324.2019.1679752)

Kocabaş-Gedik, P., Ortaçtepe Hart, D. (2021) “It’s not like that at all”: A poststructuralist case study on language teacher identity and emotional labor. Journal of Language, Identity and Education, 20, pp. 103-117. (doi: 10.1080/15348458.2020.1726756)

Phipps, A. (2020) Afterword. Sites: A Journal of Social Anthropology and Cultural Studies, 17, (doi: 10.11157/sites-id480)

Campbell, L. (2020) Queer support: the double hit or austerity & Covid-19.

Hay, N., Campbell, L., Kowalewska, M., Clark, C., Tammi, L., Balogh, B. (2020) A hidden community: justifying the inclusion of Roma as an ethnic identity in the 2021 Scottish census. Critical Romani Studies, 3, pp. 46-71. (doi: 10.29098/crs.v3i1.62)

McAdam, J., Abou Ghaida, S., Arizpe, E., Hirsu, L., Motawy, Y. (2020) Children’s literature in critical contexts of displacement: exploring the value of hope. Education Sciences, 10, (doi: 10.3390/educsci10120383)

Yohannes, H. (2020) ‘We are still burning’ – survivors of Beskdira and Ona massacre.

Campbell, L. (2020) The Deaths, Legacies, & Emergence of Sporting Icons.

Phipps, A., Sitholé, T. (2020) Call and response (poetry) Jessica Kingsley Publishers

Hirsu, L., Arizpe, E., McAdam, J. (2020) Cultural interventions through children’s literature and arts-based practices in times of disaster: a case study of reading mediators’ response to the Mexican earthquakes (September 2017) International Journal of Disaster Risk Reduction, 51, (doi: 10.1016/j.ijdrr.2020.101797)

Ortaçtepe Hart, D., Martel, J. (2020) Exploring the transformative potential of English language teaching for social justice: Introducing the special issue. TESOL Journal, 11, (doi: 10.1002/tesj.568)

Campbell, L. (2020) Queer activism in leftwing spaces.

Dunkley, R. (2020) Ecological Stewardship and Childhood.

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2020) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 2: Key Public policies for peacebuilding in Medellin.

Dunkley, R. (2020) Understanding the Citizen Science Experience – A Contribution from the Social Sciences.

Alves, I., Pinto, P. C., Pinto, T. J. (2020) Developing inclusive education in Portugal: evidence and challenges. Prospects, 49, pp. 281-296. (doi: 10.1007/s11125-020-09504-y)

Phipps, A., McIntosh, A., Barrow, S. (2020) Spirituality: nurturing life before, within and beyond COVID-19. Luath

Francis, D. A., Kjaran, J. I. (2020) Troubling the discourse of the victimization of queer youth in Icelandic and South African education. Feminism and Psychology, 30, pp. 425-444. (doi: 10.1177/0959353520912960)

Campbell, L. (2020) Many voices: an introduction to queer Scotland today.

McGarrigle, L., Wesson, C., De Amicis, L., Connoly, S., Ferreira, N. (2020) Psychological mediators in the relationship between paediatric chronic pain and adjustment: an investigation of acceptance, catastrophising and kinesiophobia. Journal of Contextual Behavioral Science, 18, pp. 294-305. (doi: 10.1016/j.jcbs.2020.10.009)

Campbell, L. R. (2020) Fifty days of struggle: Robert Danilczuk's ongoing protest & hunger strike.

Phipps, A., Sithole, T., Tordzro, N. D., Tordzro, G. K. (2020) English last: displaced publics and communicating multilingually as social act and art. Bristol University Press

Campbell, L. (2020) Votes behind bars: recognising humanity, avoiding responsibility, & lessons from David Graeber.

Arizpe, E., Bahena-Rivera, A., Gormally, S., Hernandez Mendoza, S. (2020) Educational Peacebuilding in Medellin and Acapulco: Understanding the role of education, culture and learning in responding to crises. Briefing Paper 1: Public Policies and Peacebuilding.

De Amicis, L., Banerjee, R., Brown, R. (2020) Bystander Interventions in Intra- and Inter-Ethnic Bullying Contexts. Talk within the Symposium “Helping Victims of School Bullying”

Wood, R. (2020) From difference to diversity in school. Pavilion

Coban, O., McAdam, J. E., Arizpe, E. (2020) Hanging out in The Studio to challenge xenophobia: consolidating identities as community writers. Literacy, 54, pp. 123-131. (doi: 10.1111/lit.12220)

Roebuck, D. C., Reid, K. (2020) How trainee therapists experience resilience: an interpretative phenomenological analysis. Counselling and Psychotherapy Research, 20, pp. 545-555. (doi: 10.1002/capr.12286)

Fassetta, G., Al-Masri, N., Attia, M., Phipps, A. (2020) Gaza teaches Arabic online: opportunities, challenges and ways forward. Multilingual Matters

Phipps, A., Fassetta, G., Al-Masri, N. (2020) Prologue: Collaborating under siege: a WhatsApp tale. Multilingual Matters

Riggs, D. W., Pearce, R., Pfeffer, C. A., Hines, S., White, F. R., Ruspini, E. (2020) Men, trans/masculine, and non-binary people’s experiences of pregnancy loss: an international qualitative study. BMC Pregnancy and Childbirth, 20, (doi: 10.1186/s12884-020-03166-6)

Yohannes, H. (2020) Blina Shama UK: Creating a Sanctuary after Home Loss.

Dietz, C., Pearce, R. (2020) Depathologising gender: vulnerability in trans health law. Springer

Imperiale, M. G. (2020) (In)articulability of pain and trauma: idioms of distress in the Gaza Strip. Multilingual Matters

Pearce, R. (2020) A methodology for the marginalised: surviving oppression and traumatic fieldwork in the neoliberal academy. Sociology, 54, pp. 806-824. (doi: 10.1177/0038038520904918)

McLinden, M., Lynch, P., Mbukwa Ngwira, J., Mankhwazi, M., Soni, A. (2020) Inclusive, equitable, quality education for children with disabilities: a country study of Malawi. Nova Science Publishers

Law, J., Cavalli, E. (2020) Les competences langagières orales et la lecture de l'adulte dyslexique. De Boeck Supérieur

(2020) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders.

Campbell, L. (2020) A working class gem: remembering Michael Marra, the 'Bard of Dundee' Lumpen: A Journal for Poor and Working Class Writer,

Pearce, R., Erikainen, S., Vincent, B. (2020) Afterword: TERF wars in the time of COVID-19. Sociological Review, 68, pp. 882-888. (doi: 10.1177/0038026120934712)

Vincent, B., Erikainen, S., Pearce, R. (2020) TERF Wars: Feminism and the Fight for Transgender Futures [Guest Editors] Sociological Review, 68,

Pearce, R., Erikainen, S., Vincent, B. (2020) TERF wars: an introduction. Sociological Review, 68, pp. 677-698. (doi: 10.1177/0038026120934713)

Wilson, A. (2020) Pedagogies of Difference and Desire in Professional Learning: Plugging in to shared images. Cambridge Scholars Publishing

Campbell, L. (2020) The Old World is Dying.

Campbell, L. (2020) Unwanted time alone: emotional and mental isolation during lockdown.

Phipps, A. (2020) What is a refuge for migrant women? Testimony, witness-bearing and ‘The Rape of Tamar’ Jessica Kingsley Publishers

Carruthers, M., Cairns, L., Reid, K., Lido, C. (2020) Covid-19 and Food Train - More Food Security, Kindness and Dedication to Vulnerable Older People at Home.

Gormally, S., Beggan, E., Coburn, A. (2020) Community, COVID-19, challenge and change.

Jack, G., Phipps, A., Barrientos Arriaga, O. (2020) Intercultural communication in tourism. Routledge

Lundie, D., Law, J. (2020) Teachers’ Responses and Expectations in the COVID-19 School Shutdown Period in the UK.

Andrews, J., Fay, R., Frimberger, K., Tordzro, G., Sithole, T. (2020) Theorising arts-based collaborative research processes. Multilingual Matters

Campbell, L. (2020) A call for solidarity. Concept: The Journal of Contemporary Community Education Practice and Theory, 11,

Reid, K. (2020) Bringing food insecurity and the role of the charity sector into sharp focus during time of Covid-19: researcher reflections.

Lido, C., Reid, K., Osborne, M. (2020) Blurring boundaries: exploring the potential for ‘Big Data’ to address inequalities in lifewide learning engagement. Springer

Coburn, A., Gormally, S. (2020) Defining well-being in community development from the ground up: a case study of participant and practitioner perspectives. Community Development Journal, 55, pp. 237-257. (doi: 10.1093/cdj/bsy048)

Kot Artunç, E., Ortactepe Hart, D. (2020) Interactional competence in paired speaking tests: a study on proficiency-based pairings. System, 89, (doi: 10.1016/j.system.2019.102194)

Gormally, S. (2020) "It' not being racist, but ... ": a youth gang and the creation of belonging based on "othering" Boyhood Studies, 12, pp. 70-88. (doi: 10.3167/bhs.2019.120205)

Campbell, L., Hay, N. (2020) Show racism the red card. Routledge

Smith, T. A., Laurier, E., Reeves, S., Dunkley, R. A. (2020) “Off the beaten map”: navigating with digital maps on moorland. Transactions of the Institute of British Geographers, 45, pp. 223-240. (doi: 10.1111/tran.12336)

Yohannes, H. (2020) Commentary. Language and Intercultural Communication, 20, pp. 213-217. (doi: 10.1080/14708477.2020.1722689)

Murphy, R., Jolley, E., Lynch, P., Mankhwazi, M., Mbukwa, J., Bechange, S., Gladstone, M. J., Schmidt, E. (2020) Estimated prevalence of disability and developmental delay among preschool children in rural Malawi: Findings from “Tikule Limodzi,” a cross‐sectional survey. Child: Care, Health and Development, 46, pp. 187-194. (doi: 10.1111/cch.12741)

Bacquet, G. (2020) Language and social inclusion. University of Reading's Institute of Education Blog, pp. 15 Jan.

Wood, R. (2020) The wrong kind of noise: understanding and valuing the communication of autistic children in schools. Educational Review, 72, pp. 111-130. (doi: 10.1080/00131911.2018.1483895)

Bacquet, G. (2020) Can the dimensions of identity, investment and empowerment increase social inclusion for second-language learners? – Moving towards the creation of a conceptual framework. International Journal of Education and Literacy Studies, 8, pp. 10-15. (doi: 10.7575/aiac.ijels.v.8n.2p.10)

Sheridan, L. A. (2020) Community development - a value-driven affair. Radical Community Work Journal, 4,

Kjaran, J. I., Lehtonen, J., Francis, D. A. (2020) Conclusions: Queering “politics of pain” through activism and educational outreach work. Palgrave Macmillan

Alves, I. (2020) Enacting education policy reform in Portugal – the process of change and the role of teacher education for inclusion. European Journal of Teacher Education, 43, pp. 64-82. (doi: 10.1080/02619768.2019.1693995)

Ladegaard, H. J., Phipps, A. (2020) Epilogue: Notes towards a socially engaged LAIC. Language and Intercultural Communication, 20, pp. 218-219. (doi: 10.1080/14708477.2020.1722688)

Soni, A., Lynch, P., McLinden, M., Mbukwa-Ngwira, J., Mankhwazi, M., Jolley, E., Virendrakumar, B., Bedford, J., Gercama, I. (2020) Facilitating the participation of children with disabilities in early childhood development centres in Malawi: developing a sustainable staff training programme. Sustainability, 12, (doi: 10.3390/su12052104)

Ladegaard, H. J., Phipps, A. (2020) Intercultural research and social activism. Language and Intercultural Communication, 20, pp. 67-80. (doi: 10.1080/14708477.2020.1729786)

Kjaran, J. I., Lehtonen, J., Francis, D. A. (2020) Introduction: The synergistic potential of the outreach work and activism of queer social movements and schools. Palgrave Macmillan

Dunkley, R. (2020) Making a difference. John Muir Trust Journal, Autumn, pp. 23.

Eguiguren Istuany, O., Wood, R. (2020) Perspectives on educational inclusion from a small sample of autistic pupils in Santiago, Chile. Scandinavian Journal of Disability Research, 22, pp. 210-220. (doi: 10.16993/sjdr.724)

(2020) Queer Social Movements and Outreach Work in Schools: A Global Perspective.

McLinden, M., Douglas, G., Hewett, R., Lynch, P., Thistlethwaite, J. (2020) Teaching learners with vision impairment: an analysis of evidence-based practice. Oxford University Press

Sapouna, M., De Amicis, L., Willems, R., Vollink, T., Dehue, F., Rosinsky, R., Dimakos, I., Nikolaou, G. (2020) Using a Games Approach to Teach Children About Discriminatory Bullying (GATE_BULL). Intellectual Output 1 Report to European Commission: Determinants of Involvement in Prejudice-based Bullying Situations and Bystander Intervention.

Francis, D. A., Khan, G. H. (2020) “I decided to teach… despite the anger”: using forum theatre to connect queer activists, teachers and school leaders to address heterosexism in schools. Palgrave Macmillan

Coburn, A., Gormally, S. (2019) Youth work: converging and diverging responses in England and Scotland. Concept: The Journal of Contemporary Community Education Practice and Theory, 10,

Fassetta, G., Imperiale, M. G., Aldegheri, E., Al-Masri, N. (2019) The role of stories in the design of an online language course: ethical considerations on a cross-border collaboration between the UK and the Gaza Strip. Language and Intercultural Communication, 20, pp. 181-192. (doi: 10.1080/14708477.2020.1722145)

Phipps, A. (2019) Listen to the land’s language. Learn to translate, again. Routledge

Sitholé, T. (2019) Three poems. Mouth, pp. 15-20.

Riggs, D. W., Pearce, R., Pfeffer, C. A., Hines, S., White, F., Ruspini, E. (2019) Transnormativity in the psy disciplines: constructing pathology in the Diagnostic and Statistical Manual of Mental Disorders and Standards of Care. American Psychologist, 74, pp. 912-924. (doi: 10.1037/amp0000545)

Poirier, M., Law, J. M., Veispak, A. (2019) A spotlight on lack of evidence supporting the integration of blended learning in K-12 education. International Journal of Mobile and Blended Learning, 11, (doi: 10.4018/ijmbl.2019100101)

Spadaro, B., Burdett, C., Creese, A., Forsdick, C., Phipps, A. (2019) In conversation: translating cultures. Translator, 25, pp. 420-433. (doi: 10.1080/13556509.2019.1735211)

Bacquet, G. (2019) The role of teachers in the empowerment of language learners. University of Reading's Institute of Education Blog, pp. 25 Sep.

Coburn, A., Gormally, S. (2019) Creating educational synergies. Youth and Policy,

Dunkley, R. (2019) A climate change curriculum to empower the climate strike generation. Conversation, pp. 16 Sep.

Alves, I., Sutherland, M., McCulloch, M., Mouroutsou, S., Priestley, A. (2019) Teacher Education in Scotland: Mapping Inclusive Practice.

Lorimer, K., De Amicis, L., Dalrymple, J., Frankis, J., Jackson, L., Lorgelly, P., McMillan, L., Ross, J. (2019) A rapid review of sexual wellbeing definitions and measures: should we now include sexual wellbeing freedom? Journal of Sex Research, 56, pp. 843-853. (doi: 10.1080/00224499.2019.1635565)

Sithole, T. (2019) Don't doubt drought. Stand, 17,

Dunkley, R. A., Smith, T. A. (2019) Geocoaching: memories and habits of learning in practices of ecopedagogy. Geographical Journal, 185, pp. 292-302. (doi: 10.1111/geoj.12295)

De Amicis, L., Sapouna, M., Willems, R., Vollink, T., Dehue, F., Rosinsky, R., Dimakos, J., Nikoalou, G. (2019) Predictors of defending behaviour in prejudice-based bullying: GATEBULL project’s findings from four European countries.

Dunkley, R. (2019) Feeling Our Way Through: the Affordances of the Citizen Science Experience for Environmental Learning.

Wood, R. (2019) Inclusive Education for Autistic Children: Helping Children and Young People to Learn and Flourish in the Classroom. Jessica Kingsley Publishers

Dunkley, R. (2019) Conceptual Approaches Place-based Thinking and a Social Science Perspective on Citizen Science.

Dunkley, R. (2019) Beyond Lovely: Coming to Know Place Through Training the Citizen Scientific Eye.

Tzanakou, C., Pearce, R. (2019) Moderate feminism within or against the neoliberal university? The example of Athena SWAN. Gender, Work and Organization, 26, pp. 1191-1211. (doi: 10.1111/gwao.12336)

Dunkley, R. (2019) Feeling Our Way Through: Experiencing Citizen Science.

(2019) The Emergence of Trans: Culture, Politics and Everyday Lives. (doi: 10.4324/9781315145815)

Phipps, A. (2019) Decolonising Multilingualism: Struggles to Decreate. Multilingual Matters

Sheridan, L., Martin, H., McDonald, A. (2019) Community Development Jigsaw.

Bacquet, G. (2019) Language and Culture in the 21st-century classroom. University of Reading's Institute of Education Blog, pp. 3 Jun.

Şenbayrak, M., Ortaçtepe, D., Trimble, K. (2019) An exploratory study on Turkish EFL learners’ readiness for autonomy and attitudes toward self‐access centers. TESOL Journal, 10, (doi: 10.1002/tesj.401)

Nicholson, J. (2019) Policy Research Action with Women in Scotland: Written evidence submitted by PRAXXIS Women to the Scottish Affairs Committee Inquiry on Drug Use.

Brennan, I. R., Burton, V., Gormally, S., O'Leary, N. (2019) Service provider difficulties in operationalising coercive control. Violence Against Women, 25, pp. 635-653. (doi: 10.1177/1077801218797478)

Coburn, A., Gormally, S. (2019) Youth work education: is the voluntary principle no longer reliable in defining youth work? Concept: The Journal of Contemporary Community Education Practice and Theory, 10,

Phipps, A. (2019) Bearing witness: the burden of individual responsibility and the rule of law. De Gruyter

Phipps, A. (2019) Day 1. De Gruyter

Connolly, S., Ferreira, N., McGarrigle, L., De Amicis, L. (2019) Further validation of the chronic pain acceptance questionnaire for adolescents in a broader paediatric context. Journal of Contextual Behavioral Science, 12, pp. 314-321. (doi: 10.1016/j.jcbs.2018.12.005)

Lido, C., Reid, K., Osborne, M. (2019) Lifewide learning in the city: novel big data approaches to exploring learning with large-scale surveys, GPS, and social media. Oxford Review of Education, 45, pp. 279-295. (doi: 10.1080/03054985.2018.1554531)

Dunkley, R. A. (2019) Monitoring ecological change in UK woodlands and rivers: an exploration of the relational geographies of citizen science. Transactions of the Institute of British Geographers, 44, pp. 16-31. (doi: 10.1111/tran.12258)

Finlayson, J., De Amicis, L., Gallacher, S., Munro, R., Crockett, J., Godwin, J., Feeney, W., Skelton, D. A. (2019) Reasonable adjustments to provide equitable and inclusive assessment, screening and treatment of osteoporosis for adults with intellectual disabilities: a feasibility study. Journal of Applied Research in Intellectual Disabilities, 32, pp. 300-312. (doi: 10.1111/jar.12526)

Wood, R. (2019) Foucault, Freda Fry and the Power of Silent Characters on the Radio. Emerald

Wilson, A., De Paoli, S. (2019) On the ethical and political agency of online reputation systems. First Monday, 24, (doi: 10.5210/fm.v24i2.9393)

Pearce, R., Lohman, K. (2019) De/constructing DIY identities in a trans music scene. Sexualities, 22, pp. 97-113. (doi: 10.1177/1363460717740276)

Pearce, R., Steinberg, D. L., Moon, I. (2019) Introduction: the emergence of ‘trans’ Sexualities, 22, pp. 3-12. (doi: 10.1177/1363460717740261)

Dunkley, R. A., Smith, T. A. (2019) By-standing memories of curious observations: children’s storied landscapes of ecological encounter. Cultural Geographies, 26, pp. 89-107. (doi: 10.1177/1474474018792652)

Pearce, R. (2019) Moving through the world as a woman. Palgrave Macmillan

Branney, P., Reid, K., Frost, N., Coan, S., Mathieson, A., Woolhouse, M. (2019) A context-consent meta-framework for designing open (qualitative) data studies. Qualitative Research in Psychology, 16, pp. 483-502. (doi: 10.1080/14780887.2019.1605477)

Francis, D. A., Brown, A., McAllister, J., Mosime, S. T., Thani, G. T.Q., Reygan, F., Dlamini, B., Nogela, L., Muller, M. (2019) A five country study of gender and sexuality diversity and schooling in Southern Africa. Africa Education Review, 16, pp. 19-39. (doi: 10.1080/18146627.2017.1359637)

Wood, R., Bottema-Beutel, K., Crane, L., Gagat-Matuła, A., Happé, F., Milton, D. (2019) Autistic School Staff Project.

Sheridan, L. (2019) Being an adult learner in austere times: exploring the contexts of higher, further and community education. International Journal of Lifelong Education, 38, pp. 478-480. (doi: 10.1080/02601370.2019.1615209)

Pearce, R., White, F. R. (2019) Beyond the pregnant man: representing trans pregnancy in A Deal With The Universe. Feminist Media Studies, 19, pp. 764-767. (doi: 10.1080/14680777.2019.1630925)

Phipps, A. (2019) Bookend: cape ghost: For Obed. Channel View Publications

Bacquet, G. (2019) Increasing autonomy and motivation in second-language learners - an empirical study looking for the L2 self. International Journal of Applied Linguistics and English Literature, 8, pp. 54-66. (doi: 10.7575/aiac.ijalel.v.8n.6p.54)

Alves, I. (2019) International inspiration and national aspirations: inclusive education in Portugal. International Journal of Inclusive Education, 23, pp. 862-875. (doi: 10.1080/13603116.2019.1624846)

Bacquet, G. (2019) Investigating teachers' role in the process of identity construction in language learners. Language Studies Working Papers, 10, pp. 17-25.

Bacquet, G. (2019) Is corrective feedback in the ESL classroom really necessary? A background study. International Journal of Applied Linguistics and English Literature, 8, pp. 147-154. (doi: 10.7575/aiac.ijalel.v.8n.3p.147)

Piacentini, T., O'Donnell, C., Phipps, A., Jackson, I., Stack, N. (2019) Moving beyond the ‘language problem’: developing an understanding of the intersections of health, language and immigration status in interpreter-mediated health encounters. Language and Intercultural Communication, 9, pp. 256-271. (doi: 10.1080/14708477.2018.1486409)

McAdam, J. E. (2019) Narratives of change: the role of storytelling, artefacts and children’s literature in building communities of inquiry that care. Cambridge Journal of Education, 49, pp. 293-307. (doi: 10.1080/0305764X.2018.1524001)

Sithole, T. (2019) Preface: cape coast caper. Channel View Publications

Campbell, L. (2019) Resisting conservative-led austerity: activist peer-education in Glantaff Farm Estate (Wales) and Greater Pilton (Scotland) Publishing House of the Maria Grzegorzewska University

Jenkins, K., Pearce, R. (2019) The Gender Recognition Act: A trans-inclusive feminist approach.

Francis, D. A. (2019) What does the teaching and learning of sexuality education in South African schools reveal about counter-normative sexualities? Sex Education, 19, pp. 406-421. (doi: 10.1080/14681811.2018.1563535)

Francis, D. (2019) ‘Keeping it straight’ what do South African queer youth say they need from sexuality education? Journal of Youth Studies, 22, pp. 772-790. (doi: 10.1080/13676261.2018.1539223)

(2018) Education and Disability in the Global South: New perspectives from Africa and Asia.

Singal, N., Taneja Johansson, S., Lynch, P. (2018) Education of children with disabilities: changing landscape of new opportunities and challenges. Bloomsbury Academic

Bacquet, G. (2018) The classroom as an identity-building environment in today’s globalized world. University of Reading's Institute of Education Blog, pp. 11 Dec.

Sheridan, L. (2018) What Freire means to me. Concept: The Journal of Contemporary Community Education Practice and Theory, 9, pp. 48-51.

Yohannes, H. (2018) ‘Born rightless, die rightless’

Livingston, K., Doherty, C., Lido, C., Cassar, R., Dunkley, R., Gale, T., Parker, S. (2018) British Council School Programmes in Scotland: an Impact Study: Final Report.

Dunkley, R., Baker, S., Constant, N., Sanderson-Bellamy, A. (2018) Enabling the IPBES conceptual framework to work across knowledge boundaries. International Environmental Agreements: Politics, Law and Economics, 18, pp. 779-799. (doi: 10.1007/s10784-018-9415-z)

Reid, K., Elliot, D., Witayarat, N., Wilson-Smith, K. (2018) Reflecting on the Use of Photo-elicitation Methods in IPA Research. Enhancing the Interpretative Lens and Re-balancing Power Back to the Participant. A Review of Published Studies.

Szelei, N., Alves, I. (2018) The missing link: teacher learning for diversity in an area-based initiative in Portugal. Center for Educational Policy Studies Journal, 8, pp. 79-98. (doi: 10.26529/cepsj.513)

Sheridan, L. (2018) What's Love Got To Do With It? Youth Participation in North Ayrshire.

Willems, R., Sapouna, M., De Amicis, L., Vollink, T., Dehue, F. (2018) Determinants of Defending in Prejudice-Based Bullying Situations.

Pearce, R. (2018) Trans temporalities and non-linear ageing. Routledge

Sageidet, B. M., Almeida, S. C., Dunkley, R. (2018) Children’s Access to Urban Gardens in Norway, India and the United Kingdom.

Law, J. M., De Vos, A., Vanderauwera, J., Wouters, J., Ghesquière, P., Vandermosten, M. (2018) Grapheme-phoneme learning in an unknown orthography: a study in typical reading and dyslexic children. Frontiers in Psychology, 9, (doi: 10.3389/fpsyg.2018.01393)

McLinden, M., Lynch, P., Soni, A., Artiles, A., Kholowa, F., Kamchedzera, E., Mbukwa, J., Mankhwazi, M. (2018) Supporting children with disabilities in low- and middle- income countries: promoting inclusive practice within community-based childcare centres in Malawi through a bioecological systems perspective. International Journal of Early Childhood, 50, pp. 159-174. (doi: 10.1007/s13158-018-0223-y)

Sapouna, M., De Amicis, L. (2018) Tackling Prejudice-Based Bullying in Primary Schools.

Fuller, C., Bacquet, G. (2018) If we want equal life chances for all we must stop focusing on exam results. University of Reading Research Blog, pp. 27 Jun.

Campbell, L., Hay, N. (2018) A Critical Examination of Anti-Racist Initiatives Taking Place among Young Adult and Adult Association Football Fans in Contemporary Scotland.

Phipps, A., Sitholé, T. (2018) The Warriors Who Do Not Fight. Wild Goose Publications

Lynch, P., Gladstone, M., McLinden, M., Douglas, G., Jolley, E., Schmidt, E., Chimoyo, J. (2018) ‘I have learnt to love the child and give opportunities to play with peers’: a feasibility study of the training programme to support parents of young children with visual impairment in Malawi. Journal of Early Childhood Research, 16, pp. 210-225. (doi: 10.1177/1476718X18761219)

McAdam, J. E., Hirsu, L., Abou Ghaida, S. (2018) ‘Why does that lighthouse have a speaker on it?’: the potential of Arabic picture books. English 4-11, 63, pp. 9-12.

Phipps, A. (2018) Commentary on: 'Border Enforcement and the University: A Conversation' Society and Space Open Site,

Law, J. M., Veispak, A., Vanderauwera, J., Ghesquière, P. (2018) Morphological awareness and visual processing of derivational morphology in high-functioning adults with dyslexia: An avenue to compensation? Applied Psycholinguistics, 39, pp. 483-506. (doi: 10.1017/S0142716417000467)

Howitt, S. M., Wilson, A. N. (2018) Reflecting on the use and abuse of scientific data facilitates students’ ethical and epistemological development. Science Education, 102, pp. 571-592. (doi: 10.1002/sce.21333)

Dalrymple, J., De Amicis, L., Lorimer, K. (2018) How is Sexual Wellbeing Defined and Measured? A Rapid Review with Implications for Evaluation of Complex Sexual Health Interventions.

Smith, T., Jones, S., Dunkley, R. (2018) Using Mobile Evaluation Methods to Monitor Visitor Use of a Heritage App ‘In the wild’: Walking with Romans in the Brecon Beacons National Park.

Dunkley, R., Smith, T. (2018) Representations of Identities Within Mobile Applications that Seek to Interpret Dissonant Heritage.

Sheridan, L. (2018) From Brazil with love youth participation practice in Scotland. Palgrave Macmillan

Aydınlı, J., Ortaçtepe, D. (2018) Selected research in applied linguistics and English language teaching in Turkey: 2010–2016. Language Teaching, 51, pp. 210-245. (doi: 10.1017/s0261444818000010)

Lido, C., Reid, K., Osborne, M. (2018) Big Data, Lifelong Learning and Learning Cities: Promoting City-Discourse on Social Inequalities in Learning.

Dunkley, R. (2018) Space-timeScapes as ecopedagogy. Journal of Environmental Education, 49, pp. 117-129. (doi: 10.1080/00958964.2017.1417223)

Sithole, T. T., Al Mousawi, T. (2018) Pasichigare: we are nature.

Elliot, D. L., Houston, M., Makara, K., Reid, K., Lido, C. (2018) Enhancing the Experience of International Doctoral Researchers - Key Messages.

McAdam, J., Farrar, J. (2018) Childhood and diversity. SAGE

Sageidet, B. M., Almeida, C., Dunkley, R. (2018) Children's access to urban gardens in Norway, India and the United Kingdom. International Journal of Environmental and Science Education, 13, pp. 467-480.

Wilson, A., De Paoli, S., Forbes, P., Sachy, M. (2018) Creating personas for political and social consciousness in HCI design. Persona Studies, 4, pp. 25-46. (doi: 10.21153/psj2018vol4no2art736)

Wilson, A., Howitt, S. M. (2018) Developing critical being in an undergraduate science course. Studies in Higher Education, 43, pp. 1160-1171. (doi: 10.1080/03075079.2016.1232381)

Edwards, R., McDonnell, D., Simpson, I., Wilson, A. (2018) Educational backgrounds, project design and inquiry learning in citizen science. Routledge

Fassetta, G., Imperiale, M. G. (2018) Indigenous Engagement, Research Partnerships, and Knowledge Mobilisation: Think Piece.

Dunkley, R. (2018) Narrative analysis: Attending to the poetic structure of interview transcripts to understand the tourist experience. SAGE Publications

Campbell, L., Hay, N. (2018) Organisation case study of show racism the red card Scotland. Radical Community Work Journal, 3,

Wood, R., Milton, D. (2018) Reflections on the value of autistic participation in a tri-national teacher-training project through discourses of acceptance, othering and power. British Journal of Special Education, 45, pp. 157-177. (doi: 10.1111/1467-8578.12216)

Sithole, T. (2018) Something Like Sugarbread. Speculative Books

Smith, T. A., Dunkley, R. (2018) Technology-nonhuman-child assemblages: reconceptualising rural childhood roaming. Children's Geographies, 16, pp. 304-318. (doi: 10.1080/14733285.2017.1407406)

Alves, I. F. (2018) The transnational phenomenon of individual planning in response to pupil diversity: a paradox in educational reform. Springer

Pearce, R. (2018) Understanding Trans Health: Discourse, Power and Possibility. Policy Press

Sime, D., Fassetta, G., McClung, M. (2018) ‘It’s good enough that children are accepted’: Roma migrant mothers’ views of their children’s education post-migration. British Journal of Sociology of Education, 39, pp. 316-332. (doi: 10.1080/01425692.2017.1343125)

Campbell, L. (2017) Review: shaping the future: a new radical learning network. Concept: The Journal of Contemporary Community Education Practice and Theory, 8,

Dunkley, R. (2017) Approaches for Evaluating Outdoor Learning.

Arizpe, E., Farrar, J., McAdam, J. (2017) Picturebooks and literacy studies. Routledge

Özkul, S., Ortaçtepe, D. (2017) The use of video feedback in teaching process‐approach EFL writing. TESOL Journal, 8, pp. 862-877. (doi: 10.1002/tesj.362)

Reid, K. (2017) Adventures in design and data - how good design took big data to IKEA.

De Amicis, L., Finlayson, J., Gallacher, S., Munro, R., Crockett, J., Goodwin, J., Skelton, D. (2017) Making Reasonable Adjustments to Provide Equitable Osteoporosis Assessment, Screening and Management for People with Learning Disabilities.

Imperiale, M. G., Phipps, A., Al-Masri, N., Fassetta, G. (2017) Pedagogies of hope and resistance: English language education in the context of the Gaza Strip, Palestine. British Council

Phipps, A. (2017) Research for CULT Committee - Why Cultural Work with Refugees: In Depth Analysis. (doi: 10.2861/878929)

Dunkley, R. (2017) “I’ve come back to what I was doing as a child”: The Spatial and Temporal Components of Environmental Learning.

Runswick-Cole, K., Wood, R. (2017) Bag of The Devil: The Disablement of Rob Titchener. Emerald

Coburn, A., Gormally, S. (2017) Beyond Brexit: the impact of leaving the EU on the youth work sector. Youth and Policy,

Phipps, A. (2017) Language plenty, refugees and the post-Brexit world: new practices from Scotland. Palgrave Macmillan

Sageidet, B., Almeida, S., Dunkley, R. (2017) Children's Access to Gardens in Norway, India and the United Kingdom.

Law, J. M., Wouters, J., Ghesquière, P. (2017) The influences and outcomes of phonological awareness: a study of MA, PA and auditory processing in pre-readers with a family risk of dyslexia. Developmental Science, 20, (doi: 10.1111/desc.12453)

Dunkley, R., Smith, T. (2017) Scales of Childhood Roaming Within the ‘Educational Landscape’ of the National Park.

Imperiale, M. G. (2017) A capability approach to language education in the Gaza Strip: “To plant hope in a land of despair” Critical Multilingualism Studies, 5, pp. 37-58.

Law, J. M., Ghesquière, P. (2017) Early development and predictors of morphological awareness: disentangling the impact of decoding skills and phonological awareness. Research in Developmental Disabilities, 67, pp. 47-59. (doi: 10.1016/j.ridd.2017.05.003)

Law, J., Veispak, A., Vanderauwera, J., Ghesquière, P. (2017) Morphological Awareness and Visual Processing of Derivational Morphology in High Functioning Adults With Dyslexia: An Avenue to Compensation?

Phipps, A. (2017) “Has he eaten salt?”: communication difficulties in health care. Medical Journal of Australia, 207, pp. 23-24. (doi: 10.5694/mja17.00346)

Franklin, A., Dunkley, R. (2017) Becoming a (green) identity entrepreneur: learning to negotiate situated identities to nurture community environmental practice. Environment and Planning A, 49, pp. 1500-1516. (doi: 10.1177/0308518X17699610)

Pearce, R. (2017) Certifying Equality? Critical Reflections on Athena SWAN and equality accreditation.

Gladstone, M., McLinden, M., Douglas, G., Jolley, E., Schmidt, E., Chimoyo, J., Magombo, H., Lynch, P. (2017) ‘Maybe I will give some help…. maybe not to help the eyes but different help’: an analysis of care and support of children with visual impairment in community settings in Malawi. Child: Care, Health and Development, 43, pp. 608-620. (doi: 10.1111/cch.12462)

Law, J., Ghesquière, P. (2017) Visual Processing of Derivational Processing and Children With Dyslexia.

Dunkley, R. (2017) Making Sustainable Places? Realising the UK’s Low Carbon Transition Plan in Rural South-West England, Through Local Third Party Engagement.

Cleaver, E., Wills, D., Gormally, S., Grey, D., Johnson, C., Rippingale, J. (2017) Connecting research and teaching through curricular and pedagogic design: from theory to practice in disciplinary approaches to connecting the higher education curriculum. UCL Press

Rajaram, R., Castellani, B., Wilson, A. (2017) Advancing Shannon entropy for measuring diversity in systems. Complexity, 2017, (doi: 10.1155/2017/8715605)

Elliot, D. L., Houston, M., Makara, K., Reid, K. (2017) ESRC IAA Workshop: Towards Maximising International PhD Students' Experience: Extended Summary.

Wilson, A., Thompson, T. L., Watson, C., Drew, V., Doyle, S. (2017) Big data and learning analytics: singular or plural? First Monday, 22, (doi: 10.5210/fm.v22i4.6872)

Branney, P., Woolhouse, M., Reid, K. (2017) The ‘innocent collection of details’ and journal requests to make qualitative datasets public post-consent: Open access data, potential author response and thoughts for future studies. QMiP Bulletin, 23, pp. 19-23.

Jones, S., Smith, T., Dunkley, R. (2017) Measuring our Interaction with Digital Heritage Apps ‘in the wild’

Law, J. M., Vandermosten, M., Ghesquière, P., Wouters, J. (2017) Predicting future reading problems based on pre-reading auditory measures: a longitudinal study of children with a familial risk of dyslexia. Frontiers in Psychology, 8, (doi: 10.3389/fpsyg.2017.00124)

Dunkley, R. A., Franklin, A. (2017) Failing better: The stochastic art of evaluating community-led environmental action programs. Evaluation and Program Planning, 60, pp. 112-122. (doi: 10.1016/j.evalprogplan.2016.11.005)

McPake, J., McLeod, W., O'Hanlon, F., Fassetta, G., Wilson, M. (2017) Professional development programmes for teachers moving from majority to minoritised language medium education: lessons from a comparative study. Language Policy, 16, pp. 79-105. (doi: 10.1007/s10993-015-9395-6)

Elliot, D. L., Reid, K., Baumfield, V. (2017) Capturing visual metaphors and tales: innovative or elusive? International Journal of Research and Method in Education, 40, pp. 480-496. (doi: 10.1080/1743727X.2016.1181164)

Dunkley, R. (2017) Children Place and Sustainability, edited by Margaret Somerville and Monica Green. Children's Geographies, 4, pp. 498-499. (doi: 10.1080/14733285.2016.1184836)

Coburn, A., Gormally, S. (2017) Cohesion, commonality and creativity: youth work across borders. SALTO Cultural Diversity Resource Centre

Coburn, A., Gormally, S. (2017) Communities for Social Change: Practicing Equality and Social Justice in Youth and Community Work. Peter Lang

Alves, I. (2017) Diversidade, diferença e planeamento educativo individualizado na escola portuguesa. Medi@coes, 5, pp. 116-135.

Tordzro, G., Phipps, A. (2017) Gedzem - Kutrikuku – Resilience – the Documentary [Documentary Film]

Tordzro, G., Phipps, A., Sithole, T. (2017) Gedzem Kutrikuku– Resilience – the Production [Documentary Film]

Adams, N., Pearce, R., Veale, J., Radix, A., Castro, D., Sarkar, A., Thom, K. C. (2017) Guidance and ethical considerations for undertaking transgender health research and institutional review boards adjudicating this research. Transgender Health, 2, pp. 165-175. (doi: 10.1089/trgh.2017.0012)

Francis, D. A. (2017) Homophobia and sexuality diversity in South African schools: A review. Journal of LGBT Youth, 14, pp. 359-379. (doi: 10.1080/19361653.2017.1326868)

Wilson, A., Watson, C., Thompson, T. L., Drew, V., Doyle, S. (2017) Learning analytics: challenges and limitations. Teaching in Higher Education, 22, pp. 991-1007. (doi: 10.1080/13562517.2017.1332026)

Fassetta, G., Imperiale, M. G., Frimberger, K., Attia, M., Al-Masri, N. (2017) Online teacher training in a context of forced immobility: the case of Gaza, Palestine. European Education, 49, pp. 133-150. (doi: 10.1080/10564934.2017.1315538)

Watson, C., Wilson, A., Drew, V., Thompson, T. L. (2017) Small data, online learning and assessment practices in higher education: a case study of failure? Assessment and Evaluation in Higher Education, 42, pp. 1030-1045. (doi: 10.1080/02602938.2016.1223834)

Cowbury, T., Maughan, M., Phipps, A. (2017) The Claim.

Dunkley, R. A. (2017) The role of Citizen Science in environmental education: A critical exploration of the citizen scientist experience. IGI Global

Johnstone, D., Swingler, M., Reid, K. (2017) The social experience of volunteering for young adult volunteers: an interpretative phenomenological analysis. QMiP Bulletin, 24, pp. 42-50.

Francis, D. (2017) Troubling the teaching and learning of gender and sexuality diversity in South African education. Palgrave Macmillan

Francis, D., Brown, A. (2017) ‘To correct, punish and praise’ LRC leaders experiences and expressions of non-heterosexuality in Namibian schools. International Journal of Inclusive Education, 21, pp. 1276-1293. (doi: 10.1080/13603116.2017.1336577)