Friday, 13 November 2020

Fwd: Blame it on the lockdown!

Colleagues, especially those with courses for new academic staff, PG Certs, etc. may be interested in the following book which updates and brings together five previously published papers.

It's available from Amazon at:

Best wishes

Chris Rust
Emeritus Professor of Higher Education
Oxford Brookes University

Tuesday, 10 November 2020

Fwd: IJSaP 4(2) is published and call for contributions to a new section on ‘Voices from the Field’

We are delighted to let you know that the 8th issue of the International Journal for Students as Partners (IJSaP) is available from

In this issue you will find 15 manuscripts – 1 editorial, 4 research articles, 5 case studies, 2 reflective essays, 2 opinion pieces and 1 review. Together these contributions have been written by 23 faculty/staff and 22 students from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, Ireland, UK, and US.

The journal, which is hosted by McMaster University Library Press, is co-edited by students and staff/faculty from Australia, Canada, China (Hong Kong), China (Mainland), Malaysia, UK, and US.

Potential authors (both staff and students) with an idea for a contribution are strongly encouraged to send the editors (<>) a brief (around 250 words) proposal<> for a research article, case study, opinion piece, reflective essay, or review before writing and submitting the article. This will help ensure that the proposed piece fits with the focus of the journal and encourages a conversation between potential authors and the editorial board. The proposal should outline the type (i.e. research article, opinion piece, etc.) as well as focus of the potential submission. We also welcome hearing your views about the journal.

Staff and students who have interest and experience in students as partners are encouraged to indicate their interest in joining the International Reviewer Panel by completing the Reviewer Expression of Interest Form<>.

Voices from the Field
IJSaP is piloting a new section of the journal called "Voices from the Field." The goal of this section is to create a venue for a wide range of voices to address important questions around students-as-partners work without going through the intensive time commitment required by the submission, review, and revision processes. We want to hear your voices and put them into dialogue with one another!

We are posting this open call for thoughts on the question below, and we will organize excerpts from the responses we receive into what we hope will be a creative, engaging, accessible format to share with readers. We'll see how this pilot goes and either turn "Voices from the Field" into a permanent section, include it occasionally, or revisit the idea altogether.

Here is the question we invite you to address: Over the next 3-5 years, how might students-as-partners work develop in a wider variety of contexts around the world and feature a greater diversity of experiences and voices?

These responses or 'voicings' should be:

  *   between 75 to 150 words in length;
  *   informal but substantive—they can be practical and/or provocative, experience based or newly imagined, a plan or a challenge;
  *   clearly articulated from your own position and perspective (so very briefly tell readers who you are—context, identities/background, position); and
  *   focus on partnership/students as partners (within or beyond the classroom)

We are looking for 15-20 contributions by 7 December 2020.  Please use this link<> to submit your response to the question.  If we reach this number before the deadline you will no longer be able to make a submission, so please check the link before you start writing.

Please pass this note on to anyone you think may be interested.

Abderrahim Benlahcene, Alison Cook-Sather, Katie Doran, Nattalia Godbold, Sharonna Greenberg, Rachel Guitman, Mick Healey, Ruth Healey, Amrita Kaur, Connie Kwan, Kelly Matthews, Nicole Moning, Benjamin Moorhouse, Caelan Rafferty, Sarah Slates, and Harry West the IJSaP Editorial Board

Fwd: These new articles for Discourse: Studies in the Cultural Politics of Education are available online.

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Research Article

Test-based accountability, standardized testing and minority/racialized students' perspectives in urban schools in Canada and Australia
Goli M. Rezai-Rashti & Bob Lingard
Pages: 1-16 | DOI: 10.1080/01596306.2020.1843112

Discourse of 'helping the poor': rethinking global poverty and its pedagogical possibilities in higher education
Xiuying Cai
Pages: 1-15 | DOI: 10.1080/01596306.2020.1843115

Student responses on the survey of global competence in PISA 2018
Harsha Chandir
Pages: 1-17 | DOI: 10.1080/01596306.2020.1844153

Toward a framework for assessing the 'global' and 'citizen' in global citizenship education in Australia and beyond
Matthew A. M. Thomas & Susan Banki
Pages: 1-17 | DOI: 10.1080/01596306.2020.1843113

Dramatising the shock of the new: using Arts-based embodied pedagogies to teach life skills
Sheila Robbie & Bernie Warren
Pages: 1-16 | DOI: 10.1080/01596306.2020.1843114

The un/methodology of 'theoretical intuitions': resources of generations gone before, thinking and feeling class
Valerie Hey , Sarah Leaney & Daniel Leyton
Pages: 1-13 | DOI: 10.1080/01596306.2020.1834953

Walking between the raindrops: the role of religion in globalised schooling
Itamar Rozenfeld , Miri Yemini & Laura C. Engel
Pages: 1-16 | DOI: 10.1080/01596306.2020.1843116

Education reform imaginaries: mapping -scapes of philanthropic influence
Neha Miglani & Patricia Burch
Pages: 1-17 | DOI: 10.1080/01596306.2020.1836747

Monday, 9 November 2020

New Journal, Studies in technology enhanced learning

Studies in Technology Enhanced Learning is a peer-reviewed, open-access journal intended as a vehicle for publishing works of empirical investigation, critical commentary, and scholarly review in technology enhanced learning research. The journal aims to provide a lively forum for debate and reflection on a wide range of issues connected with technology enhanced learning in disparate settings. We aim to allow for a range of conversations that often occur “under the radar” in the field (including in conference discussions and seminars) to be made explicit and therefore opened up to reflection and contribution by a wider range of people.

Tuesday, 8 September 2020



Following the conclusion of the (SEDA accredited) CRA programmes in Personal Tutoring and Academic Advising, we have been working to consolidate the collective learning from the Portfolios submitted for accreditation into an online Journal.  We did not start out with this intention but the wealth and richness of the Portfolio evidence submitted made it too good an opportunity to miss! 


A number of colleagues have contributed to this by producing themed Chapters, themselves drawing on the wide range of portfolio evidence submitted for accreditation.  All are acknowledged in the publication, which can now be viewed and downloaded at   We hope this will be of interest and value to many; please circulate to other colleagues to whom you feel this may be of interest. 


With all best wishes

 Steve Outram (and on behalf of Rob Ward, Janet Strivens and Cathy Malone)

Tuesday, 14 July 2020

Fwd: Discourse: Studies in the Cultural Politics of Education, Volume 41, Issue 4, August 2020 is now available online on Taylor & Francis Online

Taylor & Francis Online - The new journals and reference work platform for Taylor & Francis
The online platform for Taylor & Francis Online content

Discourse: Studies in the Cultural Politics of Education, Volume 41, Issue 4, August 2020 is now available online on Taylor & Francis Online.

This new issue contains the following articles:


Hannah Arendt's political thinking on emotions and education: implications for democratic education
Michalinos Zembylas
Pages: 501-515 | DOI: 10.1080/01596306.2018.1508423

Implementing the 'Prevent Duty' in England: the semiotisation of discourse and practice in further education
Christian Beighton & Lynn Revell
Pages: 516-531 | DOI: 10.1080/01596306.2018.1508422

Provoking elite schools' defences: an antistrophon
Howard Prosser
Pages: 532-544 | DOI: 10.1080/01596306.2018.1509840

Christmas in U.S. K-12 schools: categorizing and explaining teacher awareness of Christo-normativity
Laurel Puchner & Linda Markowitz
Pages: 545-558 | DOI: 10.1080/01596306.2018.1512074

Key elements in the naturalisation of neoliberal discourse in higher education in Chile
Elisabeth Simbürger & Alina Donoso
Pages: 559-573 | DOI: 10.1080/01596306.2018.1512953

Unpacking the imaginary in literacies of globality | Open Access
Mia Perry
Pages: 574-586 | DOI: 10.1080/01596306.2018.1515064

Globalism, regionalism and nationalism: the dynamics of student mobility in higher education across the Taiwan Strait
William Yat Wai Lo & Sheng-Ju Chan
Pages: 587-603 | DOI: 10.1080/01596306.2018.1516198

Relational spaces: wit(h)ness-ing in writescapes
Mirka Koro-Ljungberg , Teija Löytönen & Timothy Wells
Pages: 604-622 | DOI: 10.1080/01596306.2018.1529023

Lifelong learning for (re)making future citizens through South Korean curriculum reforms and OECD PISA
Jonghun Kim
Pages: 623-637 | DOI: 10.1080/01596306.2018.1550385

The international education experience: identity formation and audibility through participation, adjustment, and resistance
Kaoru Matsunaga , Raqib Chowdhury , Melissa Marie Barnes & Eisuke Saito
Pages: 638-652 | DOI: 10.1080/01596306.2018.1549535

Attending to 'culture' in intercultural language learning: a study of Indonesian language teachers in Australia
Kate Naidu
Pages: 653-665 | DOI: 10.1080/01596306.2018.1548430

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