Oakleigh Welply
Datos Biográficos
| ID | 4172178 |
|---|---|
| NOMBRE | Oakleigh Welply |
| NOMBRES | Oakleigh |
| APELLIDO | Welply |
| FIRMA | WELPLY O |
| AFILIACIONES | Durham University |
| ORCID | 0000-0001-6644-5297 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 8 |
| TOTAL DE CITAS | 15 |
| TOTAL COMO AUTOR | 8 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2010 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2026 |
| ÍNDICE H | 2 |
Decolonising plurilingualism in contexts of postcolonial migration
This paper adopts a decolonial perspective to critically examine approaches to plurilingualism in monolingual school contexts in England and France. Bringing the work of Pierre Bourdieu and Frantz Fanon on language and power into dialogue, it examines the mechanisms of domination and oppression at play in approaches to language, migration and education in schools, and how these shape attitudes towards plurilingualism. Drawing on previous research…
Charting the path after 2030
As 2030 approaches, it is clear the Sustainable Development Goals (SDGs) will fall short of their ambitious targets, raising questions about the future of the global development agenda. The current moment presents an opportunity for reconsidering the role of higher education in charting that future. In this Forum, we contribute to growing debates on the SDGs’ future and examine how universities might shape what comes next. We invited scholars to …
Global imaginaries
Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have stressed the abstract and elusive nature of the notion, its lack of concrete legal framework as well as its bias towards a Western, neoliberal and consumerist agenda, which is not devoid of colonial unde…
A crisis in education? An Arendtian perspective on citizenship and belonging in France and England
This article draws together a comparative sociological analysis and a political theory perspective to interpret children’s views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and belonging in France and England. The article presents research findings from a cross-national ethnographic study with children aged 10 and 11 years in two primary schools, one in France and one in En…
‘My language … I don’t know how to talk about it’
This article investigates the ways in which children from immigrant backgrounds view the place of ‘other’ languages in primary schools in France and England. This article draws on findings from a cross-national ethnographic study, which investigated the experiences of 10- and 11-year-old children of immigrants in two primary schools, one in France and one in England. It shows how, in both schools, children had to negotiate the symbolic domination…
‘I’m not being offensive but…’
This article examines forms of implicit discrimination towards Muslim children in children’s discourses of Otherness. Findings in this paper draw on qualitative data exploring the discourses of 17 children from a Year 6 class in a culturally diverse primary school in the East of England. Building on Critical Race Theory and Critical Discourse Analysis, this article shows that children’s discourses of Otherness acted in tacit discriminatory ways b…
Education, mobilities and migration
Within a context of increased globalisation, migration, mobilities and education has become a growing field of interest in international and comparative education – as evidenced by the number of papers on the topic in Compare, including the special issue of March 2010, ‘Migration, Education and Socio-Economic Mobility’. The international BAICE conference in September 2012, Education, Mobility and Migration: people, ideas and resources demonstrate…
Language difference and identity in multicultural classrooms
This article examines the views of ‘immigrant‐background’ children on their own linguistic and cultural ‘differences’ within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England …
Education, mobilities and migration
Within a context of increased globalisation, migration, mobilities and education has become a growing field of interest in international and comparative education – as evidenced by the number of papers on the topic in Compare, including the special issue of March 2010, ‘Migration, Education and Socio-Economic Mobility’. The international BAICE conference in September 2012, Education, Mobility and Migration: people, ideas and resources demonstrate…
Language difference and identity in multicultural classrooms
This article examines the views of ‘immigrant‐background’ children on their own linguistic and cultural ‘differences’ within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England …
Global imaginaries
Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have stressed the abstract and elusive nature of the notion, its lack of concrete legal framework as well as its bias towards a Western, neoliberal and consumerist agenda, which is not devoid of colonial unde…
Language difference and identity in multicultural classrooms
This article examines the views of ‘immigrant‐background’ children on their own linguistic and cultural ‘differences’ within the different educational contexts of primary classrooms in France and England. With the increase in and changing composition of immigration in Europe, the integration of populations from diverse linguistic and cultural backgrounds has become a central issue for European societies. Whilst most studies in France and England …
Education, mobilities and migration
Within a context of increased globalisation, migration, mobilities and education has become a growing field of interest in international and comparative education – as evidenced by the number of papers on the topic in Compare, including the special issue of March 2010, ‘Migration, Education and Socio-Economic Mobility’. The international BAICE conference in September 2012, Education, Mobility and Migration: people, ideas and resources demonstrate…
‘My language … I don’t know how to talk about it’
This article investigates the ways in which children from immigrant backgrounds view the place of ‘other’ languages in primary schools in France and England. This article draws on findings from a cross-national ethnographic study, which investigated the experiences of 10- and 11-year-old children of immigrants in two primary schools, one in France and one in England. It shows how, in both schools, children had to negotiate the symbolic domination…
‘I’m not being offensive but…’
This article examines forms of implicit discrimination towards Muslim children in children’s discourses of Otherness. Findings in this paper draw on qualitative data exploring the discourses of 17 children from a Year 6 class in a culturally diverse primary school in the East of England. Building on Critical Race Theory and Critical Discourse Analysis, this article shows that children’s discourses of Otherness acted in tacit discriminatory ways b…
A crisis in education? An Arendtian perspective on citizenship and belonging in France and England
This article draws together a comparative sociological analysis and a political theory perspective to interpret children’s views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and belonging in France and England. The article presents research findings from a cross-national ethnographic study with children aged 10 and 11 years in two primary schools, one in France and one in En…
Global imaginaries
Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have stressed the abstract and elusive nature of the notion, its lack of concrete legal framework as well as its bias towards a Western, neoliberal and consumerist agenda, which is not devoid of colonial unde…
Charting the path after 2030
As 2030 approaches, it is clear the Sustainable Development Goals (SDGs) will fall short of their ambitious targets, raising questions about the future of the global development agenda. The current moment presents an opportunity for reconsidering the role of higher education in charting that future. In this Forum, we contribute to growing debates on the SDGs’ future and examine how universities might shape what comes next. We invited scholars to …
Decolonising plurilingualism in contexts of postcolonial migration
This paper adopts a decolonial perspective to critically examine approaches to plurilingualism in monolingual school contexts in England and France. Bringing the work of Pierre Bourdieu and Frantz Fanon on language and power into dialogue, it examines the mechanisms of domination and oppression at play in approaches to language, migration and education in schools, and how these shape attitudes towards plurilingualism. Drawing on previous research…
Sociology (6 obras) · Gender Studies (4 obras) · Global Education and Multiculturalism (4 obras) · Political science (4 obras) · Social science (4 obras) · Education and experiences of immigrants and refugees (3 obras) · Global Educational Policies and Reforms (3 obras) · Multilingual Education and Policy (3 obras) · Pedagogy (3 obras) · Anthropology (2 obras)