Angeline M Barrett
Datos Biográficos
| ID | 6449185 |
|---|---|
| NOMBRE | Angeline M Barrett |
| NOMBRES | Angeline M |
| APELLIDO | Barrett |
| FIRMA | BARRETT A M |
| AFILIACIONES | University of Bristol |
| ORCID | 0000-0002-2820-7586 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 18 |
| TOTAL DE CITAS | 185 |
| TOTAL COMO AUTOR | 18 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2005 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 6 |
Collaborating across boundaries
Neoliberal regimes control education through strong subject boundaries and knowledge hierarchies. • Boundaries stifle dialogue between teachers across subjects and institutions. • Educators transgressed boundaries through practicing epistemic humility. • Epistemic humility involves valuing knowledge and attentive listening to practitioners from outside one’s discipline and institutions. Science education needs to look beyond its epistemic boundar…
Multilingual education for sustainable development in sub-Saharan Africa
Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article argues that epistemic inclusion in multilingual societies is contingent on using students’ familiar languages within basic education. Across sub-Saharan Africa, secondary school students learn in a dominant language of learning and teaching (LoLT), which …
Towards models of language supportive pedagogy in Sub-Saharan Africa
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils…
Celebration, reflection and challenge
This Forum feature is one of a series of initiatives designed to recognise and celebrate the 20th Anniversary of the British Association for International and Comparative Education (BAICE). It is an honour for both of us to represent the association in this anniversary year and we are pleased to help mark this important milestone with this special edition of the Compare Forum. The anniversary initiatives include a well-attended and well-received …
Making secondary education relevant for all
This think piece focuses on relevance in secondary science education to propose a research agenda for contexts in sub-Saharan Africa, where enrolments are expanding from a low base. The notion of sustainable work is used to consider what kind of science education is relevant for students who will continue to become science specialists and those who will apply their science knowledge in non-specialist paid and unpaid roles. Drawing on insights fro…
Re-interpreting relevant learning
The 2030 education goal privileges ‘relevant learning outcomes’ as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting ‘relevant learning’ at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illus…
The power and politics of international comparisons
The power and influence of international comparisons of educational achievement, most especially the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Stud
Learning, pedagogy and the post-2015 education and development agenda
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
An education Millennium Development Goal for quality
2008 marked the midway point between the inception and the target year for the Millennium Development Goals (MDGs). Whilst UNESCO’s 2008 Global Monitoring Report (UNESCO 2007) marked this with an a
A Millennium Learning Goal for education post‐2015
As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights‐based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance i…
International collaboration and research capacity building
Research capacity building and impact on policy and practice are increasingly highlighted in literature on international research partnerships. In the field of education and development, it is recognised that, in the past, international research collaborations have tended to be dominated by the agenda of Northern partners. Partly in response, new modalities are developing and, in the UK, funding has recently been channeled through large consortia…
Social justice, capabilities and the quality of education in low income countries
Education quality for social justice
Capabilities for learning to read
Capturing the différance
Beyond the polarization of pedagogy
Debate on teaching in low‐income countries has tended to assume an over‐simplified conceptualization of pedagogy as either teacher‐centred or learner‐centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under‐resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein’s performance and competence modes to the findings of fi…
Teacher accountability in context
Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a two‐way conversation with the perspectives of practitioners in ‘developing’ countries and hence scrutinize internationally dominant notions of good teaching that are often assumed in applied research, such as evaluations. This paper draws on findings…
Social justice, capabilities and the quality of education in low income countries
Beyond the polarization of pedagogy
Debate on teaching in low‐income countries has tended to assume an over‐simplified conceptualization of pedagogy as either teacher‐centred or learner‐centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under‐resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein’s performance and competence modes to the findings of fi…
International collaboration and research capacity building
Research capacity building and impact on policy and practice are increasingly highlighted in literature on international research partnerships. In the field of education and development, it is recognised that, in the past, international research collaborations have tended to be dominated by the agenda of Northern partners. Partly in response, new modalities are developing and, in the UK, funding has recently been channeled through large consortia…
A Millennium Learning Goal for education post‐2015
As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights‐based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance i…
Teacher accountability in context
Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a two‐way conversation with the perspectives of practitioners in ‘developing’ countries and hence scrutinize internationally dominant notions of good teaching that are often assumed in applied research, such as evaluations. This paper draws on findings…
Capabilities for learning to read
Re-interpreting relevant learning
The 2030 education goal privileges ‘relevant learning outcomes’ as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting ‘relevant learning’ at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illus…
Capturing the différance
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
An education Millennium Development Goal for quality
2008 marked the midway point between the inception and the target year for the Millennium Development Goals (MDGs). Whilst UNESCO’s 2008 Global Monitoring Report (UNESCO 2007) marked this with an a
Education quality for social justice
Learning, pedagogy and the post-2015 education and development agenda
Teacher accountability in context
Evaluations, tied to specific programmes, need to be complemented by research that is more sensitive to context at the classroom level. A comparative approach may be used as a platform to move into a two‐way conversation with the perspectives of practitioners in ‘developing’ countries and hence scrutinize internationally dominant notions of good teaching that are often assumed in applied research, such as evaluations. This paper draws on findings…
Beyond the polarization of pedagogy
Debate on teaching in low‐income countries has tended to assume an over‐simplified conceptualization of pedagogy as either teacher‐centred or learner‐centred. If theory is to address itself to the complex challenge of improving the quality of teaching within under‐resourced education systems then it will have to move beyond this polarized view of pedagogy. This paper applies Basil Bernstein’s performance and competence modes to the findings of fi…
Capturing the différance
Social justice, capabilities and the quality of education in low income countries
Education quality for social justice
Capabilities for learning to read
An education Millennium Development Goal for quality
2008 marked the midway point between the inception and the target year for the Millennium Development Goals (MDGs). Whilst UNESCO’s 2008 Global Monitoring Report (UNESCO 2007) marked this with an a
A Millennium Learning Goal for education post‐2015
As the target year for the current Millennium Development Goal of universal completion of primary education approaches, three World Bank economists have proposed its replacement with a Millennium Learning Goal. This is part of a trend of increased privileging of learning outcomes. The proposal is assessed from the perspective of human rights‐based and social justice conceptualisations of education quality. A Millennium Learning Goal may enhance i…
International collaboration and research capacity building
Research capacity building and impact on policy and practice are increasingly highlighted in literature on international research partnerships. In the field of education and development, it is recognised that, in the past, international research collaborations have tended to be dominated by the agenda of Northern partners. Partly in response, new modalities are developing and, in the UK, funding has recently been channeled through large consortia…
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Learning, pedagogy and the post-2015 education and development agenda
The power and politics of international comparisons
The power and influence of international comparisons of educational achievement, most especially the Organisation for Economic Co-operation and Development’s (OECD) Programme for International Stud
Re-interpreting relevant learning
The 2030 education goal privileges ‘relevant learning outcomes’ as the evaluative space for quality improvement. Whilst the goal was designed for global level monitoring, its influence cuts across different scales. Implementation of the goal involves reinterpreting ‘relevant learning’ at the local level. One way that small scale projects engage in the creative work of reinterpretation is through the design of their evaluative frameworks. We illus…
Making secondary education relevant for all
This think piece focuses on relevance in secondary science education to propose a research agenda for contexts in sub-Saharan Africa, where enrolments are expanding from a low base. The notion of sustainable work is used to consider what kind of science education is relevant for students who will continue to become science specialists and those who will apply their science knowledge in non-specialist paid and unpaid roles. Drawing on insights fro…
Celebration, reflection and challenge
This Forum feature is one of a series of initiatives designed to recognise and celebrate the 20th Anniversary of the British Association for International and Comparative Education (BAICE). It is an honour for both of us to represent the association in this anniversary year and we are pleased to help mark this important milestone with this special edition of the Compare Forum. The anniversary initiatives include a well-attended and well-received …
Towards models of language supportive pedagogy in Sub-Saharan Africa
A prerequisite for learning is that instructions and other learning activities take place in a language that you understand. This may seem self-evident, but fact remains that most learners in Sub-Saharan Africa (SSA) are taught in a European second language (L2) that they are unfamiliar with. Frequently, the role of the home languages in the classrooms has been completely subtracted leading to very unfavourable learning situations for many pupils…
Collaborating across boundaries
Neoliberal regimes control education through strong subject boundaries and knowledge hierarchies. • Boundaries stifle dialogue between teachers across subjects and institutions. • Educators transgressed boundaries through practicing epistemic humility. • Epistemic humility involves valuing knowledge and attentive listening to practitioners from outside one’s discipline and institutions. Science education needs to look beyond its epistemic boundar…
Multilingual education for sustainable development in sub-Saharan Africa
Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article argues that epistemic inclusion in multilingual societies is contingent on using students’ familiar languages within basic education. Across sub-Saharan Africa, secondary school students learn in a dominant language of learning and teaching (LoLT), which …
Political science (16 obras) · Sociology (15 obras) · Global Educational Policies and Reforms (13 obras) · Pedagogy (8 obras) · Psychology (8 obras) · Economic growth (6 obras) · Economics (6 obras) · Poverty, Education, and Child Welfare (6 obras) · Mathematics education (5 obras) · Quality (philosophy (5 obras)