Sheila Trahar
Biographic Data
| ID | 149931 |
|---|---|
| NAME | Sheila Trahar |
| GIVEN NAMES | Sheila |
| FAMILY NAME | Trahar |
| SIGNATURE | TRAHAR S |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0003-4559-7501 |
| VERIFIED | Yes |
| TOTAL WORKS | 19 |
| TOTAL CITATIONS | 43 |
| WORKS AS AUTHOR | 18 |
| WORKS AS EDITOR | 1 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2024 |
| H-INDEX | 4 |
Students as co-researchers
This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to r…
Learning to unlearn
In this article we consider the resonances between internationalisation and decolonising initiatives in the university. Based on our own experiences, as white, British, female scholars, of engaging with both internationalisation and decolonising agendas through our two decades of research and practice in these fields, we consider the parallels between these two strong initiatives. We feel that there are many resonances and opportunities for learn…
Building higher education cooperation with the EU
The central focus of this edited book is higher education cooperation between the European Union (EU) and 4 third countries – Brazil, China, Russia and South Africa. The rationale given for the sel
Rurality and access to higher education
‘Global inequality is increasingly manifested within territorial proximity’ (Horner et al. 2018, 29) and ‘intra-national inequalities’ are predicted to continue to grow ‘as a share of global inequality’ (ibid, 27). Further, ‘evidence suggests that wide disparities between urban and rural populations exist’ (Graetz et al. 2018, 48). The articles in this Special Issue of Compare interrogate these disparities by focusing on how rurality mediates acc…
Years of Compare
Compare reaches its 50th birthday at a time of tremendous flux in academic publishing. While the old order still stands, and is being reinforced by a growing homogenisation of global academia, its
You have to change, the curriculum stays the same’
This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience i…
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
Women in powerful conversation
Working as women in academia may still be regarded as ‘complex and fraught with myths, gross generalisations and mixed emotions’ (Barakat, 2014 Barakat, S. (2014, April 18). Women in academia - Different views of success. University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20140417072127329. [Google Scholar], p. 1). In this paper, we articulate the collaborative autoethnographic process in which we have been…
Hovering on the periphery? ‘Decolonising’ writing for academic journals
In this Forum, we are creating a space to challenge not only the dominance of English in academic journals, but also ‘metropolitan’ genres of scholarly writing and discourse, and, indeed, the ways in which particular knowledges continue to retain their dominance and to be privileged. We are inviting readers to reflect on how academic writing continues to be ‘colonised’, by problematising it and seeking to ‘decolonise’ it in,order to ‘decentre kno…
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 …
Culturally responsive pedagogy
Culturally responsive pedagogy: working towards decolonization, indigeneity and interculturalism." Compare: A Journal of Comparative and International Education, 48(2), pp. 324–325
Learning to See the Person, Not the Culture or the Faith
Experiences as a Work Package leader on a European Union project on internationalization of higher education in Israel motivated the author to use her research on internationalization and university teaching experiences in various countries to facilitate the Israeli partners to interrogate their pedagogical practices. Supported to engage in a pedagogy of discomfort, they confronted complexities in their higher education environment, redesigning p…
Learning and teaching on transnational higher education programmes in Hong Kong
Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff tra…
Contextualising Narrative Inquiry
1. What's in a Sign? Narrative inquiry and deaf storytellers Donna West 2. Private Lives, Public Property: Narrating the lives of mothers whose children have significant special needs Jenny Knibb 3. Looking Down on the World from a Wooden Balcony: A narrative autoethnnographic study of voluntary celibacy Dione Mifsud 4. Workplace Bullying in Higher Education: An autothnographic perspective Mary Baker 5. 'The Teeth and the Tongue': A narrative inq…
Globalization and internationalization in higher education
edited by Felix Maringe and Nick Foskett, London, Continuum, 2010, 324 pp., £80.00 (hardback), ISBN 9781441132772 ‘What strategies do HE institutions across the world adopt and develop as part of
Internationalizing the university
Using narrative inquiry as a research method
Abingdon, Routledge, 2007, 135 pp., £19.99 (paperback), £80.00 (hardback), ISBN 978‐0‐415‐37906 (paperback), 978‐0‐415‐37905 (hardback) The title of this book promises much. In the Preface, the aut
It starts with once upon a time
The story never really begins nor ends, even though there is a beginning and an end to every story, just as there is a beginning and an end to every teller ... The story never stops beginning or endi
Friend and Foe? Technology in a Collaborative Writing Group
This is a partial account of the journey undertaken by a group of academic nomads in search of collaborative writing space. Never intending to permanently settle anywhere, we chose to explore writing technologies that supported collaborative forms of engagement with our task and with each other. Along the way we took up with, and discarded, a variety of writing technologies. Reflecting teamwork and collective biography practices sustained our wor…
Hovering on the periphery? ‘Decolonising’ writing for academic journals
In this Forum, we are creating a space to challenge not only the dominance of English in academic journals, but also ‘metropolitan’ genres of scholarly writing and discourse, and, indeed, the ways in which particular knowledges continue to retain their dominance and to be privileged. We are inviting readers to reflect on how academic writing continues to be ‘colonised’, by problematising it and seeking to ‘decolonise’ it in,order to ‘decentre kno…
Women in powerful conversation
Working as women in academia may still be regarded as ‘complex and fraught with myths, gross generalisations and mixed emotions’ (Barakat, 2014 Barakat, S. (2014, April 18). Women in academia - Different views of success. University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20140417072127329. [Google Scholar], p. 1). In this paper, we articulate the collaborative autoethnographic process in which we have been…
Friend and Foe? Technology in a Collaborative Writing Group
This is a partial account of the journey undertaken by a group of academic nomads in search of collaborative writing space. Never intending to permanently settle anywhere, we chose to explore writing technologies that supported collaborative forms of engagement with our task and with each other. Along the way we took up with, and discarded, a variety of writing technologies. Reflecting teamwork and collective biography practices sustained our wor…
Rurality and access to higher education
‘Global inequality is increasingly manifested within territorial proximity’ (Horner et al. 2018, 29) and ‘intra-national inequalities’ are predicted to continue to grow ‘as a share of global inequality’ (ibid, 27). Further, ‘evidence suggests that wide disparities between urban and rural populations exist’ (Graetz et al. 2018, 48). The articles in this Special Issue of Compare interrogate these disparities by focusing on how rurality mediates acc…
You have to change, the curriculum stays the same’
This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience i…
It starts with once upon a time
The story never really begins nor ends, even though there is a beginning and an end to every story, just as there is a beginning and an end to every teller ... The story never stops beginning or endi
Culturally responsive pedagogy
Culturally responsive pedagogy: working towards decolonization, indigeneity and interculturalism." Compare: A Journal of Comparative and International Education, 48(2), pp. 324–325
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
Globalization and internationalization in higher education
edited by Felix Maringe and Nick Foskett, London, Continuum, 2010, 324 pp., £80.00 (hardback), ISBN 9781441132772 ‘What strategies do HE institutions across the world adopt and develop as part of
Using narrative inquiry as a research method
Abingdon, Routledge, 2007, 135 pp., £19.99 (paperback), £80.00 (hardback), ISBN 978‐0‐415‐37906 (paperback), 978‐0‐415‐37905 (hardback) The title of this book promises much. In the Preface, the aut
Using narrative inquiry as a research method
Abingdon, Routledge, 2007, 135 pp., £19.99 (paperback), £80.00 (hardback), ISBN 978‐0‐415‐37906 (paperback), 978‐0‐415‐37905 (hardback) The title of this book promises much. In the Preface, the aut
It starts with once upon a time
The story never really begins nor ends, even though there is a beginning and an end to every story, just as there is a beginning and an end to every teller ... The story never stops beginning or endi
Friend and Foe? Technology in a Collaborative Writing Group
This is a partial account of the journey undertaken by a group of academic nomads in search of collaborative writing space. Never intending to permanently settle anywhere, we chose to explore writing technologies that supported collaborative forms of engagement with our task and with each other. Along the way we took up with, and discarded, a variety of writing technologies. Reflecting teamwork and collective biography practices sustained our wor…
Internationalizing the university
Globalization and internationalization in higher education
edited by Felix Maringe and Nick Foskett, London, Continuum, 2010, 324 pp., £80.00 (hardback), ISBN 9781441132772 ‘What strategies do HE institutions across the world adopt and develop as part of
Contextualising Narrative Inquiry
1. What's in a Sign? Narrative inquiry and deaf storytellers Donna West 2. Private Lives, Public Property: Narrating the lives of mothers whose children have significant special needs Jenny Knibb 3. Looking Down on the World from a Wooden Balcony: A narrative autoethnnographic study of voluntary celibacy Dione Mifsud 4. Workplace Bullying in Higher Education: An autothnographic perspective Mary Baker 5. 'The Teeth and the Tongue': A narrative inq…
Learning and teaching on transnational higher education programmes in Hong Kong
Transnational higher education is the term that is most commonly used to describe programmes that allow students to obtain a degree from an overseas university in their local context. Such programmes are often marketed on their similarity with those offered at home by the overseas university. Perhaps as a consequence, the related literature focuses on 'problems' that are encountered in the 'other' environment, particularly when academic staff tra…
Culturally responsive pedagogy
Culturally responsive pedagogy: working towards decolonization, indigeneity and interculturalism." Compare: A Journal of Comparative and International Education, 48(2), pp. 324–325
Learning to See the Person, Not the Culture or the Faith
Experiences as a Work Package leader on a European Union project on internationalization of higher education in Israel motivated the author to use her research on internationalization and university teaching experiences in various countries to facilitate the Israeli partners to interrogate their pedagogical practices. Supported to engage in a pedagogy of discomfort, they confronted complexities in their higher education environment, redesigning p…
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 …
Encounters with coloniality
This paper makes visible the experiences of students transitioning to higher education from rural communities and backgrounds in South Africa. In line with decolonial perspectives, the research adopted a participatory methodology that involved students as co-researchers. We argue that there is a lack of recognition of students from rural contexts, and their potential to re-shape higher education. We highlight their challenges of applying, enterin…
Women in powerful conversation
Working as women in academia may still be regarded as ‘complex and fraught with myths, gross generalisations and mixed emotions’ (Barakat, 2014 Barakat, S. (2014, April 18). Women in academia - Different views of success. University World News. Retrieved from http://www.universityworldnews.com/article.php?story=20140417072127329. [Google Scholar], p. 1). In this paper, we articulate the collaborative autoethnographic process in which we have been…
Hovering on the periphery? ‘Decolonising’ writing for academic journals
In this Forum, we are creating a space to challenge not only the dominance of English in academic journals, but also ‘metropolitan’ genres of scholarly writing and discourse, and, indeed, the ways in which particular knowledges continue to retain their dominance and to be privileged. We are inviting readers to reflect on how academic writing continues to be ‘colonised’, by problematising it and seeking to ‘decolonise’ it in,order to ‘decentre kno…
Rurality and access to higher education
‘Global inequality is increasingly manifested within territorial proximity’ (Horner et al. 2018, 29) and ‘intra-national inequalities’ are predicted to continue to grow ‘as a share of global inequality’ (ibid, 27). Further, ‘evidence suggests that wide disparities between urban and rural populations exist’ (Graetz et al. 2018, 48). The articles in this Special Issue of Compare interrogate these disparities by focusing on how rurality mediates acc…
Years of Compare
Compare reaches its 50th birthday at a time of tremendous flux in academic publishing. While the old order still stands, and is being reinforced by a growing homogenisation of global academia, its
You have to change, the curriculum stays the same’
This article reports on a study that focuses on students from rural areas of South Africa and their experiences of higher education. These students have attracted little attention in widening participation research in South Africa, despite being one of the most marginalised groups. Findings illustrate the importance that students attribute to being able to relate to curricula that reflect their experiences, curricula that they rarely experience i…
Building higher education cooperation with the EU
The central focus of this edited book is higher education cooperation between the European Union (EU) and 4 third countries – Brazil, China, Russia and South Africa. The rationale given for the sel
Learning to unlearn
In this article we consider the resonances between internationalisation and decolonising initiatives in the university. Based on our own experiences, as white, British, female scholars, of engaging with both internationalisation and decolonising agendas through our two decades of research and practice in these fields, we consider the parallels between these two strong initiatives. We feel that there are many resonances and opportunities for learn…
Students as co-researchers
This paper focuses on the potential, challenges, and limits of participatory, narrative and multimodal research methods as contributions to decolonising research on understanding student experiences of teaching and learning in higher education. Drawing on Fraser’s social justice concepts of participatory parity, redistribution, recognition, and representation, we argue that methodologies and methods for researching students’ experiences need to r…
Sociology (14 works) · Political science (13 works) · Pedagogy (10 works) · Higher education (7 works) · Global Education and Multiculturalism (5 works) · Global Educational Policies and Reforms (5 works) · Literature (5 works) · Psychology (5 works) · Art (4 works) · Computer Science (4 works)