Shona Mcintosh
Biographic Data
| ID | 258785 |
|---|---|
| NAME | Shona Mcintosh |
| GIVEN NAMES | Shona |
| FAMILY NAME | Mcintosh |
| SIGNATURE | MCINTOSH S |
| AFFILIATIONS | University of Bath |
| ORCID | 0000-0002-9223-3949 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
Rupture as generative of professional agency: Narratives from student teachers on placement during school closures
Existing ways of knowing how to prepare people to become teachers were insufficient when COVID-19 closed schools, and some enduring hierarchies in teacher preparation were unsettled. This re-positioned qualified and student teachers as equally inexperienced in the circumstances. We contribute to post-COVID-19 educational research by considering the impact on student teachers through the historical socio-cultural lenses of phylogenesis (societal),…
Critical Reflections on Collaborative Writing: Editorial Experiments in Fostering Equitable Dialogue
Drawing on our experience of creating an innovative co-edited book form, we consider the risks and possibilities of experimentation in high-stakes writing and editorial work. Writing and editing conventions that value parsimony, individuality and objectivity can result in sparse writing styles that disconnect authors from their texts. In applied disciplines, such as Education, academic writing can be a barrier to communication with practitioners …
Toward Epistemically-Just Research: A Methodologies Framework
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices …
Challenging the apartheids of knowledge in Higher Education through Social Innovation
Joanna Bezerra, Craig Paterson & Sharli Paphitis (Eds.), Challenging the apartheids of knowledge in Higher Education through Social Innovation. Sun Press
Issues of (in)visibility and compromise in academic work in UK universities
As higher education increasingly aligns with the ideology of the marketplace, we argue that conditions of corporate competition have contributed to the invisibilization of collective work in UK higher education. Drawing on the work of Wa Thiong’o, N. (1986. Decolonising the mind: The politics of language in African literature. Nairobi, Kenya: East African Publishers) and Giroux, H. A. (2011. On Critical Pedagogy. London: Bloomsbury), we theorise …
Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education
Existing research into the relationship between teaching and research in higher education is mainly normative and atheoretical, resulting in assumptions of a close and beneficial connection between them. We problematise the idea of a nexus by undertaking a critical examination of the concept through the lens of educational ideologies to theorise the changes over time that shape the ways teaching and research are practised. Two hundred seven acade…
Global citizenship: Changing student perceptions through an international curriculum
The extent to which education has a long-term impact on the way students view themselves and the world is a key question, not least when curricula with an international character claim to develop attributes aligned with global citizenship. To our knowledge, there have been few, if any, longitudinal studies that assess the impact of curricula that make such claims. Examining students’ and alumni perceptions of an experiential element of one partic…
Conceptions of effort among students, teachers and parents within an English secondary school
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualita…
The massacre of St Bartholomew on the English stage: Chapman, Marlowe, and the Duke of Guise
This article considers a passage in George Chapman's The Revenge of Bussy D'Ambois in which the hero of the play defends his patron, the Duke of Guise, for his participation in the St Bartholomew's Day Massacre. Investigating why Chapman would have his protagonist make such a controversial utterance, it argues that he was responding to earlier reports of the same period in news‐books, pamphlets, Marlowe's Massacre at Paris and his own earlier tra…
Issues of (in)visibility and compromise in academic work in UK universities
As higher education increasingly aligns with the ideology of the marketplace, we argue that conditions of corporate competition have contributed to the invisibilization of collective work in UK higher education. Drawing on the work of Wa Thiong’o, N. (1986. Decolonising the mind: The politics of language in African literature. Nairobi, Kenya: East African Publishers) and Giroux, H. A. (2011. On Critical Pedagogy. London: Bloomsbury), we theorise …
Toward Epistemically-Just Research: A Methodologies Framework
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices …
Global citizenship: Changing student perceptions through an international curriculum
The extent to which education has a long-term impact on the way students view themselves and the world is a key question, not least when curricula with an international character claim to develop attributes aligned with global citizenship. To our knowledge, there have been few, if any, longitudinal studies that assess the impact of curricula that make such claims. Examining students’ and alumni perceptions of an experiential element of one partic…
Conceptions of effort among students, teachers and parents within an English secondary school
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualita…
The massacre of St Bartholomew on the English stage: Chapman, Marlowe, and the Duke of Guise
This article considers a passage in George Chapman's The Revenge of Bussy D'Ambois in which the hero of the play defends his patron, the Duke of Guise, for his participation in the St Bartholomew's Day Massacre. Investigating why Chapman would have his protagonist make such a controversial utterance, it argues that he was responding to earlier reports of the same period in news‐books, pamphlets, Marlowe's Massacre at Paris and his own earlier tra…
Conceptions of effort among students, teachers and parents within an English secondary school
‘Effort’ and ‘ability’ (understood as potential, intelligence or achievement) are concepts widely used in the everyday language of schooling in Britain but each term lacks clear definition of its use in the school context. Meanwhile, the assessment of effort, alongside that of achievement, remains widespread. This article reports on an exploratory case study of conceptions of effort among three major actors in an English secondary school. Qualita…
Global citizenship: Changing student perceptions through an international curriculum
The extent to which education has a long-term impact on the way students view themselves and the world is a key question, not least when curricula with an international character claim to develop attributes aligned with global citizenship. To our knowledge, there have been few, if any, longitudinal studies that assess the impact of curricula that make such claims. Examining students’ and alumni perceptions of an experiential element of one partic…
Eyes on the enterprise: Problematising the concept of a teaching-research nexus in UK higher education
Existing research into the relationship between teaching and research in higher education is mainly normative and atheoretical, resulting in assumptions of a close and beneficial connection between them. We problematise the idea of a nexus by undertaking a critical examination of the concept through the lens of educational ideologies to theorise the changes over time that shape the ways teaching and research are practised. Two hundred seven acade…
Challenging the apartheids of knowledge in Higher Education through Social Innovation
Joanna Bezerra, Craig Paterson & Sharli Paphitis (Eds.), Challenging the apartheids of knowledge in Higher Education through Social Innovation. Sun Press
Issues of (in)visibility and compromise in academic work in UK universities
As higher education increasingly aligns with the ideology of the marketplace, we argue that conditions of corporate competition have contributed to the invisibilization of collective work in UK higher education. Drawing on the work of Wa Thiong’o, N. (1986. Decolonising the mind: The politics of language in African literature. Nairobi, Kenya: East African Publishers) and Giroux, H. A. (2011. On Critical Pedagogy. London: Bloomsbury), we theorise …
Critical Reflections on Collaborative Writing: Editorial Experiments in Fostering Equitable Dialogue
Drawing on our experience of creating an innovative co-edited book form, we consider the risks and possibilities of experimentation in high-stakes writing and editorial work. Writing and editing conventions that value parsimony, individuality and objectivity can result in sparse writing styles that disconnect authors from their texts. In applied disciplines, such as Education, academic writing can be a barrier to communication with practitioners …
Toward Epistemically-Just Research: A Methodologies Framework
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices …
Rupture as generative of professional agency: Narratives from student teachers on placement during school closures
Existing ways of knowing how to prepare people to become teachers were insufficient when COVID-19 closed schools, and some enduring hierarchies in teacher preparation were unsettled. This re-positioned qualified and student teachers as equally inexperienced in the circumstances. We contribute to post-COVID-19 educational research by considering the impact on student teachers through the historical socio-cultural lenses of phylogenesis (societal),…
Political science (7 works) · Sociology (7 works) · Pedagogy (6 works) · Psychology (6 works) · Computer Science (4 works) · Social science (4 works) · Global Educational Policies and Reforms (3 works) · Higher education (3 works) · Higher Education Practises and Engagement (3 works) · Mathematics education (3 works)