Barbara Crossouard
Datos Biográficos
| ID | 287390 |
|---|---|
| NOMBRE | Barbara Crossouard |
| NOMBRES | Barbara |
| APELLIDO | Crossouard |
| FIRMA | CROSSOUARD B |
| AFILIACIONES | University of Sussex |
| ORCID | 0000-0002-6839-4611 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 27 |
| TOTAL DE CITAS | 65 |
| TOTAL COMO AUTOR | 27 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2008 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 5 |
Deconstructing deficit in development discourses
Dominant development discourses typically assume a staged progression between schooling, work and motherhood, constructing in deficit those whose lives deviate from this pathway. This paper offers a counter-narrative to such Eurocentric discourses by drawing on recent qualitative research into how young women in rural contexts of north-east Nigeria navigated the demands of work, family and education. Using participatory visual methods, it engaged…
Rural youth in southern Nigeria
This article draws on recent research (2017-20) into the livelihoods and imagined futures of rural youth in four communities in southern Nigeria. The research involved observations, sex-segregated focus group discussions and individual interviews. Taking up insights from sociologists of education and work, our analysis shows how rural youth simultaneously navigated schooling, farming, low-paid vocational work and family obligations in ways that w…
Being a young Muslim woman in Southern Ghana
This paper draws upon recent research that explored Muslim youth identity constructions in southern Ghana. At a time when Muslim youth are often demonised and Islam is represented as incompatible with western democratic ideals, the research explored the intersections of nation, religion, ethnicity and gender in identity narratives of female students in high school and higher education in southern Ghana. After describing the Ghanaian socio-histori…
National identities and the external other in Muslim majority contexts
This paper focuses on youth’s constructions of their national identities in two contrasting Muslim-majority contexts – Senegal and Pakistan – with very different histories of nation-state formation and post-independence trajectories. Drawing on case study research, we take up the historical specificities of their respective state formations and emergence as independent nations from their colonial past. After describing our theoretical frameworks …
Understanding agency differently
This paper draws on our recent research into Muslim youth identities to consider theoretical and methodological issues with respect to gender and Muslim women's agency. Western constructions of Muslim women often portray them in essentialised ways as subordinated and without agency. We take up alternative theoretical frameworks that illuminate the limitations of modern understandings of the self and agency, and in particular their problematic ass…
Muslim youth as global citizens
Dominant understandings of global or cosmopolitanism citizenship align it with the ‘modern’ and the ‘secular’, in ways that construct religious belongings as irrational, or indeed ‘pre-modern’. Assumptions of superiority embedded in claims to cosmopolitanism are all the more powerful for being constructed as a ‘universal’, in ways that erase and occlude the local social relations and particularities of the spaces and positions from which these ve…
Pluralising Islam
This paper challenges the stereotypical homogenisation of Islam often circulated in global discourses. We do this by focusing on the different ways youth across four national case studies constructed their religious identities. The analysis is informed by our understanding that local, national and global discourses are significant to the interpellation of subjects and the production of identities. These on-going processes produce plurality and di…
Introduction
The introductory paper to this special edition provides an overview of the multi-country research project on Muslim youth identities upon which all the papers draw. It includes outlines of its methodological and theoretical frameworks and its rationale. Using a case study approach, the research explored the identity narratives of Muslim youth in the four socio-political contexts of Pakistan, Senegal, Nigeria and Lebanon, each of which have distin…
Gender symbolism and the expression of post-colonial national and religious identities
This paper traces the symbolic importance of gender to the assertion of national and religious identities drawing on case study data with youth from Senegal, Pakistan, Nigeria and Lebanon. We start with a brief overview of the theoretical and methodological approach to the research. We then illustrate the gender assumptions within youth identity narratives and the ways these produce masculinist and patriarchal national imaginaries that instantiat…
Beyond the Modern
The rise of different nationalisms in an increasingly unequal and neoliberal world makes predictions about the dawn of a post-national, global society seem both incongruous and fraught with Eurocentric occlusions. In response, we present a postcolonial analysis of research into Muslim youth narratives of nation in Northern Nigeria. This highlights the continued significance of nation for youth as well as the historical fractures - both internal a…
Silencing youth sexuality in Senegal
This article reports on recent research funded by international development actors which explored how Senegalese youth acted as ‘active citizens’ and claimed their education and sexual and reproductive health (SRH) rights. Our analysis is framed by a review of contemporary international development discourses that seem to offer fertile possibilities for more plural understandings of sexuality. After describing the research methodology and methods…
Jordan’s primary curriculum and its propensity for student-centred teaching and learning
This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of stud…
Gender in the neoliberalised global academy
As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women’s engagement with leadership in HE in South Asia. A potent affective economy was discovered. L…
Women's leadership in the Asian Century
This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka. A central finding was that gender is not a category of analysis in …
Politics, gender and youth citizenship in Senegal
Classroom assessment and education
The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue – that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibi…
Pupil mortification
Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to explore a teacher’s use of digital photography to provide ‘feedback’ to pupils. Critiquing dominant psyc…
Absent presences
This article focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project‐based work tackled in groups by pupils. Case studies were conducted within two schools in socially deprived areas of Scotland. They included classroom observation, digital video and audio data collection, and a series of interviews with pupils and teachers. T…
How Theory Matters
The doctoral viva voce as a cultural practice
This article reports on a recent small‐scale phenomenological study into the student experience of the doctoral viva voce. It was prompted by strong concerns about viva voce processes on the part of a Director of Graduate Studies in an English university. The study involved semi‐structured interviews with 20 respondents from eight English universities in a range of disciplinary areas. An initial analysis of the interviews illuminated the powerful…
Towards gender equality. South African schools during the HIV and Aids epidemic
Challenging formative assessment
What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as …
Testing times
by G. Stobart, London and New York, Routledge, 2008, 218 pp., £22.99 (hardback), ISBN 978‐0‐415‐40474‐7, ISBN 978‐0‐415‐40475‐4 (paperback) Although addressing complex and contested issues, this wo
Vocational lifelong learners
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draw…
Using email for formative assessment with professional doctorate students
This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, critical discourse analysis of the email texts, and two series of in-depth, semi-structured student i…
Gender in the neoliberalised global academy
As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women’s engagement with leadership in HE in South Asia. A potent affective economy was discovered. L…
Women's leadership in the Asian Century
This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka. A central finding was that gender is not a category of analysis in …
Politics, gender and youth citizenship in Senegal
Pluralising Islam
This paper challenges the stereotypical homogenisation of Islam often circulated in global discourses. We do this by focusing on the different ways youth across four national case studies constructed their religious identities. The analysis is informed by our understanding that local, national and global discourses are significant to the interpellation of subjects and the production of identities. These on-going processes produce plurality and di…
Beyond the Modern
The rise of different nationalisms in an increasingly unequal and neoliberal world makes predictions about the dawn of a post-national, global society seem both incongruous and fraught with Eurocentric occlusions. In response, we present a postcolonial analysis of research into Muslim youth narratives of nation in Northern Nigeria. This highlights the continued significance of nation for youth as well as the historical fractures - both internal a…
Gender symbolism and the expression of post-colonial national and religious identities
This paper traces the symbolic importance of gender to the assertion of national and religious identities drawing on case study data with youth from Senegal, Pakistan, Nigeria and Lebanon. We start with a brief overview of the theoretical and methodological approach to the research. We then illustrate the gender assumptions within youth identity narratives and the ways these produce masculinist and patriarchal national imaginaries that instantiat…
The doctoral viva voce as a cultural practice
This article reports on a recent small‐scale phenomenological study into the student experience of the doctoral viva voce. It was prompted by strong concerns about viva voce processes on the part of a Director of Graduate Studies in an English university. The study involved semi‐structured interviews with 20 respondents from eight English universities in a range of disciplinary areas. An initial analysis of the interviews illuminated the powerful…
A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey
Drawing upon data arising from an evaluation carried out for the Jersey educational authority, this article discusses the interaction of two professional development initiatives, formative assessment and critical skills thinking, bringing the two initiatives together from the perspective of Cultural Historical Activity Theory (CHAT). This allows the illumination of the power relations that are embedded within assessment practice and in consequenc…
Understanding agency differently
This paper draws on our recent research into Muslim youth identities to consider theoretical and methodological issues with respect to gender and Muslim women's agency. Western constructions of Muslim women often portray them in essentialised ways as subordinated and without agency. We take up alternative theoretical frameworks that illuminate the limitations of modern understandings of the self and agency, and in particular their problematic ass…
Vocational lifelong learners
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draw…
Muslim youth as global citizens
Dominant understandings of global or cosmopolitanism citizenship align it with the ‘modern’ and the ‘secular’, in ways that construct religious belongings as irrational, or indeed ‘pre-modern’. Assumptions of superiority embedded in claims to cosmopolitanism are all the more powerful for being constructed as a ‘universal’, in ways that erase and occlude the local social relations and particularities of the spaces and positions from which these ve…
Rural youth in southern Nigeria
This article draws on recent research (2017-20) into the livelihoods and imagined futures of rural youth in four communities in southern Nigeria. The research involved observations, sex-segregated focus group discussions and individual interviews. Taking up insights from sociologists of education and work, our analysis shows how rural youth simultaneously navigated schooling, farming, low-paid vocational work and family obligations in ways that w…
National identities and the external other in Muslim majority contexts
This paper focuses on youth’s constructions of their national identities in two contrasting Muslim-majority contexts – Senegal and Pakistan – with very different histories of nation-state formation and post-independence trajectories. Drawing on case study research, we take up the historical specificities of their respective state formations and emergence as independent nations from their colonial past. After describing our theoretical frameworks …
Introduction
The introductory paper to this special edition provides an overview of the multi-country research project on Muslim youth identities upon which all the papers draw. It includes outlines of its methodological and theoretical frameworks and its rationale. Using a case study approach, the research explored the identity narratives of Muslim youth in the four socio-political contexts of Pakistan, Senegal, Nigeria and Lebanon, each of which have distin…
Silencing youth sexuality in Senegal
This article reports on recent research funded by international development actors which explored how Senegalese youth acted as ‘active citizens’ and claimed their education and sexual and reproductive health (SRH) rights. Our analysis is framed by a review of contemporary international development discourses that seem to offer fertile possibilities for more plural understandings of sexuality. After describing the research methodology and methods…
Jordan’s primary curriculum and its propensity for student-centred teaching and learning
This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of stud…
Pupil mortification
Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to explore a teacher’s use of digital photography to provide ‘feedback’ to pupils. Critiquing dominant psyc…
Absent presences
This article focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project‐based work tackled in groups by pupils. Case studies were conducted within two schools in socially deprived areas of Scotland. They included classroom observation, digital video and audio data collection, and a series of interviews with pupils and teachers. T…
A socio‐cultural theorisation of formative assessment
Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors’ empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is seen as taking place when teachers and learners seek to respond to student work, making judgements a…
Using email for formative assessment with professional doctorate students
This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor's formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, critical discourse analysis of the email texts, and two series of in-depth, semi-structured student i…
A sociocultural reflection on formative assessment and collaborative challenges in the states of Jersey
Drawing upon data arising from an evaluation carried out for the Jersey educational authority, this article discusses the interaction of two professional development initiatives, formative assessment and critical skills thinking, bringing the two initiatives together from the perspective of Cultural Historical Activity Theory (CHAT). This allows the illumination of the power relations that are embedded within assessment practice and in consequenc…
Challenging formative assessment
What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within different disciplinary pedagogies? In this paper, we open up the possibility of formative assessment as …
Testing times
by G. Stobart, London and New York, Routledge, 2008, 218 pp., £22.99 (hardback), ISBN 978‐0‐415‐40474‐7, ISBN 978‐0‐415‐40475‐4 (paperback) Although addressing complex and contested issues, this wo
Vocational lifelong learners
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation of these policy discourses, which can be interrogated as a form of governmentality. This paper draw…
The doctoral viva voce as a cultural practice
This article reports on a recent small‐scale phenomenological study into the student experience of the doctoral viva voce. It was prompted by strong concerns about viva voce processes on the part of a Director of Graduate Studies in an English university. The study involved semi‐structured interviews with 20 respondents from eight English universities in a range of disciplinary areas. An initial analysis of the interviews illuminated the powerful…
Towards gender equality. South African schools during the HIV and Aids epidemic
Classroom assessment and education
The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue – that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has become associated with an overly benign understanding of learning which misrecognises the possibi…
Pupil mortification
Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to explore a teacher’s use of digital photography to provide ‘feedback’ to pupils. Critiquing dominant psyc…
Absent presences
This article focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project‐based work tackled in groups by pupils. Case studies were conducted within two schools in socially deprived areas of Scotland. They included classroom observation, digital video and audio data collection, and a series of interviews with pupils and teachers. T…
How Theory Matters
Politics, gender and youth citizenship in Senegal
Gender in the neoliberalised global academy
As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore women’s engagement with leadership in HE in South Asia. A potent affective economy was discovered. L…
Women's leadership in the Asian Century
This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India, Nepal, Pakistan, and Sri Lanka. A central finding was that gender is not a category of analysis in …
Silencing youth sexuality in Senegal
This article reports on recent research funded by international development actors which explored how Senegalese youth acted as ‘active citizens’ and claimed their education and sexual and reproductive health (SRH) rights. Our analysis is framed by a review of contemporary international development discourses that seem to offer fertile possibilities for more plural understandings of sexuality. After describing the research methodology and methods…
Jordan’s primary curriculum and its propensity for student-centred teaching and learning
This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although the research conducted confirms the aspirations of the national curriculum for the adoption of stud…
National identities and the external other in Muslim majority contexts
This paper focuses on youth’s constructions of their national identities in two contrasting Muslim-majority contexts – Senegal and Pakistan – with very different histories of nation-state formation and post-independence trajectories. Drawing on case study research, we take up the historical specificities of their respective state formations and emergence as independent nations from their colonial past. After describing our theoretical frameworks …
Understanding agency differently
This paper draws on our recent research into Muslim youth identities to consider theoretical and methodological issues with respect to gender and Muslim women's agency. Western constructions of Muslim women often portray them in essentialised ways as subordinated and without agency. We take up alternative theoretical frameworks that illuminate the limitations of modern understandings of the self and agency, and in particular their problematic ass…
Muslim youth as global citizens
Dominant understandings of global or cosmopolitanism citizenship align it with the ‘modern’ and the ‘secular’, in ways that construct religious belongings as irrational, or indeed ‘pre-modern’. Assumptions of superiority embedded in claims to cosmopolitanism are all the more powerful for being constructed as a ‘universal’, in ways that erase and occlude the local social relations and particularities of the spaces and positions from which these ve…
Pluralising Islam
This paper challenges the stereotypical homogenisation of Islam often circulated in global discourses. We do this by focusing on the different ways youth across four national case studies constructed their religious identities. The analysis is informed by our understanding that local, national and global discourses are significant to the interpellation of subjects and the production of identities. These on-going processes produce plurality and di…
Introduction
The introductory paper to this special edition provides an overview of the multi-country research project on Muslim youth identities upon which all the papers draw. It includes outlines of its methodological and theoretical frameworks and its rationale. Using a case study approach, the research explored the identity narratives of Muslim youth in the four socio-political contexts of Pakistan, Senegal, Nigeria and Lebanon, each of which have distin…
Gender symbolism and the expression of post-colonial national and religious identities
This paper traces the symbolic importance of gender to the assertion of national and religious identities drawing on case study data with youth from Senegal, Pakistan, Nigeria and Lebanon. We start with a brief overview of the theoretical and methodological approach to the research. We then illustrate the gender assumptions within youth identity narratives and the ways these produce masculinist and patriarchal national imaginaries that instantiat…
Beyond the Modern
The rise of different nationalisms in an increasingly unequal and neoliberal world makes predictions about the dawn of a post-national, global society seem both incongruous and fraught with Eurocentric occlusions. In response, we present a postcolonial analysis of research into Muslim youth narratives of nation in Northern Nigeria. This highlights the continued significance of nation for youth as well as the historical fractures - both internal a…
Being a young Muslim woman in Southern Ghana
This paper draws upon recent research that explored Muslim youth identity constructions in southern Ghana. At a time when Muslim youth are often demonised and Islam is represented as incompatible with western democratic ideals, the research explored the intersections of nation, religion, ethnicity and gender in identity narratives of female students in high school and higher education in southern Ghana. After describing the Ghanaian socio-histori…
Sociology (25 obras) · Political science (18 obras) · Gender Studies (16 obras) · Psychology (12 obras) · Law (11 obras) · Pedagogy (11 obras) · Politics (10 obras) · Student Assessment and Feedback (9 obras) · Gender Studies (8 obras) · Social science (8 obras)