Laura Colucci‐gray
Biographic Data
| ID | 3479967 |
|---|---|
| NAME | Laura Colucci‐gray |
| GIVEN NAMES | Laura |
| FAMILY NAME | Colucci‐gray |
| SIGNATURE | GRAY L C |
| AFFILIATIONS | University of Edinburgh |
| ORCID | 0000-0003-0390-7364 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 15 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2012 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Special Issue: What place for activism in, for and as education
Children's food activism: Reflections on knowledge and responsibility
Children as activists have become more prominent in recent years. Their activism is manifest in relation to conspicuously political topics such as Black Lives Matter, voting rights, being able to air their views or protesting against injustices related to race, culture and other identities. Less often, if at all, do children engage politically with issues related to food. In discussing questions of food activism, this article draws on reflections…
A view from the garden: Interrupting politics of attainment and re-orienting education towards sustainable futures
There is growing recognition amongst scholars that addressing the current global ecological crisis requires a new ecological awareness, and a different model of education, in order to live together on a ‘planet under pressure’. Against this backdrop, several studies internationally have pointed to initiatives such as school gardens, with the capacity to address sustainability issues, enhance participation, engagement and responsibility of young p…
Carbon entanglements: For a science education in the space of the sensible
In the face of current socio-environmental challenges, the linear logic of cause and effect that has been the pillar of modern Western science has proved insufficient to account for the differential and multi-levelled impacts that techno-scientific developments themselves have had and continue to make on the Planet. Questions of sustainability and equity and how to ‘live well’ in the world are calling for new imaginaries, and a renovated ethical …
Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences
The movement from STEM to STEAM, with its emphasis on real-world applications, promises to meet the changing needs of a globally connected world. However, the potential of transdisciplinarity to inspire and deepen our understanding of who we are and how we make sense of a world in turmoil remains undertheorized. This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sc…
Laying down a path in walking: Student teachers’ emerging ecological identities
There is growing global awareness of the importance of what are often labelled as ‘natural environments’ for human health, well-being and cognitive development. However, fostering learning in such ‘natural environments’, as they may be differently experienced and understood, requires a review of theoretical and practical approaches in teacher education, foregrounding the sensorial, experiential, embodied and relational dimensions of learning proc…
Evidence‐based practice and teacher action‐research: A reflection on the nature and direction of ‘change’
This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with …
From science as ‘content’ to science as ‘interpretive key’: Experiences and reflections from a science course in teacher education
Despite science's central role in European culture, public perception of, and participation with, science is characterised by contradictions and conflicting agenda. School curriculum reform, for example by Scottish Government, promotes 'science for citizenship', yet teachers' understandings of the nature of science and its relationship with society are often underdeveloped. This article reports on the experiences of a group of first-year students…
Science education for sustainability, epistemological reflections and educational practices: From Natural Sciences to Trans-Disciplinarity
Laying down a path in walking: Student teachers’ emerging ecological identities
There is growing global awareness of the importance of what are often labelled as ‘natural environments’ for human health, well-being and cognitive development. However, fostering learning in such ‘natural environments’, as they may be differently experienced and understood, requires a review of theoretical and practical approaches in teacher education, foregrounding the sensorial, experiential, embodied and relational dimensions of learning proc…
Science education for sustainability, epistemological reflections and educational practices: From Natural Sciences to Trans-Disciplinarity
Evidence‐based practice and teacher action‐research: A reflection on the nature and direction of ‘change’
This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with …
From science as ‘content’ to science as ‘interpretive key’: Experiences and reflections from a science course in teacher education
Despite science's central role in European culture, public perception of, and participation with, science is characterised by contradictions and conflicting agenda. School curriculum reform, for example by Scottish Government, promotes 'science for citizenship', yet teachers' understandings of the nature of science and its relationship with society are often underdeveloped. This article reports on the experiences of a group of first-year students…
Science education for sustainability, epistemological reflections and educational practices: From Natural Sciences to Trans-Disciplinarity
Evidence‐based practice and teacher action‐research: A reflection on the nature and direction of ‘change’
This study was conceived as an opportunity to reflect on the place of action‐research in the contested landscape of educational change in the UK where increasing emphasis has been put on the use of evidence to drive reform. In the context of a government‐sponsored project in Scotland, this study looked at the impact of a scholarship initiative supporting classroom teachers to undertake action‐research projects on a topic of their own choice with …
Laying down a path in walking: Student teachers’ emerging ecological identities
There is growing global awareness of the importance of what are often labelled as ‘natural environments’ for human health, well-being and cognitive development. However, fostering learning in such ‘natural environments’, as they may be differently experienced and understood, requires a review of theoretical and practical approaches in teacher education, foregrounding the sensorial, experiential, embodied and relational dimensions of learning proc…
Transdisciplinarity: Re-Visioning How Sciences and Arts Together Can Enact Democratizing Creative Educational Experiences
The movement from STEM to STEAM, with its emphasis on real-world applications, promises to meet the changing needs of a globally connected world. However, the potential of transdisciplinarity to inspire and deepen our understanding of who we are and how we make sense of a world in turmoil remains undertheorized. This article makes a case for repositioning STEAM education as democratized enactments of transdisciplinary education, where arts and sc…
A view from the garden: Interrupting politics of attainment and re-orienting education towards sustainable futures
There is growing recognition amongst scholars that addressing the current global ecological crisis requires a new ecological awareness, and a different model of education, in order to live together on a ‘planet under pressure’. Against this backdrop, several studies internationally have pointed to initiatives such as school gardens, with the capacity to address sustainability issues, enhance participation, engagement and responsibility of young p…
Carbon entanglements: For a science education in the space of the sensible
In the face of current socio-environmental challenges, the linear logic of cause and effect that has been the pillar of modern Western science has proved insufficient to account for the differential and multi-levelled impacts that techno-scientific developments themselves have had and continue to make on the Planet. Questions of sustainability and equity and how to ‘live well’ in the world are calling for new imaginaries, and a renovated ethical …
Special Issue: What place for activism in, for and as education
Children's food activism: Reflections on knowledge and responsibility
Children as activists have become more prominent in recent years. Their activism is manifest in relation to conspicuously political topics such as Black Lives Matter, voting rights, being able to air their views or protesting against injustices related to race, culture and other identities. Less often, if at all, do children engage politically with issues related to food. In discussing questions of food activism, this article draws on reflections…
Pedagogy (6 works) · Sociology (6 works) · Political science (4 works) · Environmental Education and Sustainability (3 works) · Politics (3 works) · Psychology (3 works) · Curriculum (2 works) · Deliberation (2 works) · Discipline (2 works) · Educational research (2 works)