Diana Sousa
Biographic Data
| ID | 3702983 |
|---|---|
| NAME | Diana Sousa |
| GIVEN NAMES | Diana |
| FAMILY NAME | Sousa |
| SIGNATURE | SOUSA D |
| AFFILIATIONS | University College London |
| ORCID | 0000-0003-0631-2235 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
The International Early Learning and Child Well-being Study, Pisa and the decline of the OECD's testing regime
International Large-Scale Assessments (ILSAs) have had a global influence on education in recent decades, and the Organisation for Economic Cooperation and Development (OECD) has played a leading role, most notably with the Programme for International Student Assessment (PISA). The organisation's latest ILSA is the International Early Learning and Child Well-being Study (IELS), a test of five-year-olds, which first reported in 2020. The OECD has …
Moving towards critical democracy: Democratic spaces in the Portuguese early years classroom
In societies where authoritarian and populist perspectives are on the rise, a focus on the concept of democracy within education can provide a meaningful space to reflect critically on, and disrupt, the status quo. In post-dictatorship Portugal, democracy has become a central symbolic concept within education policy and, in particular, Early Childhood Education (ECE) policy emphasises the importance of democratic citizenship within children’s per…
From anger to dreaming to real utopias: Re-thinking, re-conceptualising and re-forming (early childhood) education in the conditions of the times
Starting and finishing with the words of Sally Lubeck, one of the founders of RECE, this article locates early childhood education, all education, in conditions of polycrisis, conditions that are extremely dangerous but offer a glimmer of hope by making transformative change more possible. The article argues that such change calls for re-thinking, re-conceptualising and re-forming (early childhood) education; and, with a focus on the systemic cri…
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school‐ready’ human capital. This paper reports on professionals' and children's responses…
Inclusive School Policies and Practices and the Well-Being of LGBTQ + Students in Portugal
Introduction The school context can be particularly problematic for youth who identify as lesbian, gay, bisexual, trans, and queer or who hold other sexual and gender-minoritized identities (LGBTQ +). To address this issue, LGBTQ + inclusive policies and practices have been implemented in many schools around the world. Methods A cross-sectional sample of 989 LGBTQ + and cisheterosexual high school students residing in Portugal completed an anonym…
Teacher Training From the Perspective of Inclusive Education
This article aims to reflect on teacher education in the perspective of inclusive education. To do so, it is anchored in the thinking of Brazil (2001), Glat and Nogueira (2002), Mendes (2006) and Silva (2003), among others, aiming at understanding how the insertion of the disabled student occurs in regular school and how if they give the teacher training to serve this clientele. From this academic production, it is possible to contribute to the r…
Igualdade de gênero no acesso a funções públicas no âmbito europeu e internacional: Gender equality in access to public services at the euro pean and international scope
A análise dos diversos instrumentos jurídicos europeus e internacionais revelam a existência de um importante arcabouço normativo, que prevê os princípios da igualdade e da não discriminação, realidade jurídica esta que deveria garantir o completo acesso das mulheres às mais diversas atividades e funções, inclusive às funções públicas. Nada obstante, a realidade ainda demonstra dificuldade na efetivação de tal direito, em especial em determinadas…
Towards Democratic Culture and Political Practice in Early Childhood Education for Transformative Change at a Time of Converging Crisis: The case for transformative change at a time of converging Cris…
At a time of converging and existential crises, the paper argues for, and examines the meaning of, a democratic culture and politics as first practice as necessary conditions for the transformative change needed for survival and flourishing. While acknowledging that such change needs to be comprehensive, including all education, the paper considers in particular the meaning of democratic culture and politics as first practice for early childhood …
Concluding reflections: Current issues and future directions for comparative studies in early childhood education
In this article, we consider the current state of comparative studies in Early Childhood Education (ECE) and set out proposals for future directions, in particular contesting the increasing dominance of a ‘science of solutions’ and proposing the benefits and implications of pursuing a ‘science of difference’ (Nóvoa [2018]. “Comparing Southern Europe: The Difference, the Public, and the Common.” Comparative Education 54 (4): 548–561). By adopting …
Introducing the special issue on ‘Comparative studies in early childhood education: Past, present and future’
In recent years, Early Childhood Education (ECE) has emerged as a policy priority for many governments and international organisations. Yet while there has been much research about ECE, and despite some notable exceptions, comparative studies have figured less in ECE than in other sectors of education. This paper introduces the special issue on ‘comparative studies in early childhood education’. It provides the rationale for this issue alongside …
Introducing the special issue on ‘Comparative studies in early childhood education: Past, present and future’
In recent years, Early Childhood Education (ECE) has emerged as a policy priority for many governments and international organisations. Yet while there has been much research about ECE, and despite some notable exceptions, comparative studies have figured less in ECE than in other sectors of education. This paper introduces the special issue on ‘comparative studies in early childhood education’. It provides the rationale for this issue alongside …
Towards Democratic Culture and Political Practice in Early Childhood Education for Transformative Change at a Time of Converging Crisis: The case for transformative change at a time of converging Cris…
At a time of converging and existential crises, the paper argues for, and examines the meaning of, a democratic culture and politics as first practice as necessary conditions for the transformative change needed for survival and flourishing. While acknowledging that such change needs to be comprehensive, including all education, the paper considers in particular the meaning of democratic culture and politics as first practice for early childhood …
Concluding reflections: Current issues and future directions for comparative studies in early childhood education
In this article, we consider the current state of comparative studies in Early Childhood Education (ECE) and set out proposals for future directions, in particular contesting the increasing dominance of a ‘science of solutions’ and proposing the benefits and implications of pursuing a ‘science of difference’ (Nóvoa [2018]. “Comparing Southern Europe: The Difference, the Public, and the Common.” Comparative Education 54 (4): 548–561). By adopting …
Concluding reflections: Current issues and future directions for comparative studies in early childhood education
In this article, we consider the current state of comparative studies in Early Childhood Education (ECE) and set out proposals for future directions, in particular contesting the increasing dominance of a ‘science of solutions’ and proposing the benefits and implications of pursuing a ‘science of difference’ (Nóvoa [2018]. “Comparing Southern Europe: The Difference, the Public, and the Common.” Comparative Education 54 (4): 548–561). By adopting …
Introducing the special issue on ‘Comparative studies in early childhood education: Past, present and future’
In recent years, Early Childhood Education (ECE) has emerged as a policy priority for many governments and international organisations. Yet while there has been much research about ECE, and despite some notable exceptions, comparative studies have figured less in ECE than in other sectors of education. This paper introduces the special issue on ‘comparative studies in early childhood education’. It provides the rationale for this issue alongside …
Teacher Training From the Perspective of Inclusive Education
This article aims to reflect on teacher education in the perspective of inclusive education. To do so, it is anchored in the thinking of Brazil (2001), Glat and Nogueira (2002), Mendes (2006) and Silva (2003), among others, aiming at understanding how the insertion of the disabled student occurs in regular school and how if they give the teacher training to serve this clientele. From this academic production, it is possible to contribute to the r…
Igualdade de gênero no acesso a funções públicas no âmbito europeu e internacional: Gender equality in access to public services at the euro pean and international scope
A análise dos diversos instrumentos jurídicos europeus e internacionais revelam a existência de um importante arcabouço normativo, que prevê os princípios da igualdade e da não discriminação, realidade jurídica esta que deveria garantir o completo acesso das mulheres às mais diversas atividades e funções, inclusive às funções públicas. Nada obstante, a realidade ainda demonstra dificuldade na efetivação de tal direito, em especial em determinadas…
Towards Democratic Culture and Political Practice in Early Childhood Education for Transformative Change at a Time of Converging Crisis: The case for transformative change at a time of converging Cris…
At a time of converging and existential crises, the paper argues for, and examines the meaning of, a democratic culture and politics as first practice as necessary conditions for the transformative change needed for survival and flourishing. While acknowledging that such change needs to be comprehensive, including all education, the paper considers in particular the meaning of democratic culture and politics as first practice for early childhood …
Moving towards critical democracy: Democratic spaces in the Portuguese early years classroom
In societies where authoritarian and populist perspectives are on the rise, a focus on the concept of democracy within education can provide a meaningful space to reflect critically on, and disrupt, the status quo. In post-dictatorship Portugal, democracy has become a central symbolic concept within education policy and, in particular, Early Childhood Education (ECE) policy emphasises the importance of democratic citizenship within children’s per…
From anger to dreaming to real utopias: Re-thinking, re-conceptualising and re-forming (early childhood) education in the conditions of the times
Starting and finishing with the words of Sally Lubeck, one of the founders of RECE, this article locates early childhood education, all education, in conditions of polycrisis, conditions that are extremely dangerous but offer a glimmer of hope by making transformative change more possible. The article argues that such change calls for re-thinking, re-conceptualising and re-forming (early childhood) education; and, with a focus on the systemic cri…
Reception Baseline Assessment and ‘small acts’ of micro‐resistance
In September 2021, following the global COVID‐19 pandemic, the Department for Education introduced a national standardised digital Reception Baseline Assessment (RBA) for all English 4‐year‐old children. We analyse RBA and its associated Quality Monitoring Visits, as a further intensification of the new public management of early years education to produce ‘school‐ready’ human capital. This paper reports on professionals' and children's responses…
Inclusive School Policies and Practices and the Well-Being of LGBTQ + Students in Portugal
Introduction The school context can be particularly problematic for youth who identify as lesbian, gay, bisexual, trans, and queer or who hold other sexual and gender-minoritized identities (LGBTQ +). To address this issue, LGBTQ + inclusive policies and practices have been implemented in many schools around the world. Methods A cross-sectional sample of 989 LGBTQ + and cisheterosexual high school students residing in Portugal completed an anonym…
The International Early Learning and Child Well-being Study, Pisa and the decline of the OECD's testing regime
International Large-Scale Assessments (ILSAs) have had a global influence on education in recent decades, and the Organisation for Economic Cooperation and Development (OECD) has played a leading role, most notably with the Programme for International Student Assessment (PISA). The organisation's latest ILSA is the International Early Learning and Child Well-being Study (IELS), a test of five-year-olds, which first reported in 2020. The OECD has …
Political science (8 works) · Sociology (7 works) · Pedagogy (6 works) · Global Educational Policies and Reforms (5 works) · Law (5 works) · Politics (5 works) · Psychology (5 works) · Social science (5 works) · Global Education and Multiculturalism (4 works) · Comparative education (3 works)