Yulia Nesterova
Dados Biográficos
| ID | 3860211 |
|---|---|
| NOME | Yulia Nesterova |
| PRENOMES | Yulia |
| SOBRENOME | Nesterova |
| ASSINATURA | NESTEROVA Y |
| AFILIAÇÕES | University of Glasgow |
| ORCID | 0000-0002-3500-8999 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 21 |
| TOTAL DE CITAÇÕES | 27 |
| TOTAL COMO AUTOR | 21 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2017 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 3 |
Reimagining nonviolence education through a multidimensional lens
Existing violence, both at schools and the wider society, increasingly demands educational responses that can offer sustainable approaches and interventions to tackle it. This conceptual paper proposes a curriculum framework centered on nonviolence as a proactive, developmental, and relational approach to peace education. Drawing on Galtung’s taxonomy of direct, structural, and cultural violence, Butler’s account of interdependence as a moral fou…
Searching for peace and nonviolence in the national curriculum of Ghana
This article analyzes the Ghanaian national curriculum through the lens of the Peace Education Curricular Analysis (PECA) framework, assessing the integration of three core peace education elements: recognition of violence, nonviolent conflict transformation, and positive peace. The four key findings are as follows. First, while the curriculum recognizes structural, cultural, and direct violence, the dynamics of violence in Ghana have been insuff…
Rethinking and decolonising peace education in Ghanaian secondary schools
This paper examines teachers’ perspectives on the promotion of peace education in Ghana. It is based on a study that engaged twenty (n = 20) secondary school teachers in five schools in two regions in Ghana to investigate how prepared, equipped and supported teachers are to teach peace education and what factors support and hinder education for peace and the integration of Ghana’s Indigenous traditional knowledge of peace – Sankofa – in the educa…
Peace is a beacon of hope
Young people are important actors in building and sustaining just and positive peace. This paper presents the conceptualisations of and commitments to a culture of peace youth would like to uphold in one of the least peaceful places in the United Kingdom, Glasgow. Fifty-nine youth participants (12–18 years old) coming from wealthy and disadvantaged areas of the city participated in arts-based workshops where they were asked to contribute to a Pea…
Examining non-Indigenous teacher perceptions of Indigenous students in Taiwan through a Strategic Relational Approach
This article examines non-Indigenous teachers’ expectations of, perceptions of, knowledge about, and attitudes towards Indigenous students in Taiwan using a Strategic Relational Approach. Drawing on survey data that combined Likert-scale responses with reflexive, open-ended questions, we found that whilst teacher survey responses indicated a normatively positive view of Indigenous students, this was troubled by their open-ended answer responses w…
Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment
This study fills an important gap in our understanding of how teachers’ beliefs and characteristics influence their willingness to engage in classroom practices that promote ethnic inclusivity and prevent ethnicity-based exclusion and conflicts among students. A sample of 454 in-service Russian teachers completed an online survey that included questions asking about teachers’ own ethnic background, the ethnic diversity of their school, their beli…
Visions of peace
In this article, we report on a study that explored how young people in Scotland understand and define peace. A total of 59 young people aged 12–18, from three schools (independent, state Roman Catholic, and state non-denominational) participated in this study. The young people were asked to participate in a peace data walk and, after that, to draw or paint pictures of what peace means for them in their local community and beyond. We utilize a co…
Peace as Social Cohesion, Equity, and Democracy
Peace is something that all societies value and desire, but very few can achieve and sustain. This paper offers an analysis of how local peacebuilders working in contexts affected by violent conflict and in postconflict areas conceptualize peace. Peacebuilders voices were collected through an open-ended survey, consultations on a digital platform called Padlet, and storytelling webinars facilitated by an Australian Indigenous storyteller. In thes…
Indigenous language education in Russia
Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. T…
Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan
This paper explores how non‐Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy‐Value Theory to explore teacher participants’ views of the barriers and challenges to educational s…
Engaging Young People in Peace Education Research
Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds. This article demonstrates the methodological potential of a structured arts based workshop that included a data walk, a drawing session, and a reflective peace wall. We reflect on the suitability and value of this approach to support young people's learning about peace, to collect insights o…
Conversations
Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan
Whilst in the past three decades Taiwan has developed a powerful policy and legal framework to protect and support Indigenous rights and development, culminating in the establishment of the Historical Justice and Transitional Justice Committee, Indigenous peoples are still the most disadvantaged, marginalised, and vulnerable group in the country. This article draws on 24 in-depth semi-structured and unstructured interviews with Indigenous educato…
Conversations
The purposes of education in peacebuilding
Education has increasingly been recognised as a key component of peacebuilding. However, there are multiple meanings of education in peacebuilding and unresolved questions about whether education can contribute to building peace. This study used creative and qualitative methods to engage with local peace actors in conflict-affected societies to understand their perspectives on the purposes and possibilities of education in transforming conflict a…
Introduction to the special issue. Indigenous education in urban settings
Around the world, colonial and post-colonial practices have systematically harmed Indigenous peoples’ identities, knowledges, value systems, environments, and relationships (Moore & Nesterova, 2020
Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge
In recent years, Indigenous ecological knowledge has been receiving increased attention due to its potential to help address the devastating impacts of climate change and environmental degradation. Indigenous peoples in various contexts have become engaged in collaborative research projects with scientists and other experts to build environmentally sustainable societies. Environmental education has been another site for incorporation of Indigenou…
Indigenous education in Russia
Despite being a multicultural country throughout its history, the Russian Federation has long struggled to embrace its diversity. As a result, the country’s many cultural, religious, and ethnic minority groups have been going through waves of assimilationist policies and practices. Assimilation into the Russian society enforced through formal schooling, daily life, and mass media has led to a destruction of Indigenous lifestyles, cultures, identi…
Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan
Taiwan has cast multicultural policies as a remedy for inequalities and injustices its 16 Indigenous groups face. Such policies aim to revive Indigenous languages and cultures and create a more welcoming and inclusive environment in schools. Despite the fact that Indigenous people are expected to be primary beneficiaries of these policies, not much is known about how they have affected Indigenous students and communities, if at all. Relying on in…
Teaching Indigenous children in Taiwan
Taiwan’s Indigenous children are culturally and linguistically different and socially and economically marginalized compared to their Han Chinese peers. For decades, education assimilated Indigenous people into the mainstream society by undermining their languages, cultures and traditional spaces. Since the 1990s, multicultural policies have been cast as the remedy for the inequalities and injustices they experienced and, since 2016, Taiwan has s…
Multicultural Hong Kong
Racial and ethnic minorities experience misrecognition, prejudice and discimination in Hong Kong. In response to these challenges, multicultural education there aims to enable young people to recognize diversity in a more tolerant, open-minded way. Educators have been encouraged to not rely only on textbooks, but to include news and digital media in such teaching. This paper examines online media representations of diversity in Hong Kong in the c…
Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge
In recent years, Indigenous ecological knowledge has been receiving increased attention due to its potential to help address the devastating impacts of climate change and environmental degradation. Indigenous peoples in various contexts have become engaged in collaborative research projects with scientists and other experts to build environmentally sustainable societies. Environmental education has been another site for incorporation of Indigenou…
Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan
Whilst in the past three decades Taiwan has developed a powerful policy and legal framework to protect and support Indigenous rights and development, culminating in the establishment of the Historical Justice and Transitional Justice Committee, Indigenous peoples are still the most disadvantaged, marginalised, and vulnerable group in the country. This article draws on 24 in-depth semi-structured and unstructured interviews with Indigenous educato…
Teaching Indigenous children in Taiwan
Taiwan’s Indigenous children are culturally and linguistically different and socially and economically marginalized compared to their Han Chinese peers. For decades, education assimilated Indigenous people into the mainstream society by undermining their languages, cultures and traditional spaces. Since the 1990s, multicultural policies have been cast as the remedy for the inequalities and injustices they experienced and, since 2016, Taiwan has s…
The purposes of education in peacebuilding
Education has increasingly been recognised as a key component of peacebuilding. However, there are multiple meanings of education in peacebuilding and unresolved questions about whether education can contribute to building peace. This study used creative and qualitative methods to engage with local peace actors in conflict-affected societies to understand their perspectives on the purposes and possibilities of education in transforming conflict a…
Indigenous education in Russia
Despite being a multicultural country throughout its history, the Russian Federation has long struggled to embrace its diversity. As a result, the country’s many cultural, religious, and ethnic minority groups have been going through waves of assimilationist policies and practices. Assimilation into the Russian society enforced through formal schooling, daily life, and mass media has led to a destruction of Indigenous lifestyles, cultures, identi…
Indigenous language education in Russia
Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. T…
Engaging Young People in Peace Education Research
Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds. This article demonstrates the methodological potential of a structured arts based workshop that included a data walk, a drawing session, and a reflective peace wall. We reflect on the suitability and value of this approach to support young people's learning about peace, to collect insights o…
Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan
This paper explores how non‐Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy‐Value Theory to explore teacher participants’ views of the barriers and challenges to educational s…
Multicultural Hong Kong
Racial and ethnic minorities experience misrecognition, prejudice and discimination in Hong Kong. In response to these challenges, multicultural education there aims to enable young people to recognize diversity in a more tolerant, open-minded way. Educators have been encouraged to not rely only on textbooks, but to include news and digital media in such teaching. This paper examines online media representations of diversity in Hong Kong in the c…
Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan
Taiwan has cast multicultural policies as a remedy for inequalities and injustices its 16 Indigenous groups face. Such policies aim to revive Indigenous languages and cultures and create a more welcoming and inclusive environment in schools. Despite the fact that Indigenous people are expected to be primary beneficiaries of these policies, not much is known about how they have affected Indigenous students and communities, if at all. Relying on in…
Teaching Indigenous children in Taiwan
Taiwan’s Indigenous children are culturally and linguistically different and socially and economically marginalized compared to their Han Chinese peers. For decades, education assimilated Indigenous people into the mainstream society by undermining their languages, cultures and traditional spaces. Since the 1990s, multicultural policies have been cast as the remedy for the inequalities and injustices they experienced and, since 2016, Taiwan has s…
Rethinking Environmental Education with the Help of Indigenous Ways of Knowing and Traditional Ecological Knowledge
In recent years, Indigenous ecological knowledge has been receiving increased attention due to its potential to help address the devastating impacts of climate change and environmental degradation. Indigenous peoples in various contexts have become engaged in collaborative research projects with scientists and other experts to build environmentally sustainable societies. Environmental education has been another site for incorporation of Indigenou…
Indigenous education in Russia
Despite being a multicultural country throughout its history, the Russian Federation has long struggled to embrace its diversity. As a result, the country’s many cultural, religious, and ethnic minority groups have been going through waves of assimilationist policies and practices. Assimilation into the Russian society enforced through formal schooling, daily life, and mass media has led to a destruction of Indigenous lifestyles, cultures, identi…
Introduction to the special issue. Indigenous education in urban settings
Around the world, colonial and post-colonial practices have systematically harmed Indigenous peoples’ identities, knowledges, value systems, environments, and relationships (Moore & Nesterova, 2020
Conversations
The purposes of education in peacebuilding
Education has increasingly been recognised as a key component of peacebuilding. However, there are multiple meanings of education in peacebuilding and unresolved questions about whether education can contribute to building peace. This study used creative and qualitative methods to engage with local peace actors in conflict-affected societies to understand their perspectives on the purposes and possibilities of education in transforming conflict a…
Conversations
Colonial legacies and the barriers to educational justice for Indigenous peoples in Taiwan
Whilst in the past three decades Taiwan has developed a powerful policy and legal framework to protect and support Indigenous rights and development, culminating in the establishment of the Historical Justice and Transitional Justice Committee, Indigenous peoples are still the most disadvantaged, marginalised, and vulnerable group in the country. This article draws on 24 in-depth semi-structured and unstructured interviews with Indigenous educato…
Examining non-Indigenous teacher perceptions of Indigenous students in Taiwan through a Strategic Relational Approach
This article examines non-Indigenous teachers’ expectations of, perceptions of, knowledge about, and attitudes towards Indigenous students in Taiwan using a Strategic Relational Approach. Drawing on survey data that combined Likert-scale responses with reflexive, open-ended questions, we found that whilst teacher survey responses indicated a normatively positive view of Indigenous students, this was troubled by their open-ended answer responses w…
Teachers’ beliefs and characteristics predictive of their willingness to cultivate a safe, ethnically inclusive school environment
This study fills an important gap in our understanding of how teachers’ beliefs and characteristics influence their willingness to engage in classroom practices that promote ethnic inclusivity and prevent ethnicity-based exclusion and conflicts among students. A sample of 454 in-service Russian teachers completed an online survey that included questions asking about teachers’ own ethnic background, the ethnic diversity of their school, their beli…
Visions of peace
In this article, we report on a study that explored how young people in Scotland understand and define peace. A total of 59 young people aged 12–18, from three schools (independent, state Roman Catholic, and state non-denominational) participated in this study. The young people were asked to participate in a peace data walk and, after that, to draw or paint pictures of what peace means for them in their local community and beyond. We utilize a co…
Peace as Social Cohesion, Equity, and Democracy
Peace is something that all societies value and desire, but very few can achieve and sustain. This paper offers an analysis of how local peacebuilders working in contexts affected by violent conflict and in postconflict areas conceptualize peace. Peacebuilders voices were collected through an open-ended survey, consultations on a digital platform called Padlet, and storytelling webinars facilitated by an Australian Indigenous storyteller. In thes…
Indigenous language education in Russia
Despite the high number of recognised Indigenous groups who are struggling to maintain their languages, cultures, and identities in Russia, there is little research done on the matters of cultural and linguistic revitalisation. This study sought to address this gap by exploring the views of two Indigenous groups, Karelian and Mari, on the development of their Indigenous languages and educational strategies to protect and revive their languages. T…
Teachers’ understandings of barriers to Indigenous children's academic success in Taiwan
This paper explores how non‐Indigenous teachers understand challenges and barriers to academic progress and success for Indigenous students in Taiwan. Drawing on data from a study with 17 teachers of Han Taiwanese and Hakka background who had worked closely with Indigenous students from elementary to high school across Taiwan, we utilise Expectancy‐Value Theory to explore teacher participants’ views of the barriers and challenges to educational s…
Engaging Young People in Peace Education Research
Qualitative research has increasingly been utilising visual methods such as drawing to collect richer insights from participants of all ages and backgrounds. This article demonstrates the methodological potential of a structured arts based workshop that included a data walk, a drawing session, and a reflective peace wall. We reflect on the suitability and value of this approach to support young people's learning about peace, to collect insights o…
Searching for peace and nonviolence in the national curriculum of Ghana
This article analyzes the Ghanaian national curriculum through the lens of the Peace Education Curricular Analysis (PECA) framework, assessing the integration of three core peace education elements: recognition of violence, nonviolent conflict transformation, and positive peace. The four key findings are as follows. First, while the curriculum recognizes structural, cultural, and direct violence, the dynamics of violence in Ghana have been insuff…
Rethinking and decolonising peace education in Ghanaian secondary schools
This paper examines teachers’ perspectives on the promotion of peace education in Ghana. It is based on a study that engaged twenty (n = 20) secondary school teachers in five schools in two regions in Ghana to investigate how prepared, equipped and supported teachers are to teach peace education and what factors support and hinder education for peace and the integration of Ghana’s Indigenous traditional knowledge of peace – Sankofa – in the educa…
Peace is a beacon of hope
Young people are important actors in building and sustaining just and positive peace. This paper presents the conceptualisations of and commitments to a culture of peace youth would like to uphold in one of the least peaceful places in the United Kingdom, Glasgow. Fifty-nine youth participants (12–18 years old) coming from wealthy and disadvantaged areas of the city participated in arts-based workshops where they were asked to contribute to a Pea…
Reimagining nonviolence education through a multidimensional lens
Existing violence, both at schools and the wider society, increasingly demands educational responses that can offer sustainable approaches and interventions to tackle it. This conceptual paper proposes a curriculum framework centered on nonviolence as a proactive, developmental, and relational approach to peace education. Drawing on Galtung’s taxonomy of direct, structural, and cultural violence, Butler’s account of interdependence as a moral fou…
Sociology (18 obras) · Pedagogy (14 obras) · Political science (14 obras) · Psychology (10 obras) · Indigenous (9 obras) · Law (8 obras) · Peace and Human Rights Education (8 obras) · Global Education and Multiculturalism (6 obras) · Peace Education (6 obras) · Law (5 obras)