Julia Paulson
Biographic Data
| ID | 3941693 |
|---|---|
| NAME | Julia Paulson |
| GIVEN NAMES | Julia |
| FAMILY NAME | Paulson |
| SIGNATURE | PAULSON J |
| AFFILIATIONS | University of Bristol |
| ORCID | 0000-0001-8010-4659 |
| VERIFIED | Yes |
| TOTAL WORKS | 27 |
| TOTAL CITATIONS | 82 |
| AUTHOR COUNT | 26 |
| EDITOR COUNT | 1 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
The Right to Truth: Students’ Proximity to Conflict, Classroom Climate, and Opportunities for Teaching About Conflict and Peace in Bogotá, Colombia
Nearly a decade after a national peace education policy and negotiations to end Colombia’s armed conflict, this study uses multilevel, mixed-effects logistic regression to examine the ways in which students’ proximity to the conflict, perceptions of curriculum, and classroom context predict young people’s attitudes toward learning about conflict, peace, and justice in Colombia. We find that students who self-identify as victims or relatives of vi…
Comisiones de la verdad, educación y paz positiva: Un análisis de los informes finales de las comisiones de la verdad (1980–2015)
El texto traducido es el manuscrito aceptado de un artículo publicado por Taylor & Francis en Comparative Education en 2017, disponible en línea: https://doi.org/10.1080/03050068.2017.1334428 Para citar el artículo original: Julia Paulson & Michelle J. Bellino (2017) Truth Commissions, Education, and Positive Peace: An Analysis of Truth Commission Final Reports (1980–2015), Comparative Education, 53:3, 351–378,DOI: 10.1080/03050068.2017.1334428 A…
Endogenous systems leadership of education provision during crises in low- and middle-income countries: A conceptual framework
This article advances the case for an ‘endogenous systems leadership’ approach to the provision of inclusive and equitable quality education for all in times of crisis. It draws on theoretical work which addresses complexity in education systems, systems leadership in education, coloniality within education, and international partnerships in low- and middle-income countries (LMICs) to propose an endogenous systems leadership framework. This is de…
Some contradictions of multiple perspectives approaches to peace and history education: Lessons from Cambodia
This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme that sought to work with ‘complex’ perpetrator histories in Cambodia, we explore how peace education…
From experience to actions for justice: Learners’ views on epistemic, environmental and transitional justice in Nepal, Peru and Uganda
Understanding how today’s children will act in the future is essential to education supporting sustainable development. This study investigated how students in three contexts in Nepal, Peru and Uganda understand environmental, epistemic and transitional justice. It used a tablet-based app to present students with scenarios that illustrates different attitudes, experiences and intended actions with respect to these three forms of justice and analy…
Introduction to special issue: Broken mirrors — reflexivity, relationships and complicity in researching education in emergencies
Carrying out research in and on conflict-affected contexts requires entering and negotiating within local and global fields of power. Yet the tensions and wider geopolitical positioning of the field are often relegated to the sidelines in empirical texts. This editorial opens a special issue on reflexivity, relationships and complicity in education in emergencies (EiE) research. The issue straddles concern with the macro dynamics that shape EiE a…
Toppling statues? Complicity, whiteness and reckoning in comparative and international education
Recent scholarship in comparative and international education (CIE) has witnessed the emergence of two competing viewpoints on the history of the field. One draws increasing attention to the ways CIE has been implicated in colonial projects and how the underpinning racist ideologies persist in the field today. The other perspective rejects this argument on the basis that it engages with 'identity politics.' While discussions of racism, colonialit…
Reparative remembering for just futures: History education, multiple perspectives and responsibility
The growing literature around reparative futures in education agrees on the importance of multiple and inclusive narratives for learning about the past. Indeed, it is recognised that multiplicity has to be part of a reparative account of history given the harms caused by single, exclusionary and hegemonic historical narratives. However, there is limited literature, pedagogical guidance or accounts of how multiple perspectives approaches apprehend…
Reparative futures
The past is present in all future making activities. However, there is more that futuring processes can do to engage with past-present relationships, namely by bringing to the fore frameworks of reparation and redress. This article explores how ideas of reparative action may offer generative resources for Futures Studies. It suggests that in order to create futures characterised by justice it is essential to listen to and engage with ongoing hist…
Reconceptualizing Violence in International and Comparative Education: Revisiting Galtung’s Framework
Outside of a specialist literature, the study of violence occupies a marginal position within comparative and international education scholarship. A key contributing factor is the absence of a holistic conceptual framework that can capture the nature, extent and causes of violence in education. The article proposes such a framework, by updating Johan Galtung’s model of direct, structural and cultural violence and putting it into dialogue with mor…
Doing harm: The impact of UK’s GCRF cuts on research ethics, partnerships and governance
In spring 2021, during the COVID-19 pandemic, research projects funded by the UK’s Global Challenges Research Fund (GCRF) were subjected to budget cuts. The cuts were the result of UK government’s decision to reduce its Official Development Assistance (ODA), which had devastating effects for humanitarian, development and research work. This article draws on focus group discussions with project teams working on three large GCRF-funded projects to …
History on the margins: Truths, struggles and the bureaucratic research economy in Colombia, 2016–2023
This essay reflects upon the challenges and the achievements of an exploration of the marginalized experiences of the armed conflict in Colombia. Our methods – interdisciplinary, rooted in an ethos of co-production and openness to a great plurality of ways of storytelling – have created a fuller and richer representation of the horrors of war and their consequences. The lessons we have learned through making it happen will have major policy and a…
Ethical research landscapes in fragile and conflict-affected contexts: Understanding the challenges
As the prevalence of conflict and fragility continue to rise around the world, research is increasingly heralded as a solution. However, current ethical guidelines for working in areas suffering from institutional and social fragility, insecurity or violent conflict have been heavily critiqued as highly abstract; focussed only on data collection; detached from the realities of academia in the Global South; and potentially extractive. This article…
Trauma, resilience, and distress in post-revolution Egypt
These findings suggest the high need for evidence-based care in Egypt for trauma-related psychopathology. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia
In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims …
Education as site of memory: Developing a research agenda
The field of memory studies tends to focus attention on the ‘3Ms’ – museums, monuments, memorials – as sites where memories are constructed, communicated, and contested. Where education is identified as a site for memory, the focus is often narrowly on what is or is not communicated within curricula or textbooks, assuming that schools simply pass on messages agreed or struggled over elsewhere. This article explores the possibilities opened when e…
The Rise of Resilience in Education in Emergencies
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reflective of a number of shif…
Tribute to Colin Brock from his former students
Working through difficult pasts: Toward thick democracy and transitional justice in education
We are grateful to Alessandra Hodulik for
Truth commissions, education, and positive peace: An analysis of truth commission final reports (1980–2015)
Transitional justice and education both occupy increasingly prominent space on the international peacebuilding agenda, though less is known about the ways they might reinforce one another to contribute towards peace. This paper presents a cross-national analysis of truth commission (TC) reports spanning 1980–2015, exploring the range of educational work taken on by one of the most prominent forms of transitional justice. We find that TC engagemen…
Schools for conflict or for peace in Afghanistan; From classrooms to conflict in Rwanda
Schools for conflict or for peace in Afghanistan; From classrooms to conflict in Rwanda." Comparative Education, 52(2), pp. 273–274
Making social scientists, or not? Glimpses of the unmentionable in doctoral education
Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral 'skills training', interdisciplinary communities, thematic centres and supervisory teams, all create new networks for students to negotiate. Ofte…
Development in reverse’? A longitudinal analysis of armed conflict, fragility and school enrolment
This paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 Human Security Report, which challenges the widely held assumption that conflict is necessarily detrimental to educational outcomes. We use multilevel modelling techniques to determine how conflict and fragility relate to changes in enrolment…
Compare Forum: The post-2015 education and development agenda
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Bodies in narratives of doctoral students' learning and experience
Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian mind/body opposition, asking ‘in what ways do doctoral students’ bodies matter?' Thirty-three students wer…
Working through difficult pasts: Toward thick democracy and transitional justice in education
We are grateful to Alessandra Hodulik for
Truth commissions, education, and positive peace: An analysis of truth commission final reports (1980–2015)
Transitional justice and education both occupy increasingly prominent space on the international peacebuilding agenda, though less is known about the ways they might reinforce one another to contribute towards peace. This paper presents a cross-national analysis of truth commission (TC) reports spanning 1980–2015, exploring the range of educational work taken on by one of the most prominent forms of transitional justice. We find that TC engagemen…
Education and conflict: Essay review
Education as site of memory: Developing a research agenda
The field of memory studies tends to focus attention on the ‘3Ms’ – museums, monuments, memorials – as sites where memories are constructed, communicated, and contested. Where education is identified as a site for memory, the focus is often narrowly on what is or is not communicated within curricula or textbooks, assuming that schools simply pass on messages agreed or struggled over elsewhere. This article explores the possibilities opened when e…
Reparative futures
The past is present in all future making activities. However, there is more that futuring processes can do to engage with past-present relationships, namely by bringing to the fore frameworks of reparation and redress. This article explores how ideas of reparative action may offer generative resources for Futures Studies. It suggests that in order to create futures characterised by justice it is essential to listen to and engage with ongoing hist…
The Rise of Resilience in Education in Emergencies
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reflective of a number of shif…
Toppling statues? Complicity, whiteness and reckoning in comparative and international education
Recent scholarship in comparative and international education (CIE) has witnessed the emergence of two competing viewpoints on the history of the field. One draws increasing attention to the ways CIE has been implicated in colonial projects and how the underpinning racist ideologies persist in the field today. The other perspective rejects this argument on the basis that it engages with 'identity politics.' While discussions of racism, colonialit…
Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia
In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims …
Compare Forum: The post-2015 education and development agenda
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Bodies in narratives of doctoral students' learning and experience
Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian mind/body opposition, asking ‘in what ways do doctoral students’ bodies matter?' Thirty-three students wer…
Reparative remembering for just futures: History education, multiple perspectives and responsibility
The growing literature around reparative futures in education agrees on the importance of multiple and inclusive narratives for learning about the past. Indeed, it is recognised that multiplicity has to be part of a reparative account of history given the harms caused by single, exclusionary and hegemonic historical narratives. However, there is limited literature, pedagogical guidance or accounts of how multiple perspectives approaches apprehend…
Doing harm: The impact of UK’s GCRF cuts on research ethics, partnerships and governance
In spring 2021, during the COVID-19 pandemic, research projects funded by the UK’s Global Challenges Research Fund (GCRF) were subjected to budget cuts. The cuts were the result of UK government’s decision to reduce its Official Development Assistance (ODA), which had devastating effects for humanitarian, development and research work. This article draws on focus group discussions with project teams working on three large GCRF-funded projects to …
Development in reverse’? A longitudinal analysis of armed conflict, fragility and school enrolment
This paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 Human Security Report, which challenges the widely held assumption that conflict is necessarily detrimental to educational outcomes. We use multilevel modelling techniques to determine how conflict and fragility relate to changes in enrolment…
Introduction to special issue: Broken mirrors — reflexivity, relationships and complicity in researching education in emergencies
Carrying out research in and on conflict-affected contexts requires entering and negotiating within local and global fields of power. Yet the tensions and wider geopolitical positioning of the field are often relegated to the sidelines in empirical texts. This editorial opens a special issue on reflexivity, relationships and complicity in education in emergencies (EiE) research. The issue straddles concern with the macro dynamics that shape EiE a…
History on the margins: Truths, struggles and the bureaucratic research economy in Colombia, 2016–2023
This essay reflects upon the challenges and the achievements of an exploration of the marginalized experiences of the armed conflict in Colombia. Our methods – interdisciplinary, rooted in an ethos of co-production and openness to a great plurality of ways of storytelling – have created a fuller and richer representation of the horrors of war and their consequences. The lessons we have learned through making it happen will have major policy and a…
Education and conflict: Essay review
Education and Reconciliation: Exploring conflict and post-conflict situations
What is the relationship between education and reconciliation initiatives? Who encourages and enacts these relationships and who discourages and detracts from from them? Do reconciliatory educational practices offer any insight into the nature of reconciliation as a process? Drawing on international research in numerous countries, including Bosnia Herzegovina, Rwanda, South Africa, Jordan, Peru and the USA, the contributors consider, conceptually…
Bodies in narratives of doctoral students' learning and experience
Existing research on doctoral education documents levels of satisfaction, the difficulties students face and variations according to demographic variables. Cognitive dimensions of learning are emphasised, and calls to attend to bodies in doctoral education remain largely unheeded. This article draws on theoretical work that rejects Cartesian mind/body opposition, asking ‘in what ways do doctoral students’ bodies matter?' Thirty-three students wer…
Compare Forum: The post-2015 education and development agenda
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Making social scientists, or not? Glimpses of the unmentionable in doctoral education
Recent research on doctoral education in the U.K. has revealed the increasing number and diversity of academic relationships that shape the lives of research students, and students' own role in activating, mobilising and maintaining these relationships. Higher education policy reforms promoting doctoral 'skills training', interdisciplinary communities, thematic centres and supervisory teams, all create new networks for students to negotiate. Ofte…
Development in reverse’? A longitudinal analysis of armed conflict, fragility and school enrolment
This paper presents a longitudinal analysis of cross-national data on armed conflict, state fragility, and enrolment in primary and secondary schooling. The study is motivated by questions raised in the 2012 Human Security Report, which challenges the widely held assumption that conflict is necessarily detrimental to educational outcomes. We use multilevel modelling techniques to determine how conflict and fragility relate to changes in enrolment…
Schools for conflict or for peace in Afghanistan; From classrooms to conflict in Rwanda
Schools for conflict or for peace in Afghanistan; From classrooms to conflict in Rwanda." Comparative Education, 52(2), pp. 273–274
Tribute to Colin Brock from his former students
Working through difficult pasts: Toward thick democracy and transitional justice in education
We are grateful to Alessandra Hodulik for
Truth commissions, education, and positive peace: An analysis of truth commission final reports (1980–2015)
Transitional justice and education both occupy increasingly prominent space on the international peacebuilding agenda, though less is known about the ways they might reinforce one another to contribute towards peace. This paper presents a cross-national analysis of truth commission (TC) reports spanning 1980–2015, exploring the range of educational work taken on by one of the most prominent forms of transitional justice. We find that TC engagemen…
The Rise of Resilience in Education in Emergencies
This article explores how resilience as a concept is being increasingly mobilised within the Education in Emergencies (EiE) community. Using content and a close textual analysis, it identifies the concept's growth in prominence within key EiE documents arguing it has been employed to serve a range of different purposes. It contends, however, that dominant conceptualisations of resilience within the EiE community are reflective of a number of shif…
Education as site of memory: Developing a research agenda
The field of memory studies tends to focus attention on the ‘3Ms’ – museums, monuments, memorials – as sites where memories are constructed, communicated, and contested. Where education is identified as a site for memory, the focus is often narrowly on what is or is not communicated within curricula or textbooks, assuming that schools simply pass on messages agreed or struggled over elsewhere. This article explores the possibilities opened when e…
Ethical research landscapes in fragile and conflict-affected contexts: Understanding the challenges
As the prevalence of conflict and fragility continue to rise around the world, research is increasingly heralded as a solution. However, current ethical guidelines for working in areas suffering from institutional and social fragility, insecurity or violent conflict have been heavily critiqued as highly abstract; focussed only on data collection; detached from the realities of academia in the Global South; and potentially extractive. This article…
Trauma, resilience, and distress in post-revolution Egypt
These findings suggest the high need for evidence-based care in Egypt for trauma-related psychopathology. (PsycInfo Database Record (c) 2023 APA, all rights reserved)
Are we doing Cátedra de Paz?’ Teacher perspectives on enacting peace education in Bogotá, Colombia
In 2015, the Colombian Ministry of Education introduced the Cátedra de Paz (CdP), a national policy that seeks to contribute to human rights, citizenship, violence prevention, and peaceful conflict resolution. In the context of a decentralized education system, schools have significant autonomy to adapt the policy to local contexts. Relatively little research to date has documented the enactment, evaluation, or impact of the CdP. This study aims …
Reconceptualizing Violence in International and Comparative Education: Revisiting Galtung’s Framework
Outside of a specialist literature, the study of violence occupies a marginal position within comparative and international education scholarship. A key contributing factor is the absence of a holistic conceptual framework that can capture the nature, extent and causes of violence in education. The article proposes such a framework, by updating Johan Galtung’s model of direct, structural and cultural violence and putting it into dialogue with mor…
Doing harm: The impact of UK’s GCRF cuts on research ethics, partnerships and governance
In spring 2021, during the COVID-19 pandemic, research projects funded by the UK’s Global Challenges Research Fund (GCRF) were subjected to budget cuts. The cuts were the result of UK government’s decision to reduce its Official Development Assistance (ODA), which had devastating effects for humanitarian, development and research work. This article draws on focus group discussions with project teams working on three large GCRF-funded projects to …
History on the margins: Truths, struggles and the bureaucratic research economy in Colombia, 2016–2023
This essay reflects upon the challenges and the achievements of an exploration of the marginalized experiences of the armed conflict in Colombia. Our methods – interdisciplinary, rooted in an ethos of co-production and openness to a great plurality of ways of storytelling – have created a fuller and richer representation of the horrors of war and their consequences. The lessons we have learned through making it happen will have major policy and a…
Some contradictions of multiple perspectives approaches to peace and history education: Lessons from Cambodia
This article reflects on tensions arising in multiple perspectives approaches as they are deployed in response to histories of atrocity and conflict. We call attention to the ways that multiple perspectives intersect with the challenges posed by competing memories of violence and questions of responsibility. Focusing on a peace education programme that sought to work with ‘complex’ perpetrator histories in Cambodia, we explore how peace education…
From experience to actions for justice: Learners’ views on epistemic, environmental and transitional justice in Nepal, Peru and Uganda
Understanding how today’s children will act in the future is essential to education supporting sustainable development. This study investigated how students in three contexts in Nepal, Peru and Uganda understand environmental, epistemic and transitional justice. It used a tablet-based app to present students with scenarios that illustrates different attitudes, experiences and intended actions with respect to these three forms of justice and analy…
Introduction to special issue: Broken mirrors — reflexivity, relationships and complicity in researching education in emergencies
Carrying out research in and on conflict-affected contexts requires entering and negotiating within local and global fields of power. Yet the tensions and wider geopolitical positioning of the field are often relegated to the sidelines in empirical texts. This editorial opens a special issue on reflexivity, relationships and complicity in education in emergencies (EiE) research. The issue straddles concern with the macro dynamics that shape EiE a…
Toppling statues? Complicity, whiteness and reckoning in comparative and international education
Recent scholarship in comparative and international education (CIE) has witnessed the emergence of two competing viewpoints on the history of the field. One draws increasing attention to the ways CIE has been implicated in colonial projects and how the underpinning racist ideologies persist in the field today. The other perspective rejects this argument on the basis that it engages with 'identity politics.' While discussions of racism, colonialit…
Reparative remembering for just futures: History education, multiple perspectives and responsibility
The growing literature around reparative futures in education agrees on the importance of multiple and inclusive narratives for learning about the past. Indeed, it is recognised that multiplicity has to be part of a reparative account of history given the harms caused by single, exclusionary and hegemonic historical narratives. However, there is limited literature, pedagogical guidance or accounts of how multiple perspectives approaches apprehend…
Reparative futures
The past is present in all future making activities. However, there is more that futuring processes can do to engage with past-present relationships, namely by bringing to the fore frameworks of reparation and redress. This article explores how ideas of reparative action may offer generative resources for Futures Studies. It suggests that in order to create futures characterised by justice it is essential to listen to and engage with ongoing hist…
Comisiones de la verdad, educación y paz positiva: Un análisis de los informes finales de las comisiones de la verdad (1980–2015)
El texto traducido es el manuscrito aceptado de un artículo publicado por Taylor & Francis en Comparative Education en 2017, disponible en línea: https://doi.org/10.1080/03050068.2017.1334428 Para citar el artículo original: Julia Paulson & Michelle J. Bellino (2017) Truth Commissions, Education, and Positive Peace: An Analysis of Truth Commission Final Reports (1980–2015), Comparative Education, 53:3, 351–378,DOI: 10.1080/03050068.2017.1334428 A…
Political science (23 works) · Sociology (19 works) · Law (15 works) · Peace and Human Rights Education (13 works) · Law (12 works) · Social science (9 works) · Educator Training and Historical Pedagogy (8 works) · Pedagogy (8 works) · Psychology (8 works) · Economics (6 works)