Rachel Bowden
Biographic Data
| ID | 3942290 |
|---|---|
| NAME | Rachel Bowden |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Bowden |
| SIGNATURE | BOWDEN R |
| AFFILIATIONS | Technische Universität Dresden |
| ORCID | 0000-0002-2892-1501 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 32 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1999 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
“Sustainability is more than saving water” – learning for sustainability through a whole institution process in university teacher education
Purpose This paper aims to provide qualitative description and analysis from the scientific accompaniment of a whole institution approach (WIA) sustainability process at a higher education institution of teacher education in Germany, to inform the further development of this process and WIA sustainability processes in teacher education institutions elsewhere. Design/methodology/approach The WIA was designed as a social learning process. It was ac…
Linguistically and Culturally Responsive Pedagogy for Sustainable Futures
Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the…
Multilingual education for sustainable development in sub-Saharan Africa
Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article argues that epistemic inclusion in multilingual societies is contingent on using students’ familiar languages within basic education. Across sub-Saharan Africa, secondary school students learn in a dominant language of learning and teaching (LoLT), which …
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Professional Doctorates in England
This article reports the results of a survey and analysis of the professional doctorates that have been developed in England over the last decade. Its aim is to identify the extent to which professional doctorates have been adopted by English universities, the rate of growth of professional doctorates programmes, and to clarify their distinctive features. By the end of the decade, professional doctorates could be found in the majority of the coun…
Why did they do it
UK higher education was transformed in several respects during the 18 years of the last Conservative government (1979–97). The authors analyse the key changes in terms of the shift from a ‘post-Robbins’ to a ‘post-Baker’ system, the latter based upon dramatic expansion, modified patterns of participation, and the ending of the ‘binary line’. They then demonstrate that progress towards this end was neither linear nor uniform, and that the governme…
Professional Doctorates in England
This article reports the results of a survey and analysis of the professional doctorates that have been developed in England over the last decade. Its aim is to identify the extent to which professional doctorates have been adopted by English universities, the rate of growth of professional doctorates programmes, and to clarify their distinctive features. By the end of the decade, professional doctorates could be found in the majority of the coun…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Why did they do it
UK higher education was transformed in several respects during the 18 years of the last Conservative government (1979–97). The authors analyse the key changes in terms of the shift from a ‘post-Robbins’ to a ‘post-Baker’ system, the latter based upon dramatic expansion, modified patterns of participation, and the ending of the ‘binary line’. They then demonstrate that progress towards this end was neither linear nor uniform, and that the governme…
Why did they do it
UK higher education was transformed in several respects during the 18 years of the last Conservative government (1979–97). The authors analyse the key changes in terms of the shift from a ‘post-Robbins’ to a ‘post-Baker’ system, the latter based upon dramatic expansion, modified patterns of participation, and the ending of the ‘binary line’. They then demonstrate that progress towards this end was neither linear nor uniform, and that the governme…
Professional Doctorates in England
This article reports the results of a survey and analysis of the professional doctorates that have been developed in England over the last decade. Its aim is to identify the extent to which professional doctorates have been adopted by English universities, the rate of growth of professional doctorates programmes, and to clarify their distinctive features. By the end of the decade, professional doctorates could be found in the majority of the coun…
Learner-centred education and English medium instruction
This paper shows how one mathematics teacher, in a government secondary school in rural Rwanda, re-contextualises learner centred education (LCE) and English medium instruction (EMI) policies in classroom practice. Data are drawn from an ethnographic, critical case study and include lesson transcripts and teacher and student perspectives. The study indicates the importance of including non-verbal language in investigations of classroom interactio…
Linguistically and Culturally Responsive Pedagogy for Sustainable Futures
Commonalities between linguistically and culturally sensitive pedagogy (LCRP) and education for sustainable futures (ESF) suggest the benefits of connecting these transdisciplinary themes in teacher education. This paper reports on a qualitative study of how educators made sense of connections between LCRP and ESF as part of a European teacher education project, using secondary analysis of project evaluation data. The context for the study is the…
Multilingual education for sustainable development in sub-Saharan Africa
Education that contributes to sustainable development embraces social learning that breaks down boundaries between schools and communities. Such learning is epistemically inclusive. This article argues that epistemic inclusion in multilingual societies is contingent on using students’ familiar languages within basic education. Across sub-Saharan Africa, secondary school students learn in a dominant language of learning and teaching (LoLT), which …
“Sustainability is more than saving water” – learning for sustainability through a whole institution process in university teacher education
Purpose This paper aims to provide qualitative description and analysis from the scientific accompaniment of a whole institution approach (WIA) sustainability process at a higher education institution of teacher education in Germany, to inform the further development of this process and WIA sustainability processes in teacher education institutions elsewhere. Design/methodology/approach The WIA was designed as a social learning process. It was ac…
Sociology (5 works) · Pedagogy (4 works) · Political science (4 works) · Higher education (3 works) · Government (linguistics (2 works) · Ideology (2 works) · Mathematics education (2 works) · Multilingual Education and Policy (2 works) · Politics (2 works) · Psychology (2 works)