Rachel Wilder
Biographic Data
| ID | 4078830 |
|---|---|
| NAME | Rachel Wilder |
| GIVEN NAMES | Rachel |
| FAMILY NAME | Wilder |
| SIGNATURE | WILDER R |
| AFFILIATIONS | University of Bath |
| ORCID | 0000-0002-2225-6002 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 9 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 2 |
Conceptualising a justice approach to environmental education in the Global South
This paper conceptualises a pedagogical approach to environmental education that embeds multiple forms of justice and incorporates six dimensions. This pedagogical approach was developed as a response to findings from a large, comparative study of diverse forms of justice in policies relevant to education, pedagogical practices, and 14-17 year-old learners’ experiences in Nepal, Peru and Uganda. In researching the connections across environmental…
Environmental justice in education for climate action
This paper draws on participatory research with secondary school learners in Perú and Uganda that shows how environmental and social (in) justices are interwoven and embedded in young people's experiences of the natural world. These experiences contrast with learners' accounts of environmental education in secondary schooling, in which the notion of justice is comparatively, and therefore conspicuously, absent. We employ four distinct but overlap…
(Dis)connection between curriculum, pedagogy and learners’ lived experience in Nepal’s secondary schools
This paper offers a novel analysis of how Nepal is delivering its commitment to secondary education provision that is advancing environmental sustainability, tracing a trajectory that begins with national policies relating to environmental sustainability and incorporating the national curriculum framework, textbooks, pedagogies used in classrooms, and learner experiences and anticipated actions. We consider Nepal’s education about and for environ…
Doing harm
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 …
Power, authority and expertise
This paper analyses the experiences of English primary school leaders who perform critical roles in interpreting government policy and navigating the landscape to design relationship and sex education (RSE) for their pupils. It considers schools as sites of political contestation and educators as policy actors, the voices of whom are often absent in the literature about RSE. Drawing on Peter Morriss’ theory of power, the paper considers how prima…
Toward Epistemically-Just Research
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices …
Toward Epistemically-Just Research
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices …
Doing harm
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 …
(Dis)connection between curriculum, pedagogy and learners’ lived experience in Nepal’s secondary schools
This paper offers a novel analysis of how Nepal is delivering its commitment to secondary education provision that is advancing environmental sustainability, tracing a trajectory that begins with national policies relating to environmental sustainability and incorporating the national curriculum framework, textbooks, pedagogies used in classrooms, and learner experiences and anticipated actions. We consider Nepal’s education about and for environ…
Power, authority and expertise
This paper analyses the experiences of English primary school leaders who perform critical roles in interpreting government policy and navigating the landscape to design relationship and sex education (RSE) for their pupils. It considers schools as sites of political contestation and educators as policy actors, the voices of whom are often absent in the literature about RSE. Drawing on Peter Morriss’ theory of power, the paper considers how prima…
Doing harm
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 …
Power, authority and expertise
This paper analyses the experiences of English primary school leaders who perform critical roles in interpreting government policy and navigating the landscape to design relationship and sex education (RSE) for their pupils. It considers schools as sites of political contestation and educators as policy actors, the voices of whom are often absent in the literature about RSE. Drawing on Peter Morriss’ theory of power, the paper considers how prima…
Toward Epistemically-Just Research
This article interrogates the relationship between social science research and ways of doing, knowing and being that are dominant in Western universities. It traces a line from the colonial origins of dominant knowledge, through the creation of a rational scientist subject, in order to make visible the reproduction of epistemic inequality in modernity/coloniality. The link between epistemic injustice and neoliberal knowledge production practices …
Environmental justice in education for climate action
This paper draws on participatory research with secondary school learners in Perú and Uganda that shows how environmental and social (in) justices are interwoven and embedded in young people's experiences of the natural world. These experiences contrast with learners' accounts of environmental education in secondary schooling, in which the notion of justice is comparatively, and therefore conspicuously, absent. We employ four distinct but overlap…
(Dis)connection between curriculum, pedagogy and learners’ lived experience in Nepal’s secondary schools
This paper offers a novel analysis of how Nepal is delivering its commitment to secondary education provision that is advancing environmental sustainability, tracing a trajectory that begins with national policies relating to environmental sustainability and incorporating the national curriculum framework, textbooks, pedagogies used in classrooms, and learner experiences and anticipated actions. We consider Nepal’s education about and for environ…
Conceptualising a justice approach to environmental education in the Global South
This paper conceptualises a pedagogical approach to environmental education that embeds multiple forms of justice and incorporates six dimensions. This pedagogical approach was developed as a response to findings from a large, comparative study of diverse forms of justice in policies relevant to education, pedagogical practices, and 14-17 year-old learners’ experiences in Nepal, Peru and Uganda. In researching the connections across environmental…
Law (5 works) · Political science (5 works) · Sociology (5 works) · Law (4 works) · Economic Justice (3 works) · Ecology (2 works) · Engineering (2 works) · Environmental education (2 works) · Environmental Education and Sustainability (2 works) · Environmental justice (2 works)