Mary-Rose Puttick
Biographic Data
| ID | 6326178 |
|---|---|
| NAME | Mary-Rose Puttick |
| GIVEN NAMES | Mary-Rose |
| FAMILY NAME | Puttick |
| SIGNATURE | PUTTICK M |
| AFFILIATIONS | Education, Birmingham City University, Birmingham, UK |
| ORCID | 0000-0003-3003-6170 |
| VERIFIED | Yes |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 1 |
| WORKS AS AUTHOR | 2 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Decolonising secondary Maths initial teacher education in England
In England, a crisis in teacher recruitment and retention is negatively affecting the teaching of Maths. This is particularly damaging for children from working class, global majority and low-income households – qualifications in Maths being important in the employment market and for some Degree-level subjects. The current shortage is framed by a proliferation of school-based Initial Teacher Education (ITE) pathways outside of Higher Education (H…
Artefactual co-creations’
This paper centres on a methodological approach that drew together postcolonial feminist theory with arts-based methods, as well as learning from Indigenous methodologies. The methodology developed over 2 years with two groups of women from refugee and newly arrived migration contexts. This paper focuses on the co-created research process with one of the groups: six Somali women who attended a family literacy class at a third sector organisation …
Artefactual co-creations’
This paper centres on a methodological approach that drew together postcolonial feminist theory with arts-based methods, as well as learning from Indigenous methodologies. The methodology developed over 2 years with two groups of women from refugee and newly arrived migration contexts. This paper focuses on the co-created research process with one of the groups: six Somali women who attended a family literacy class at a third sector organisation …
Artefactual co-creations’
This paper centres on a methodological approach that drew together postcolonial feminist theory with arts-based methods, as well as learning from Indigenous methodologies. The methodology developed over 2 years with two groups of women from refugee and newly arrived migration contexts. This paper focuses on the co-created research process with one of the groups: six Somali women who attended a family literacy class at a third sector organisation …
Decolonising secondary Maths initial teacher education in England
In England, a crisis in teacher recruitment and retention is negatively affecting the teaching of Maths. This is particularly damaging for children from working class, global majority and low-income households – qualifications in Maths being important in the employment market and for some Degree-level subjects. The current shortage is framed by a proliferation of school-based Initial Teacher Education (ITE) pathways outside of Higher Education (H…
Education Systems and Policy (2 works) · Pedagogy (2 works) · Political science (2 works) · Sociology (2 works) · Critical literacy (1 work) · Curriculum (1 work) · Educational Theory and Curriculum Studies (1 work) · Gender Studies (1 work) · Gender Studies (1 work) · Global Educational Policies and Reforms (1 work)