Sophina Choudry

Biographic Data

ID641269
NAMESophina Choudry
GIVEN NAMESSophina
FAMILY NAMEChoudry
SIGNATURECHOUDRY S
AFFILIATIONSUniversity of Manchester
ORCID0000-0002-6106-2913
VERIFIEDYes
TOTAL WORKS13
TOTAL CITATIONS2
AUTHOR COUNT13
EDITOR COUNT0
FIRST PUBLICATION YEAR2017
LATEST PUBLICATION YEAR2025
H-INDEX1

  • Beyond the “Child Mental Health Crisis” and Covid-19

    Open AccessArtemis Christinaki, E Burman et al.ARTICLEFeminism & Psychology2025References: 12

    This article engages with issues arising from a 2021–2022 project consulting with Pakistani heritage-identifying adults in an economically deprived British town, Rochdale, to document and communicate their needs during the COVID-19 pandemic. While our original research brief reflected local and national government concerns around the “child mental health crisis,” matters affecting educational practices and other support provisions for children em…

  • Reflections on the Iscar 2024 Congress

    A Stetsenko, Aydin Bal et al.ARTICLEMind Culture and Activity2024

  • MCA editorial - vol 31 issue 3-4

    Karlyn Adams-Wiggins, Aydin Bal et al.ARTICLEMind Culture and Activity2024

  • Regenerating CHAT through learners' voices and collectivism

    Karlyn Adams-Wiggins, Aydin Bal et al.ARTICLEMind Culture and Activity2024References: 1

  • Symposium on transactional perspectives and current research in mind, culture, and activity

    A Jornet, Karlyn Adams-Wiggins et al.ARTICLEMind Culture and Activity2023References: 8

  • Creative spaces in and beyond education

    Karlyn Adams-Wiggins, Aydin Bal et al.ARTICLEMind Culture and Activity2023

    This issue includes a collection of five research articles and a book review that contribute to understanding creativity and equity in contemporary spaces in and beyond education. The issue opens with a paper by Areej Mawasi, William Penuel, and Arturo Cortez, exploring aspects of intergenerational co-design in the context of higher education. The paper, titled “They were learning from us as we were learning from them: perceived experiences in co…

  • Power relations within division of labor - the key to empowering learners from marginalized backgrounds in mathematics classrooms

    Open AccessSophina ChoudryARTICLEMind Culture and Activity2023References: 31

    Bringing Bourdieu and Cultural Historical Activity Theory (CHAT) together, I present, here, a methodology for pedagogic interventions that are developmental for non-dominant learners. Drawing on a Year 8 mathematics classroom (UK), I demonstrate how learners’ positioning, and position-takings in the division of labor of a teaching-learning activity (following CHAT) are mediated by objective power relations that perpetuate an inequitable education…

  • No to war

    Sophina Choudry, Arturo Cortez et al.ARTICLEMind Culture and Activity2022

  • A breadth of approaches to mind, culture and activity

    Karlyn Adams-Wiggins, Sophina Choudry et al.ARTICLEMind Culture and Activity2022

  • Special Issue

    Arturo Cortez, Sophina Choudry et al.ARTICLEMind Culture and Activity2021

    This special issue on Funds of Identity, guest edited by Moises Esteban-Guitart, is comprised of six research papers and Esteban-Guitart’s response, with collective support from Julian Williams and

  • Realigning Funds of Identity with struggle against capital

    Open AccessLaura W Black, Laura Black et al.ARTICLEMind Culture and Activity2021

    The Funds of Knowledge (FOK) and Funds of Identity (FOI) approaches have demonstrated potential in engaging school curricula with the lived experiences of disadvantaged communities. However, both approaches are not without critique. Our own previous work (drawing on Bourdieu) highlights how FOK/FOI methodologies can result in surfacing exchange value (capital) in the home in ways that re-position some students’ access to the school curriculum, wh…

  • Figured Worlds in the Field of Power

    Sophina Choudry, Julian WilliamsARTICLEMind Culture and Activity2017

    This article seeks to deepen our understanding of how structural relations of power should be understood in local accounts of activity and identity. Thus, we critically review the synthesis of Bourdieu and activity theory in Figured Worlds, analyzing two critiques of Bourdieu: his insufficient localism and his overemphasis on embodiment of habitus. We are left with Bourdieu’s overwhelming concern to explain how the field of power is locally refra…

  • Peer relations and access to capital in the mathematics classroom

    Sophina Choudry, Julian Williams et al.ARTICLEBritish Journal of Sociology of…2017Cited by: 2References: 23

    The aim of this article is to explore the structure of social capital in peer networks and its relation to the unequal access of educational resources within mathematics classrooms. We hypothesise that learners can gain access to mathematics through friendship networks which provide more or less help from peers that might sustain (or curtail) their mathematics learning based on a Bourdieusian framework. We report a social network analysis of mutu…