Chris Yates
Biographic Data
| ID | 6449324 |
|---|---|
| NAME | Chris Yates |
| GIVEN NAMES | Chris |
| FAMILY NAME | Yates |
| SIGNATURE | YATES C |
| AFFILIATIONS | University of East London |
| ORCID | 0000-0003-0473-5445 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 17 |
| WORKS AS AUTHOR | 4 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1987 |
| LATEST PUBLICATION YEAR | 2023 |
| H-INDEX | 1 |
Exploring postcolonial relationships within policy transfer
Framed by Homi Bhabha's concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy …
More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development
This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are s…
Blaming the poor
The article examines how blame and disconnection from the lives of the poor feature in a nexus of ideas about implementing education policy articulated by education officials and teachers in Kenya. Three different approaches to understanding marginality are distinguished, each associated with a different process of setting a boundary concerning the marginalised. This differentiation is used to analyse qualitative data collected between 2007 and 2…
Distance education in Canada
Blaming the poor
The article examines how blame and disconnection from the lives of the poor feature in a nexus of ideas about implementing education policy articulated by education officials and teachers in Kenya. Three different approaches to understanding marginality are distinguished, each associated with a different process of setting a boundary concerning the marginalised. This differentiation is used to analyse qualitative data collected between 2007 and 2…
Exploring postcolonial relationships within policy transfer
Framed by Homi Bhabha's concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy …
More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development
This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are s…
Distance education in Canada
Distance education in Canada
Blaming the poor
The article examines how blame and disconnection from the lives of the poor feature in a nexus of ideas about implementing education policy articulated by education officials and teachers in Kenya. Three different approaches to understanding marginality are distinguished, each associated with a different process of setting a boundary concerning the marginalised. This differentiation is used to analyse qualitative data collected between 2007 and 2…
More than Knowledge Transfer? Alumni Perspectives on the Value of Postgraduate Study for International Development
This article considers findings from the ‘More Than Knowledge Transfer’ research project, which was concerned with understanding the personal and professional trajectories of alumni from postgraduate programmes in education and international development. The article reflects on qualitative data to explore four key questions: what alumni value about their postgraduate study; the perceived usefulness of different types of learnings; how these are s…
Exploring postcolonial relationships within policy transfer
Framed by Homi Bhabha's concepts of hybridity and the third space of enunciation, this study explores postcolonial relationships conceivably enacted through policy borrowing processes of learner-centred pedagogy (LCP) in Ghana. Nine Ghanaian and nine foreign stakeholders were interviewed. Conscious of the power imbalance implicit in traditional aid, the case project attempted to challenge the asymmetrical power relationships by allocating policy …
Global Educational Policies and Reforms (3 works) · Pedagogy (3 works) · Sociology (3 works) · Global Education and Multiculturalism (2 works) · Political science (2 works) · Anthropology (1 work) · Blame (1 work) · Computer Science (1 work) · Dichotomy (1 work) · Economic growth (1 work)