Amy Smail
Dados Biográficos
| ID | 6457830 |
|---|---|
| NOME | Amy Smail |
| PRENOMES | Amy |
| SOBRENOME | Smail |
| ASSINATURA | SMAIL A |
| AFILIAÇÕES | University of London |
| ORCID | 0009-0004-7351-7470 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 4 |
| TOTAL DE CITAÇÕES | 11 |
| TOTAL COMO AUTOR | 4 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2013 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2024 |
| ÍNDICE H | 2 |
Ethnic, national, and African consciousness
Redefining Ghanaian citizenship has been the impetus for the new 2019 educational reform. For President Akufo-Addo, fostering a more located historic expression of citizenship in learners is central for renewing pride and innovation to move Ghana out of poverty. Teachers are seen as central to this change. Based on 26 interviews, this qualitative study explores lessons learned from government primary schoolteachers about citizenship, in relation …
Revisiting comparative pedagogy
This article provides an analysis of contemporary comparative research on pedagogy, as published since 2000. It explores this sub-field of comparative education inquiry over this period, including how it has responded to new global movements, changing balances of power, and methodological advances. While these have shaped the field in recognisable ways, differing responses to these among researchers from contrasting research traditions have resul…
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Rediscovering the teacher within Indian child-centred pedagogy
The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integra…
Revisiting comparative pedagogy
This article provides an analysis of contemporary comparative research on pedagogy, as published since 2000. It explores this sub-field of comparative education inquiry over this period, including how it has responded to new global movements, changing balances of power, and methodological advances. While these have shaped the field in recognisable ways, differing responses to these among researchers from contrasting research traditions have resul…
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Rediscovering the teacher within Indian child-centred pedagogy
The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integra…
Compare Forum
Yusuf Sayed Centre for International Education, School of Education and Social Work, University of Sussex, UK Terra Sprague Research Centre for International and Comparative Studies, Graduate School of Education, University of Bristol, UK This is an Author’s Original Manuscript of an article submitted for consideration in Compare [the exclusive right to publish residing [...]
Rediscovering the teacher within Indian child-centred pedagogy
The Child-Centred Approach (CCA) is increasingly promoted within India and internationally as a response to the challenge of delivering quality education. From identifying and examining Indian indigenous and global concepts of CCA within traditional and contemporary child-centred pedagogic discourse, this paper reveals the complexities of underlying agendas within the domestic and international setting and the implications of this for the integra…
Revisiting comparative pedagogy
This article provides an analysis of contemporary comparative research on pedagogy, as published since 2000. It explores this sub-field of comparative education inquiry over this period, including how it has responded to new global movements, changing balances of power, and methodological advances. While these have shaped the field in recognisable ways, differing responses to these among researchers from contrasting research traditions have resul…
Ethnic, national, and African consciousness
Redefining Ghanaian citizenship has been the impetus for the new 2019 educational reform. For President Akufo-Addo, fostering a more located historic expression of citizenship in learners is central for renewing pride and innovation to move Ghana out of poverty. Teachers are seen as central to this change. Based on 26 interviews, this qualitative study explores lessons learned from government primary schoolteachers about citizenship, in relation …
Political science (4 obras) · Global Education and Multiculturalism (3 obras) · Pedagogy (3 obras) · Sociology (3 obras) · Epistemology (2 obras) · Global Educational Policies and Reforms (2 obras) · Anthropology (1 obras) · Autonomy (1 obras) · Business (1 obras) · Citizenship (1 obras)