Caroline Dyer
Dados Biográficos
| ID | 3696647 |
|---|---|
| NOME | Caroline Dyer |
| PRENOMES | Caroline |
| SOBRENOME | Dyer |
| ASSINATURA | DYER C |
| AFILIAÇÕES | University of Leeds |
| ORCID | 0000-0002-9227-7554 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 37 |
| TOTAL DE CITAÇÕES | 110 |
| TOTAL COMO AUTOR | 34 |
| TOTAL COMO EDITOR | 3 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1994 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 5 |
Accountability for learning in contexts of fragile school attendance in India
The doublespeak of ‘leave no one behind’
Enhancing visibility of local African languages in South Africa through learning to read
This article examines the visibility of an African language, isiZulu, in the public domain of education in South Africa. It explores synergies and disjunctures in language use and exposure for children across the continuum from home to ECD centre and early primary school, and how they affect children’s competence in reading in two languages by Grade 4. Our qualitative cross-sectional study finds isiZulu is visible in the homes, communities and at…
Re-imagining a synchronous linguistic landscape of public and school uses of Runyoro-Rutooro and Runyankore-Rukiga in early childhood education in Western Uganda
Uganda’s ‘early exit’ language policy positions African languages ambiguously in public education provision. Runyoro-Rutooro and Runyankore-Rukiga are spoken in Western Uganda in public spaces where translanguaging happens as a matter of course. These languages are heard at pre-primary and lower primary levels but are superseded by English from primary grade 4. Teachers speak Rutooro, Rukiga and English to varying degrees but must negotiate the d…
Connecting families with schools
Increasing community and parental connection with schools is a widely advocated means of improving levels of student learning and the quality and accountability of education systems across South Asia. This paper draws on a mixed-methods study of accountability relations in education in the Indian states of Rajasthan and Bihar. It explores two questions: what formal platforms exist to enhance connections between socially disadvantaged families and…
The Social Contract and India's Right to Education
India's 2009 Right of Children to Free and Compulsory Education (RTE) Act presents an idealized social contract which assigns roles to multiple actors to uphold a mutual duty, or collective responsibility, to secure children's access to a quality school education. This article explores how the social contract assumed by the RTE Act misrepresents the conditions required to enact mutual responsibilities as well as actors' agreement to do so. Qualit…
Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia
In-country migration is widespread in South Asia, and the region hosts the world’s largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mob…
Education inclusion as a border regime
This paper extends and enriches debates on migration, borders and education by conceptualising education inclusion as a border regime. It applies a regime analysis to illustrate the borders of education inclusion for a community that migration studies have hitherto neglected: mobile pastoralists. It argues that education inclusion signifies a new form of social belonging and border crossing that many mobile pastoralists are undertaking, often pre…
Sustaining learner participation and progression through networked schooling
Note from the Chair
ISI recognition for Compare
On behalf of the British Association for International and Comparative Education I am delighted to pass on the excellent news that Compare: A Journal of Comparative and International Education has
Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’
Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across…
Michael J. Casimir (2010) Growing up in a Pastoral Society
Michael J. Casimir (2010) Growing up in a Pastoral Society: Socialisation among Pashtu Nomads in Western Afghanistan. Kolner Ethnologische Beitrage Heft 33. 88 pp. ISSN 1611-4531, http://kups.ub.uni-koeln.de/3046/1/Heft33_Casimir.pdf This booklet is a short, richly detailed and lavishly illustrated presentation and discussion of fieldwork conducted among the Pashtu in western Afghanistan in the late 1970s. Casimir, who is also editor of the K61ne…
Educating the poorest and ideas of poverty
Scaling-up successfully
Education and inclusion
Governments, donor agencies and other interested parties have long promoted the expansion and improvement of education systems as a means to foster more inclusive societies and a better quality of
Formal education and pastoralism in western India
The education exclusion of pastoralists is increasingly recognised as a critical area for attention in progress towards Education For All. This article sets out two interlinked propositions as to what underlies barriers to education inclusion for pastoralists in India: a conflation of 'education' with schooling; and ambiguity over whether pastoralism is a relevant contemporary livelihood. Taking an adverse incorporation and social exclusion persp…
Children as Decision Makers in Education
Since the UN Convention on the Rights of the Child, there has been an increasing recognition globally that children need to have more say in their education. Children as Decision Makers in Education looks at how children can actively participate in decision-making. It builds upon previous research into student voice and decision-making, citizenship education in the school curriculum and work with children as researchers. This insightful collectio…
Literacies and Discourses of Development Among the Rabaris of Kutch, India
This paper argues that how literacy intersects with notions of development is more complex than generally perceived by those who advocate ‘literacy’ as a development tool. Among the transhumant pastoralist Rabaris of Kutch in Western India, various forms of literacy are increasingly implicated in community development. In a context where Rabaris face the gradual erosion of their livelihood opportunities, literacy for adults is not associated with…
Working children and educational inclusion in Yemen
The Education of Nomadic Peoples
The education of nomadic peoples
Education of Nomadic Peoples
Educational provision for nomadic peoples is a highly complex, as well as controversial and emotive, issue. For centuries, nomadic peoples educated their children by passing on from generation to generation the socio-cultural and economic knowledge required to pursue their traditional occupations. But over the last few decades, nomadic peoples have had to contend with rapid changes to their ways of life, often as a consequence of global patterns …
Decentralisation to improve teacher quality? District Institutes of Education and Training in India
Decentralisation is often expected to improve democratic participation and empowerment, and improve government responsiveness to local needs. International experience demonstrates that striking the right balance between centralisation and decentralisation remains highly challenging, and that developing appropriate institutional capacity to discharge new responsibilities is difficult and often neglected – yet both are crucial to effective decentra…
Knowledge for teacher development in India
Researching the Implementation of Educational Policy
Misjudging the ease of policy implementation is recognised as one of the most common planning mistakes. If implementation is not planned and structured, effective management of change may give way to ad hoc adjustments and short-term strategies for coping, with a subsequent dilution of policy efficiency. Developing countries can ill afford the wasted resources that result, but little research attention has been directed at providing information a…
Nomads and Education For All
Migrants, and particularly nomads, are among the most marginalised social groups, and are widely excluded from educational provision, despite pledges of Education For All. The phenomenon of movement itself presents many challenges for both providers, and would-be users, of educational services. Around the world, the provision of education for nomads has reflected and been instrumental to particular stances on pastoral development. The links betwe…
Formal education and pastoralism in western India
The education exclusion of pastoralists is increasingly recognised as a critical area for attention in progress towards Education For All. This article sets out two interlinked propositions as to what underlies barriers to education inclusion for pastoralists in India: a conflation of 'education' with schooling; and ambiguity over whether pastoralism is a relevant contemporary livelihood. Taking an adverse incorporation and social exclusion persp…
Does mobility have to mean being hard to reach? Mobile pastoralists and education’s ‘terms of inclusion’
Nomadic groups are highly discriminated against in access to education services, and the 2010 Education For All Global Monitoring Report demanded urgent action to address their education deprivation. Mobile pastoralists, particularly, appear to be falling beyond the remit of migration studies in education, although they are among the most mobile people in the world. Pastoralists’ education inclusion has been promoted by models of provision across…
Knowledge for teacher development in India
Scaling-up successfully
Decentralisation to improve teacher quality? District Institutes of Education and Training in India
Decentralisation is often expected to improve democratic participation and empowerment, and improve government responsiveness to local needs. International experience demonstrates that striking the right balance between centralisation and decentralisation remains highly challenging, and that developing appropriate institutional capacity to discharge new responsibilities is difficult and often neglected – yet both are crucial to effective decentra…
Education is like wearing glasses
Primary teachers and policy innovation in India
Elementary Education in Rural India
Democratising Teacher Education Research in India
This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the me…
Left behind? Internally migrating children and the ontological crisis of formal education systems in South Asia
In-country migration is widespread in South Asia, and the region hosts the world’s largest number of out-of-school children. Yet the relationship between internal migration and inclusion in formal education has received only limited academic and policy attention. The Agenda 2030 pledge to leave no-one behind prompts us to argue that when it comes to migrating children, formal education systems in South Asia are in ontological crisis. Cases of mob…
Education and inclusion
Governments, donor agencies and other interested parties have long promoted the expansion and improvement of education systems as a means to foster more inclusive societies and a better quality of
Re-imagining a synchronous linguistic landscape of public and school uses of Runyoro-Rutooro and Runyankore-Rukiga in early childhood education in Western Uganda
Uganda’s ‘early exit’ language policy positions African languages ambiguously in public education provision. Runyoro-Rutooro and Runyankore-Rukiga are spoken in Western Uganda in public spaces where translanguaging happens as a matter of course. These languages are heard at pre-primary and lower primary levels but are superseded by English from primary grade 4. Teachers speak Rutooro, Rukiga and English to varying degrees but must negotiate the d…
The Social Contract and India's Right to Education
India's 2009 Right of Children to Free and Compulsory Education (RTE) Act presents an idealized social contract which assigns roles to multiple actors to uphold a mutual duty, or collective responsibility, to secure children's access to a quality school education. This article explores how the social contract assumed by the RTE Act misrepresents the conditions required to enact mutual responsibilities as well as actors' agreement to do so. Qualit…
Working children and educational inclusion in Yemen
Literacy for migrants
Literacy for Migrants
Education and the state
Operation blackboard
Enhancing visibility of local African languages in South Africa through learning to read
This article examines the visibility of an African language, isiZulu, in the public domain of education in South Africa. It explores synergies and disjunctures in language use and exposure for children across the continuum from home to ECD centre and early primary school, and how they affect children’s competence in reading in two languages by Grade 4. Our qualitative cross-sectional study finds isiZulu is visible in the homes, communities and at…
Educating the poorest and ideas of poverty
The Reflect Approach to Literacy
(1998). The REFLECT Approach to Literacy: some issues of method. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 75-92
The Demand for Education among the Rabaris of Kutch, West India
Education and the state
Operation blackboard
Primary teachers and policy innovation in India
The Demand for Education among the Rabaris of Kutch, West India
Literacy for migrants
Literacy for Migrants
Education is like wearing glasses
The Reflect Approach to Literacy
(1998). The REFLECT Approach to Literacy: some issues of method. Compare: A Journal of Comparative and International Education: Vol. 28, No. 1, pp. 75-92
Researching the Implementation of Educational Policy
Misjudging the ease of policy implementation is recognised as one of the most common planning mistakes. If implementation is not planned and structured, effective management of change may give way to ad hoc adjustments and short-term strategies for coping, with a subsequent dilution of policy efficiency. Developing countries can ill afford the wasted resources that result, but little research attention has been directed at providing information a…
Nomads and Education For All
Migrants, and particularly nomads, are among the most marginalised social groups, and are widely excluded from educational provision, despite pledges of Education For All. The phenomenon of movement itself presents many challenges for both providers, and would-be users, of educational services. Around the world, the provision of education for nomads has reflected and been instrumental to particular stances on pastoral development. The links betwe…
Elementary Education in Rural India
Democratising Teacher Education Research in India
This paper argues for the need to adopt a more participatory and research-based approach to teacher development in India. Drawing on the experiences of a participatory teacher educator development project in three States, we discuss processes of developing a democratically orientated qualitative research team to work with teachers and teacher educators, highlighting the interplay between their education and socialisation and the demands of the me…
Knowledge for teacher development in India
Decentralisation to improve teacher quality? District Institutes of Education and Training in India
Decentralisation is often expected to improve democratic participation and empowerment, and improve government responsiveness to local needs. International experience demonstrates that striking the right balance between centralisation and decentralisation remains highly challenging, and that developing appropriate institutional capacity to discharge new responsibilities is difficult and often neglected – yet both are crucial to effective decentra…
The Education of Nomadic Peoples
The education of nomadic peoples
Education of Nomadic Peoples
Educational provision for nomadic peoples is a highly complex, as well as controversial and emotive, issue. For centuries, nomadic peoples educated their children by passing on from generation to generation the socio-cultural and economic knowledge required to pursue their traditional occupations. But over the last few decades, nomadic peoples have had to contend with rapid changes to their ways of life, often as a consequence of global patterns …
Working children and educational inclusion in Yemen
Literacies and Discourses of Development Among the Rabaris of Kutch, India
This paper argues that how literacy intersects with notions of development is more complex than generally perceived by those who advocate ‘literacy’ as a development tool. Among the transhumant pastoralist Rabaris of Kutch in Western India, various forms of literacy are increasingly implicated in community development. In a context where Rabaris face the gradual erosion of their livelihood opportunities, literacy for adults is not associated with…
Children as Decision Makers in Education
Since the UN Convention on the Rights of the Child, there has been an increasing recognition globally that children need to have more say in their education. Children as Decision Makers in Education looks at how children can actively participate in decision-making. It builds upon previous research into student voice and decision-making, citizenship education in the school curriculum and work with children as researchers. This insightful collectio…
Michael J. Casimir (2010) Growing up in a Pastoral Society
Michael J. Casimir (2010) Growing up in a Pastoral Society: Socialisation among Pashtu Nomads in Western Afghanistan. Kolner Ethnologische Beitrage Heft 33. 88 pp. ISSN 1611-4531, http://kups.ub.uni-koeln.de/3046/1/Heft33_Casimir.pdf This booklet is a short, richly detailed and lavishly illustrated presentation and discussion of fieldwork conducted among the Pashtu in western Afghanistan in the late 1970s. Casimir, who is also editor of the K61ne…
Educating the poorest and ideas of poverty
Scaling-up successfully
Education and inclusion
Governments, donor agencies and other interested parties have long promoted the expansion and improvement of education systems as a means to foster more inclusive societies and a better quality of
Formal education and pastoralism in western India
The education exclusion of pastoralists is increasingly recognised as a critical area for attention in progress towards Education For All. This article sets out two interlinked propositions as to what underlies barriers to education inclusion for pastoralists in India: a conflation of 'education' with schooling; and ambiguity over whether pastoralism is a relevant contemporary livelihood. Taking an adverse incorporation and social exclusion persp…
Sociology (25 obras) · Political science (24 obras) · Economic growth (17 obras) · Economics (17 obras) · Geography (15 obras) · Global Educational Policies and Reforms (14 obras) · Social science (13 obras) · Poverty, Education, and Child Welfare (12 obras) · Psychology (12 obras) · Pedagogy (11 obras)