Research
You will find a complete range of our monographs, muti-authored and edited works including peer-reviewed, original scholarly research across the social sciences and aligned disciplines. We publish long and short form research and you can browse the complete Bristol University Press and Policy Press archive.
Policy Press also publishes policy reviews and polemic work which aim to challenge policy and practice in certain fields. These books have a practitioner in mind and are practical, accessible in style, as well as being academically sound and referenced.
Books: Research
You are looking at 1 - 10 of 78 items for :
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Bringing concepts from critical transitional justice and peacebuilding into dialogue with education, this book examines the challenges youth and their teachers face in the post-conflict settings of Bougainville and Solomon Islands.
Youth in these places must reconcile with the violent past of their parents’ generation while also learning how to live with people once on opposing ‘sides.’ This book traces how students and their teachers form connections to the past and each other that cut through the forces that might divide them. The findings illustrate novel ways to think about the potential for education to assist post-conflict recovery.
Education for Sustainable Development (ESD) is recurrently depicted as an enterprise that unites humanity in a common pursuit of a more just and sustainable world. But how is this enterprise pursued on a planet that is enormously unequal? Drawing on biopolitical theory and rich empirical data from different contexts around the world, this book explores how ESD is unpacked depending on whether people are rich or poor.
The book demonstrates how ESD is adapted to the lifestyles and living conditions of different populations. The implication of this depoliticized sensitivity to local ‘realities’, the book argues, is that inequality becomes accommodated and that different responsibilities are assigned to rich and poor. Ultimately, the book considers alternatives to this biopolitical divide.
This book provides an important lens for understanding how interlocking humanitarian crises caused by armed conflict, natural disasters, forced displacement and, more recently, a global health pandemic have adversely impacted teaching and learning.
It brings together evidence from multiple, diverse research-practice partnerships in seven countries: the Democratic Republic of the Congo, Ethiopia, Niger, Somalia, South Sudan, Tanzania and Uganda. The authors provide a clear account of the key academic, policy and practice questions on education in crisis contexts and consider our capacity to develop just and resilient education systems.
This innovative interdisciplinary collection confronts the worldwide challenge of women's under-representation in science through an interrogation of the field of physics and its gender imbalance.
Leading physicists and sociologists from across Europe collaborate to adopt a comparative approach. They draw on theoretical perspectives and empirical evidence to explore the reasons behind low participation levels, from entering the field to sustaining a career, emphasising the importance of social perspectives over biological explanations.
Evaluating policy solutions implemented in various European contexts, this book offers key insights into the world of women physicists and sheds light on their life stories.
This collection offers a unique exploration of critical racial literacy and anti-racist praxis in Australia’s educational landscape. Combining critical race and Indigenous theories and perspectives, contributors articulate a decolonial liberatory imperative for our times. In an age when ‘decolonization’ has become a buzzword, the book demystifies ‘critical anti-racism praxis,’ advocating for critical and multidisciplinary approaches.
Educators from a range of disciplines including Law, Indigenous Studies, Health, Sociology, Policy and the Arts collectively share compelling stories of educating on race, racism and anti-racism, offering strategies that can be put into practice in classrooms, activism and structural reforms.
This book invites us to consider the profound impact that poetry can have in shaping personal and professional development in a higher education setting.
Suitable for educators, learners, and practitioners, it offers a transformative learning approach in using poetry for teaching, assessment, research, and reflection. The book includes diverse examples, case studies, and practical exercises, demonstrating poetry's application in personal and professional development in a higher education setting.
Each chapter guides readers through these processes, empowering them to integrate poetry into their own teaching and learning practices in a way that is creative, inclusive, and impactful.
This collection shifts the focus of higher education research away from the traditional urban centre and onto small island contexts across the world. Introducing the small island as a context for higher education delivery this book extends beyond the existing literature on higher education in small states, arguing for the value specifically of the small island as a conceptual frame for exploring multiscalar dynamics between global, national and local contexts in higher education provision. Drawing on examples from around the world, the book identifies how the small island opens critical questions relevant to higher education scholarship much more widely about the purposes and functions of higher education especially in relation to national, regional and local development, as well as questions about specific issues in higher education such as quality and management. The insights offered by the contributions in this book will be relevant to higher education scholars as well as scholars in the field of island studies, and especially those concerned with the relationship of higher education provision to regional and island development.
Despite a mass expansion of the higher education sector in the UK since the 1960s, young people from socio-economically disadvantaged backgrounds remain less likely to enter university than their advantaged counterparts.
Drawing on unique new research gathered from three contrasting secondary schools in England, including interviews with children from three year groups and careers advisors, this book explores the aspirations, opportunities and experiences of young people from different social-class backgrounds against a backdrop of continuing inequalities in education.
By focusing both on the stories of young people and the schools themselves, the book sheds light on the institutional structures and practices that render young people more, or less, able to pursue their aspirations.
Viv Ellis, Lauren Gatti and Warwick Mansell present a unique and international analysis of teacher education policy.
Adopting a political economy perspective, this distinctive text provides a comparative analysis of three contrasting welfare state models – the US, England and Norway – following the 2008 Global Financial Crisis (GFC). Arguing that a new political economy of teacher education began to emerge in the decade following the GFC, the authors explore key concepts in education privatisation and examine the increasingly important role of shadow state enterprises in some jurisdictions.
This topical text demonstrates the potential of a political economy approach when analysing education policies regarding pre-service teacher education and continuing professional development.
The field of education policy research is a dense, crowded space owing to its complicated relationship to different intellectual histories and the influence of various ontologies or ‘turns’. To aid comprehension and clarity, this book describes the history, contribution and application of over 90 keywords in the field of education policy research. It is designed as a reference, learning and teaching tool to assist students, educators and researchers with:
• complex learning and teaching;
• wider and background reading and knowledge building;
• critical scholarship and research;
• interdisciplinary thinking and writing;
• theory development and application.
