All Outputs (4)

Activism as technology of the posthuman self: towards a more relevant school (2024)
Journal Article
Barnard, M. (in press). Activism as technology of the posthuman self: towards a more relevant school. Educational Review, 1-19. https://doi.org/10.1080/00131911.2024.2383896

This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue... Read More about Activism as technology of the posthuman self: towards a more relevant school.

Textual space and its importance to school ethos and cultural pedagogy (2023)
Journal Article
Barnard, M. (2023). Textual space and its importance to school ethos and cultural pedagogy. English in Education, 57(3), 202-218. https://doi.org/10.1080/04250494.2023.2208163

This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the s... Read More about Textual space and its importance to school ethos and cultural pedagogy.

A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools (2022)
Journal Article
Barnard, M. (2022). A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools. Globalisation, Societies and Education, 1-13. https://doi.org/10.1080/14767724.2022.2115343

This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools – using England as a representative example – in an... Read More about A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools.

Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy. (2021)
Journal Article
Barnard. (2021). Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy. Journal of Education Policy, https://doi.org/10.1080/02680939.2021.1939423

This paper looks empirically at how the UK’s policy of securitisation within education impacts on the meso-level space of cultural ethos and pedagogy within two majority non-white secondary schools and one majority non-white further education college... Read More about Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy..