Top Picks – Unlocking Research Series Special

The fifth title [Expanding possibilities for inclusive learning] from the Unlocking Research Series has now been published and is available in our Education Ebooks Collection.*

*(Faculty of Education staff and students only)

The series is edited and includes chapters written by Faculty of Education members past and present, so a series not to be missed!

The series editors are:

James Biddulph
Headteacher, University of Cambridge Primary School

Julia Flutter
Former Academic Researcher, Faculty of Education

Added to our Equal & Inclusive Education section

Edited by Kristine Black-Hawkins

Black-Hawkins, K., & Grinham-Smith, A. (Eds.). (2022). Expanding possibilities for inclusive learning. Routledge.

Including chapters written by Faculty of Education members.

Chapter 1: Expanding inclusive learning in primary classrooms and schools
Kristine Black-Hawkins

Chapter 10: Leading inclusive practice
Pete Dudley

Added to our Primary Education, Pupil Voice / Perspectives and Teachers & Teaching sections

Edited by James Biddulph, Luke Rolls and Julia Flutter

Biddulph, J., Rolls, L., & Flutter, J. (Eds.). (2022). Unleashing children’s voices in democratic primary education. Routledge.

Including chapters written by Faculty of Education members past and present.

Chapter 2: Raising voices: Journeying towards a new democratic education
Julia Flutter and James Biddulph,

Chapter 4: Wilful strangers in a possible democracy
James Biddulph

Chapter 5: Fake news: Is developing critical literacies a waste of time?
Elena Natale

Chapter 10: Building cultural literacy through dialogue: Democracy at the heart of learning
Fiona Maine

Chapter 11: From polite agreement to passionate uncertainty‘Turning towards difference’ in Philosophy for Children (P4C) Lessons
Rupert Higham

Chapter 16: The superpower of the child: A movement for student agency from Riverside School, India
Julia Flutter

Added to our Primary Education and Creativity sections

Edited by Pam Burnard

Burnard, P., & Loughrey, M. (Eds.). (2022). Sculpting new creativities in primary education. Routledge.

Including chapters from Faculty of Education members.

Chapter 1: Creativities of change in primary education
Pam Burnard

Chapter 3: Storying the journey to new spaces of intercultural creative learning
James Biddulph and Pam Burnard

Chapter 12:‘What can be otherwise’ 1 : embodying a collective phronesis (or practical wisdom) for sculpting new creativities in primary education and beyond
Julia Flutter

Added to our Teachers & Teaching section

Edited by Luke Rolls (Assistant Head Teacher at the University of Cambridge Primary School)

Hargreaves, E., & Rolls, L. (Eds.). (2020). Reimagining professional development in the primary school. Routledge.

Including chapters written by Faculty of Education members.

Chapter 8: Teachers as ‘natural experimenters’ : Using T-SEDA to develop classroom dialogue
Ruth Kershner and Sara Hennessy

Chapter 10: Teachers as writers
John-Mark Winstanley

Chapter 12: Creative ways of learning: Using therapeutic arts to inspire professional learning
James Biddulph

Added to our Primary Education and Curriculum sections

Edited by James Biddulph and Julia Flutter

Biddulph, J., & Flutter, J. (Eds.). (2020). Inspiring primary curriculum design. Routledge.

Including chapters written by Faculty of Education members past and present.

Chapter 2: Considering the Possibilities
James Biddulph and Julia Flutter

Chapter 3: Nurturing Compassionate Citizens of The Future: Weaving Together Pedagogy and Curriculum
Penny Coltman and Luke Rolls

Chapter 4: Rethinking Spaces for Learning: Designing A Curriculum with Freedom and Flexibility at its Heart
John-Mark Winstanley and Jane Warwick

Chapter 5: “Why do I have to sit down?”: Designing an Age-Appropriate Curriculum for Children in Year One
Harriet Rhodes

Chapter 7: Knowing About and Acting Globally in Everyday Classrooms
Susan Lee Robertson and Ana Mocanu

Chapter 9: No Mountain High Enough: Using Music to Raise Academic Achievement
Phil Kirkman

Chapter 11: Oracy and the primary curriculum: what does research tell us?
Neil Mercer

Chapter 12: Unlocking Research: To New Possibilities
James Biddulph and Julia Flutter

New in the Library – Top Picks – Early Childhood Education

Newly added to the Early Childhood Education section of our Education Ebooks Collection*,

*(Faculty of Education staff and students only)

Remember, never miss a newly purchased ebook title again by checking the Recently Purchased Ebook icon on your Library Moodle site and also taking a look at the subject specific sections in the Education Ebooks Collection.

Seaman, S. (2022). The muddy puddle teacher : A playful way to create an outdoor early years curriculum. Featherstone

Quirk, S., & Pettett, V. (2021). Let me be five : Implementing a play-based curriculum in year 1 and beyond. Routledge

Clark, A., Kjørholt, A. T., & Moss, P. (Eds.). (2005). Beyond listening: Children’s perspectives on early childhood services. Policy Press.

Stead, J., & Sabharwal, R. (2018). Learning without fear : A practical toolkit for developing growth mindset in the early years and primary classroom. Crown House Publishing

O’Sullivan, J., & Sakr, M. (2022). Social leadership in early childhood education : An introduction. Bloomsbury.

Bance, L. (2012). Music for early learning : Songs and musical activities to support children’s development. Routledge.

Young, S. (2018). Critical new perspectives on early childhood music : Young children engaging and learning through music. Routledge

Please see the Top Picks Music Education Special blog post and the  Music Education section for more Music titles recently added to the Education Ebook Collection.

New in the Library – Top Picks – Music Education Special

Newly added to the Music Education section of our Education Ebooks Collection*, these titles will be music to your ears!

*(Faculty of Education staff and students only)

Remember, never miss a newly purchased ebook title again by checking the Recently Purchased Ebook icon on your Library Moodle site and also taking a look at the subject specific sections in the Education Ebooks Collection.

Bance, L. (2012). Music for early learning : Songs and musical activities to support children’s development. Routledge.

Wilson, S. (2021). New music and the crises of materiality : Sounding bodies and objects in late modernity.Routledge

Young, S. (2018). Critical new perspectives on early childhood music : Young children engaging and learning through music. Routledge

Philpott, C., & Cooke, C. (Eds.). (2023). A practical guide to teaching music in the secondary school (2nd ed.). Routledge.

Huhtinen-Hildén, L., & Pitt, J. (2018). Taking a learner-centred approach to music education : Pedagogical pathways. Routledge

Presenting our Faculty Publications – Michaelmas Medley

Come along to our un-be-leaf-able Education Ebook Collection* with its browsable ‘shelves’ searchable by subject, author or title making it easy to select your must have reads. *(Faculty of Education staff and students only)

Firstly, let us take you to the Art & Arts Education / Holistic Education / Learning / Teaching Styles & Methods sections, with a publication that includes a chapter by Shawn Bullock.

Kumar, A., Pinar, W. F., & Podolski, A. G. (Eds.). (2022). Engaging with meditative inquiry in teaching, learning, and research: Realizing transformative potentials in diverse contexts. Routledge.

Chapter 4: Martial Arts as Meditative Inquiry (pp. 47-61) written by Shawn Bullock

Dr. Ashwani Kumar is a philosopher who has challenged and extended much of the literature that explores the intersections between contemplative practices, inquiry, mindfulness, and education. In particular, he is known for developing the concept of meditative inquiry (Kumar, 2013) in educational practice. I was pleased to be invited to contribute to his edited volume, which was among the most engaging collaborative experiences of my career. Each of the authors was asked to consider their own work in light of Kumar’s ideas and my own contribution uses meditative inquiry as a lens for developing and extending my existing work on how a lifetime of involvement in martial arts has affected my philosophies of learning and teaching. Shawn Bullock.

Next we visit the Childrens Literature Criticism section with A companion to children’s literature edited by Karen Coats

Coats, K., Stevenson, D., & Yenika-Agbaw, V. S. (Eds.). (2022). A companion to children’s literature. Wiley.

The body of academic research in children’s literature has exploded in recent decades, making a comprehensive study of the field impossible. What is distinctive about this Companion is its approach to the history of literature for children. Separate essays by established and new researchers discuss how the various genres of modern children’s literature, including nonfiction, novels, poetry, picturebooks, and folk literature have evolved from the eighteenth century to present, each with attention to the diversity within Anglophone contexts. In addition, the volume includes essays that introduce some of the most up-to-date critical and analytical approaches in the study of children’s literature. There are gaps and omissions, of course, but the essays are meant to inspire and point to areas of future research by giving scholars a solid ground upon which to build as we continue to ask new and important questions about the literature we share with children. Karen Coats

Our next stop is in the Classics section with a book written by Steven Hunt

Hunt, S. (2022). Teaching Latin: Contexts, theories, practices. Bloomsbury.

In this book I wanted to explore more fully how we teachers of Latin might use what we know from research in second language development in our own classrooms. I recognize that learning outcomes for Latin teaching differ from those in the modern languages classroom. But I don’t think we ought to dismiss some fifty years of research out of hand. By going back to the four skills of listening, reading, speaking and writing I hope that readers might find good evidence for including activities which promote these skills as a means of helping students improve their Latin language usage and thereby develop their Latin language knowledge.  Steven Hunt

Our final Ebook in this selection takes us to the Education in Asia and Teachers & Teaching sections with a publication that includes chapters from Liz Maber.

Khine, M. S., & Liu, Y. (Eds.). (2022). Handbook of research on teacher education: Innovations and practices in Asia. Springer.

Chapter 43: The Precarious Politics of Teacher Education in Myanmar (pp. 847-863) written by Liz Maber

The precarious politics of teacher education in Myanmar’ is a result of long-standing research collaborations between Elizabeth Maber, Khin Mar Aung, Hla Win May Oo and May May Win. The chapter brings together our perspectives as four scholars of education policy and implementation within Myanmar, and our experiences as consultant in the reform process, teacher educator and teacher to reflect on the reforms and shifts we have witnessed over the last ten years. This wasn’t the chapter that we had intended to write when we were first invited to contribute to the new Handbook of Research on Teacher Education, however the military coup of February 2021 changed the priorities of our work as it has changed so much in the lives of people in Myanmar. Instead of conducting any new empirical work we instead focused our reflections on the changing position of teachers and teacher educators in response to the two recent crises of the COVID-19 pandemic and the military coup, drawing attention to the shifting expectations of teachers and their roles. We suggest that these dual crises have tested the prominent policy narratives of teachers as future-oriented leaders of ‘21st century skills’ and as loyal servants of the state revealing the shallowness of both discourses as well as their incompatibility. Instead, many teachers and teacher educators are stepping into a new social role and aligning themselves firmly with students and communities in seeking to safeguard students’ futures along renegotiated lines. These shifting positions and frictions reflect the complex realities of teacher identities and alignments and are likely to have a lasting impact on the education system. Liz Maber

In case you missed our Rebellious Research – Special edition post, here is an additional insight into:

Burnard, P., Mackinlay, E., Rousell, D., & Dragovic, T. (Eds.). (2022). Doing rebellious research: In and beyond the academy. Brill.

Chapter 19 Critical Openings in Leading Rebelliously (pp. 355–372) written by Tatjana Dragovic

My Chapter focuses on Critical Openings in Leading Rebelliously and “invites us to dive into lived and rebellious expereinces of leaders around the world in and beyond the academy, to get in there, to listen and follow, to keep asking questions and not know, to be present and to trust. And more than that, this chapter invites us to be aware of our own conscious and unconscious images that we already hold of leadership in order to disrupt them.”

The Chapter presents the extracts from my research on leadership around the world. The vignettes included here are snapshots of talks, interviews, focus groups, feedback sessions, workshop interactions, walk-throughs and correspondence with 1800+ leaders from diverse sectors, regions and professional fields. Business and academic coaching sessions notes have not been included for confidentiality reasons. Each group of leaders (12-16 in a group) has gone through a three-year leadership development programme.” At the end of each year, the groups were given creative tasks to express their individual, team or organisational identities, values etc. Their creative ‘products’ are included in the chapter.
Tatjana Dragovic

This publication can be found in the Academic Writing & Study Support / Research Methods and Arts-Based Research sections of our Education Ebooks Collection.

Take a look at the Rebellious Research – Special edition post for brief introductions to all chapters written by Faculty of Education staff and students.

Never miss a newly purchased ebook title again by checking the Recently Purchased Ebook icon on your Library Moodle site and also taking a look at the subject specific sections on the Education Ebooks Collection.

UKLA Titles are here in our Library Living Room

Come to the Library Living Room and take a look at the UKLA Shortlist display of all the titles in the 3-6, 7-10 and the 11-14+ categories.

3-6 Age group

7-10+ Age group

11-14+ Age group

Discover more wonders in the Fiction section of our Education Ebooks Collection and via the Children’s Literature Collections at Cambridge Guide.

Presenting our Faculty Publications – “Rebellious Research” Special Feature

With contributing authors from our fantastic Faculty this is a publication not to be missed. Available in print in the Education Faculty Library or as an ebook to read wherever you are, from our Education Ebook Collection, in the following sections:

Academic Writing & Study Support
Research Methods
Arts-Based Research

Burnard, P., Mackinlay, E., Rousell, D., & Dragovic, T. (Eds.). (2022). Doing rebellious research: In and beyond the academy. Brill.

Thanks to Pam Burnard for collating the following brief introductions to those chapters written by Faculty of Education staff and students.

Chapter 1: Critical openings in performing transdisciplinary research as/in rebellion by Pamela Burnard (Faculty of Education, University of Cambridge)

This chapter explores ways that transgress disciplinary boundaries. It invites the reader into a generative space from which to research and write while performing rebelliously beyond intersections of scientific and artistic ways of knowing and being with(in) the world.

Chapter 3: Performing inclusion dialogically through Bakhtinian-style songwriting by Mary Earl (Faculty of Education, PGCE lecturer) and Jennie Francis (Faculty of Education, PGCE Lecturer)

This chapter is a story about three encounters of these co authors and their ‘conversations’ about Bhaktin. One encounter is between a music teacher (who saw herself at the time as being unconvinced and unconvincing within her official school role) and a new version of herself which was revealed inside song writing. This utterly surprising encounter gave her fresh confidence in her ability to find the right words, the right moves, the right attentiveness (back by the right musical and ethical convictions) to se t the stage for the students who in turn surprise themselves with the joy of creating songs that reveal new versions of themselves too. The power of these multi=faceted encounters and conversations and their embodiment are discussed in conversation with Bhaktin.

Chapter 9: Performing the ethics of chat and shared work in the ‘Zoom-i-Verse’: Claiming authorship by Eleanor Ryan (Faculty of Education, 2^nd Year PhD candidate) and Naomi Lee McCarthy (PhD Candidate in Humanities and Communication Arts, Western Sydney University)

What are the rebellious worlding potentials of the Zoom-Room in Higher Education Arts Research and Pedagogy? Utilising our experiences as members of an Arts and Creativities Research Group which organised monthly on-line performing research events, we think through the potentialities and pitfalls of the Zoom-Room as a site of rebellion against the performance of neo-liberal subjectivities in research production and dissemination. These monthly events invited performers to use the Zoom-Room as an experimental platform to perform research in unexpected and rebellious ways.

Chapter 12: Twin stars: Circling with the trouble of co-diffraction? Nurturing permission to imagine together rebelliously in a doctoral peer learning environment by Portia Ungley (Faculty of Education, EdD 5^th year candidate ) and Kieran Sheehan

This chapter treads the path of the rebellious academic by creatively capturing the relationship formed between the authors as an example of pedagogic space that resists advanced capitalist notions and neo-liberal agendas of performativity and competition, giving one another permission to diffract and co-produce. We have chosen the metaphor of twin stars to help embody the reader within our connection, a shared creative anatomy; we invite a joining of this process of notice, noticing, speculative wondering. The chapter is looking through the planetary alignments and focusing on the Deleuzian ‘node’ that is forming, daring to name it research. The process of star formation is threaded through the chapter to help re-turn us to the Baradian intra-action, entanglement and assembled situated pedagogic space.

Chapter 13: Don’t just do something…stand there!: Two women dance their academic trajectories by Simone Eringfeld (Cambridge PhD student) and Professor Hilary Cremin (Faculty of Education, University of Cambridge)

Two women are dancing. Together yet apart. Dancing their academic trajectories. Hilary, a senior academic, and Simone, an early career researcher, stand opposite each other, next to each other, behind each other, then with each other and again opposite each other. Circling round each other, moving in and away, connecting and disconnecting, understanding and misunderstanding each other’s motions. Investigating, shyly but surely, both carefully and brutally. Testing the water, building confidence, gaining momentum. Slowly, trust enters the conversation. Daringly, the movements become bigger. A sense of precarious calm creeps up. Gestures gradually grow, as the two women gesticulate their hopes and fears for the future of academia, embodying stories of possible change. Together, they inhabit this space of ambiguity, of vulnerability. Wishes for the future of academia are followed up by fears that nothing will ever change. What does resistance look like within the space of the University? What does it mean to be a ‘rebel’ or to do ‘rebellious research’?

Chapter 16: The heart of research: Diffractive writing and performance methodologies for artistic research by Associate Professor Annouchka Bayley (Faculty of Education, University of Cambridge)

This chapter addresses how diffraction as a methodology emerging in posthuman and new materialist genres of research can inform and underpin rebellious artistic research practices in the academy.  Speaking from an entanglement of research identities: scholar/performer/writer/director, in this chapter I work with different epistemic positions to investigate the heart of research – affective, performative and diffractive modalities that inform and underpin critical thinking, but that are usually rendered invisible when presenting academic research.

Chapter 17: Surfacing the image-inary: Exchanging sensations of time through art, media, and pedagogy by Trisha Macrae, David Rousell, and Portia Ungley (Faculty of Education, EdD 5^th year candidate)

The chapter explores how immersive arts and media can entangle, layer and modulate our experiences and sensations of time. We seek new latent potentials that can arise from immersive artistic practices to create new performative research methodologies. 

Our approach explores how the surfaces of immersive artworks and media spaces can evoke and carry affects that are dynamic and polytemporal, with the potential to hold and project, contain and inscribe, circulate and capture nuanced social, cultural and political feelings.  We explore how and why these mediated surfaces have this potential to speak to, with, and through us.

Chapter 19: Critical openings in leading rebelliously by Tatjana Dragovic (Faculty of Education, EdD Research Community Facilitator)

This introductory chapter to Part 4 Rebellious Leadership Leading Differently invites us to dive into lived and rebellious experiences of leaders around the world in and beyond the academy, to get in there, to listen and follow, to keep asking questions and not know, to be present and to trust. And more than that, this chapter invites us to be aware of our own conscious and unconscious images (what might those be?) that we already hold of leadership in order to disrupt them (why do that?).

Donation to our Library Living Room – Conversations on Children’s Literature in Cambridge

Xia, Zhao, et al., Everything is Related to Childhood: Conversations on Children’s Literature in Cambridge, Beijing: China Children’s Press & Publication Group, 2022.

The Education Library Team would like to thank Xia Zhao for the kind donation of her new book in which Xia has published interviews on children’s literature she had with scholars in and out of China as well as the academic speeches she gave whilst a visiting scholar at the Centre for Research in Children’s Literature between October 2019-2020.

Xia interviewed scholars Joe Sutliff Sanders, Karen Coats, Helen Wang, Rong Yu, Frances Weightman, and Jianyin Li, and covered topics including the current trend of children’s literature writing and study, nonfiction for children, children’s literature translation, Chinese picture books, and children’s literature and language teaching.

The articles are arranged in chronological order and have been published in various journals including, Journal of Literature and Art (Chinese), Journal of Literature (Chinese), China Reading Weekly (Chinese), Selection of Children’s Literature (Chinese), Picture Book and Education(Chinese), Zhejiang Writers (Chinese), Writing Chinese: A Journal of Contemporary Sinophone Literature (English).

Contents of this book (Translated by the author, the text of this book is in Chinese)

Part 1

Interview with Joe Sutliff Sanders

Knowledge, Honesty and Literariness: Conversation on nonfiction for children

Interviews with Karen Coats

The Meaning of the “Weirdness”: Conversation on the new trend of western children’s literature writing and criticism

Reflections on Cultural Study and Rethinking about Aesthetic Study: Conversation on the current state and trend of western children’s literature study

Interviews with Rong Yu

From Writer, Illustrator to Picture Book Author: Conversation on the art of picture books

Exploring the Fusion of Traditional Cultural Elements and the Art of Picture Book: Conversation on the creation of contemporary Chinese picture books

Interview with Frances Weightman

Everything is Related to Childhood: Conversation on the translation, criticism and reading of children’s literature

Interview with Jianyin Li

“I believe there exists an unreplaceable insightful and aesthetic power in children’s

literature”: Conversation on the writing and value of children’s literature

Interview with Joe Sutliff Sanders

Child Perspective, Power Differential and Gender Roles: Conversation on the Chinese picture book A New Year’s Reunion

Interview with Helen Wang

The Dilemma and Challenge of Translation: Conversation on the translation, creation and reception of Chinese children’s literature

“I want to ask about your life story”: Conversation on Chinese and Western children’s literature writing, study, and communication

Part 2

Western Children’s Literature Theory and Criticism: The Use of a Conceptual Perspective

Speech given at the Centre for Research in Children’s Literature at Cambridge, Faculty of Education, University of Cambridge

Chinese Children’s Literature and Chinese Language Teaching

Speech given at the Opening Plenary of the UCL IOE 17th Annual Chinese Teaching Conference

Some Trends and Problems of Contemporary Chinese Children’s Literature Writing

Speech given at the The Leeds Centre for New Chinese Writing, University of Leeds

Education Ebooks Collection – TOP PICKS – Pedagogy of the Oppressed

The wait is over and now you can find the Ebook of Pedagogy of the Oppressed in our Education Ebooks Collection.

Freire, P. (2014). Pedagogy of the Oppressed (M. B. Ramos, Trans.; 30th anniversary edition.). Bloomsbury.

Check out the Paulo Freire section of the Education Ebooks Collection for a selection of other titles.

Why not take a look at the Ebooks available by other Key Figures in Education to be found in our Education Ebooks Collection.

Presenting our Faculty Publications – Easter Special

Hop along and let us take you on our Easter egg hunt amongst our Education Ebooks Collection to discover more about some of the latest Faculty publications that have been recently added.

Recently added to our Education Ebooks Collection we have a title that can be found in the Classics section, which includes a chapter by Frances Foster:

O’Neill, J., R., & Rigoni, A. (Eds.). (2022). The Aeneid and the modern world: Interdisciplinary perspectives on Vergil’s epic in the 20th and 21st centuries. Routledge.

Chapter 12: The Aeneid for the next generation: An empirical study (pp. 233-246) written by Frances Foster

Read more about this publication in the Faculty of Education News: Virgil may have the edge on English poets in helping students to love literature (even when studied in bits)

Another recent purchase to our Education Ebooks Collection is this title in the Poverty, Literacy Education, and Socio-economic Status & Education sections, which includes a chapter written by Laura Cashman, and Ricardo Sabates:

Tussey, J. & Haas, L. (Eds.). (2021) Poverty impacts on literacy education. IGI Global.

Chapter 8: Improving literacy outcomes for disadvantaged girls through empowerment: the case of Siyani Sahelian programme in Pakistan written by Laura Cashman and Ricardo Sabates: 

Great news! This chapter is freely available from the University’s Repository, Apollo. Read more about this chapter in our Open Access Special.

Finally, not to be missed but in case you did, take a look at this title, written by Linda Fisher, Karen Forbes and Yongcan Liu:

Evans, M., Schneider, C., Arnot, M., Fisher, L., Forbes, K., Liu, Y., & Welply, O. (2020). Language development and social integration of students with English as an additional language. Cambridge University Press.

Added to the following sections of the Education Ebooks Collection:

Second Language Teaching
Learning
Multicultural Education
Equal & Inclusive Education
Refugee Children
Asylum & Migration 

Never miss a newly purchased ebook title again by checking the Recently Purchased Ebook icon on your Library Moodle site and also taking a look at the subject specific sections on the Education Ebooks Collection.

Top Tips – Finding books & articles

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Available 24/7 via the Finding Books & Articles icon on the Library Moodle Site, this troubleshooting tool has been created as a step-by-step walkthrough of how to access a book or articles.

Start by selecting the relevant orange box and follow the advice until you find what you need.

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