By Rille Raaper and Julie Rattray* This blog post aims to introduce our recently commenced Erasmus+ project titled  ‘Developing, Assessing and Validating Social Competences in Higher Education’ (DASCHE). The project is led by the Warsaw School of Economics in Poland and includes

My brain hurts. I have been reading Latour’s book An Inquiry into Modes of Existence (Latour, 2013, hereafter referred to as AIME) and I am almost exactly half-way through. Not just reading, exactly: I have been taking notes (there is always a

Marc Spooner and James McNinch write about their new edited book: Spooner & McNinch (2018) Dissident Knowledge in Higher Education (https://uofrpress.ca/Books/D/Dissident-Knowledge-in-Higher-Education) It is an exciting time of possibility as research approaches continue to be contested, disrupted, and broadened to include a wide

Is it possible to learn from the Other? This simple yet fundamental question for education is at the centre in my new book Decolonising Intercultural Education: Colonial Difference, the Geopolitics of Knowledge, and Inter-Epistemic Dialogue, available from Routledge in August this year.

By Anna Danielsson and Heather Mendick How can we explore how power operates in classrooms, looking at the power teachers hold through their social position alongside the flows of power between different actors? How can we understand how knowledge is intertwined with

Review of: Eric Toshalis (2015) Make Me! Understanding and Engaging Student Resistance in School, Cambridge, MA: Harvard Education Press. Books for children often celebrate the exploits of characters who resist or defy authority in some way. There’s Pippi Longstocking and her spirited