Possibilities and priorities for IJED in times of uncertainty: A 40th anniversary analysis

Crossley, Michael W; King, Kenneth; McGrath, Simon; Watson, Keith

doi:10.1016/j.ijedudev.2020.102283

Cited by 3 publications

(3 citation statements)

References 36 publications

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“…The year 2020 has brought unprecedented challenges for the international community, which will have serious consequences in all sectors of society for future generations. The direct impact of Covid-19 has hindered the development of education at all levels and around the world and has generated new problems to be solved ( Crossley et al, 2020 ), and yet before the pandemic, the World Bank announced a "learning crisis" on the basis of data showing how many young people do not achieve minimum learning standards ( Lewin, 2020 ).…”

Section: Discussionmentioning

confidence: 99%

Educating students during a pandemic in the light of research

Saienko

Kowalski

2021

International Journal of Educational Development

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The topic of this article is the research that was carried out at the Opole University of Management and Administration during the pandemic. The aim of the research was to answer the question whether and to what extent the COVID-19 pandemic affected the completion of studies by students of the Opole University of Management and Administration. The analysis included the assessment of students from the last semester in the academic year 2018/2019 (before the COVID-19 pandemic) and 2019/2020 (during the COVID-19 pandemic), as well as the results from the diploma examination, the coefficient of similarity of the works to others in the uniform anti-plagiarism system and the planned date of taking the final examination. The research was conducted using the data analysis method. The results showed that the students who were supposed to graduate in the time when the pandemic started, much more often than their predecessors did not take the final examination and were not able to finish writing their diploma papers. Additionally, they had lower grades in their practical subjects.

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Section: Discussionmentioning

confidence: 99%

Educating students during a pandemic in the light of research

Saienko

Kowalski

2021

International Journal of Educational Development

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“…And those wishing to deepen their understanding of the evolution of the broader field of education and international development, from which some of those course materials derive, can glean much from related books and journal special issues. In some of these, the varying histories offered by a range of scholars -even when writing in broadly similar time periods -underline the diversity and disparateness of the field (for examples, see Crossley andJarvis, 2000, 2001;Crossley and Watson, 2003;Crossley et al, 2020;Davidson et al, 2020;Evans and Robinson-Pant, 2010;Grant, 1977).…”

Section: Curriculummentioning

confidence: 99%

Challenging times: a contribution to the history of ‘Education, decolonisation and international development at the Institute of Education (London)’

Little,

Crossley,

Williams

et al. 2023

Lond. Rev. Educ.

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This article contributes to a preliminary historical and decolonial analysis of teaching and research in the field of education and international development at the UCL Institute of Education. The preliminary analysis, published as ‘Education, decolonisation and international development at the Institute of Education (London): a historical analysis’ by Elaine Unterhalter and Laila Kadiwal, appeared in the Special 120th Anniversary Issue of London Review of Education. That article and our response to it focus on the work of the Centre for Education and International Development, and its preceding organisational forms from 1927 onwards. In a responsive critique, we consider the evidence, methods, analysis and conclusions offered by Unterhalter and Kadiwal and identify a wide range of additional material on curriculum, staff, students and international partnerships that will be of value to future historians. Contemporary decolonial analysis is important for interpreting the history and for the future positioning of the Centre for Education and International Development, and the wider field of study. We conclude by identifying challenges for ongoing work in this area.

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“…Scenes of student protests have drawn attention to the dual threats of changing climate patterns and unsustainable human consumption (Bangay and Blum, 2010). Meanwhile, the COVID-19 pandemic has impacted populations around the world, closing schools, prompting new approaches to teaching and learning, and widening existing social inequalities (Crossley et al, 2020;Kaffenberger, 2021).…”

Section: Introductionmentioning

confidence: 99%

Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools

Bayley

2022

International Journal of Educational Development

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Possibilities and priorities for IJED in times of uncertainty: A 40th anniversary analysis

Abstract: This article reflects upon the history of the Journal, its evolving nature and rationale and upon possibilities and priorities for the future in what are uncertain times for all.

Cited by 3 publications

References 36 publications

Educating students during a pandemic in the light of research

Educating students during a pandemic in the light of research

Challenging times: a contribution to the history of ‘Education, decolonisation and international development at the Institute of Education (London)’

Learning for adaptation and 21st-century skills: Evidence of pupils’ flexibility in Rwandan primary schools

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