Take a wander through some of our most recent publications from our Education Faculty members.
We start with an exciting new publication edited by Pam Burnard which can be found in print with the classmark 029/6 BUR and as an ebook in the Education Ebooks Collection in the following sections:
* Academic Writing & Study Skills
* Art & Arts Education
* Arts-Based Research (subsection of above)
* Research Methods
Burnard, P., & Mackinlay, E. (Eds.). (2025). Eruptive research: Changing landscapes on research in teaching and learning. Brill.
This volume aims to push against the dominant intellectual research traditions that limit what research in teaching and learning can be. Contributors offer multiple ways in which we can re-imagine research in teaching and learning: using visual essays, poetic inquiry, cartographic assemblages and feminist ontologies that reveal how humanities, social science research and artfulness are creatively interconnected. Audacious research practices range from non-linear, sensory and affective research, featuring human and non-human agency and interconnectivity, to the rapturous performance of thinking with and through poetic, political and visual engagement on research in teaching and learning.
The contributing authors in this volume embrace the potential for eruption as an opportunity to ‘unbuild walls’ and follow the ‘doubled practices’ laid out by Patti Lather (2001) to work the ruins (after St. Pierre & Pillow, 2000) within and against the dominant research, teaching and learning paradigms. The binaries and oppositions that continue to divide us (such as mind–body, male–female, nature–culture, theory–practice, logic–emotion and product–process) no longer work for us as researchers of teaching and learning.
In this book, we recognise that conventional educational paradigms often stifle the co-authoring of new creativities by reinforcing hierarchical structures that impede genuine learning, growth and change. We are no longer willing to conform, so we deploy various artistic and scientific registers grounded in critical reflection to shatter the traditional institutional ‘yoke and censor’ (p. 885). We also feel an urgency to foster dynamic research, teaching and learning environments where diverse creativities lead to innovative practices that can flourish, where uncertainty is valued alongside multiplicities of voices and experiences.
Pam Burnard
Next we head to a Classics Open Access ebook with a chapter written by Frances Foster.
Korobili, G., & Tieleman, T. (Eds.). (2026). Meteorology beyond borders: Ancient and modern reflections. Brill.
Chapter 18: Floods and fires: A treacherous journey to Gaul. (pp. 387-408). Written by Frances Foster.
Read more about this chapter on the publisher’s page: Abstract for chapter 18
Another Open Access publication to introduce is from Tyler Denmead which can be found in print with the classmark 371/96 DEN and as an ebook in the Education Ebooks Collection in the following sections:
* Colonial/Postcolonial/Decolonial Studies
* Race/Race & Education
* Sociology of Education
Denmead, T., & Shareef, A. (2026). Rethinking critical race theory: Education against elimination in a time of genocide. Palgrave.
We wrote this book with the hope of making several important contributions to critical race studies in education. First, we set out to challenge the tendency to use critical race theory within national contexts without taking account of a global perspective on race and racism. Second, we wanted to show how critical race theory can be used beyond the U.S. context (where it originated) to account for global racialized social system. Third, we wanted to demonstrate how this approach can explain how local and national educational systems and practices are implicated in reproducing a global system of White supremacy. For example, nation-states turn to education to vie for a stronger political and economic position within this system through the regulation, expulsion, and elimination of elements that are deemed to be antagonistic to whiteness. To illustrate, we show how the Global War on Terror has implicated educational systems throughout the world in constructing Islam, Muslims, and Muslim-adjacent people as inferior, immature, dangerous, and incompatible with the modern world. We hope this theory can support the formation of transnational political solidarities through education that dismantle such policies and frameworks.
Tyler Denmead
Tyler has also written two recent articles which are both available through the University Repository Apollo:
Ali, T., Bham, M., Denmead, T., Karim, D., & Shareef, A. (2025). Critical knowledge-making in the age of Prevent: A collaborative auto-ethnography of Muslim female doctoral students. Race, Ethnicity and Education, 1–18.
Denmead, T., & Rowe, A. (2025). Reckoning with white empathy: Toward a critical arts pedagogy of racialized emotions. Harvard Educational Review, 95(3), 349–373.
Next, we move over to the critical study of comics with a new book edited by Joe Sutliff Sanders, which can be found in print with the classmark 820/8 ARA and as an ebook in the Education Ebooks Collection in the following sections:
* Children’s Literature Criticism
* Visual & Multimodal Texts
Aramburú, A., Roy, D., & Sanders, J. S. (Eds.). (2026). Comics and the Global South: Methodologies from and within majority worlds. Leuven University Press.
Comics and the Global South is the first book to offer a set of methodologies for approaching the study of comics designed within the cultures, histories, aesthetics, and artistic practices of the world’s majority populations. Although comic books, graphic novels, comic strips, and webtoons are enthusiastically produced and consumed all over the world, the academic approaches that have dominated their study have originated in the Anglophone and Francophone West. As a result, critical studies of comics produced outside the wealthiest nations have been faced with tools that were ill-suited to the task. This open-access book hopes to provide a new foundation for readers within and beyond the Global South to engage with comics.
Joe Sutliff Sanders
Read more about this publication on the Faculty of Education webpages: From ancient myths to ‘Indo-manga’:
How artists in the Global South are reframing comics
Finally, we have an ebook packed with chapters from Faculty teaching members both past and present, plus one of our PhD students:
- Farah Ahmed
- Pallavi Banerjee
- Geoff Hayward (Emeritus Professor of Education & past Head of Faculty)
- Sara Hennessy
- Ruth Kershner (Emeritus University Associate Professor)
- Lucy Rycroft-Smith (PhD student)
Wyse, D., Baumfield, V., Mockler, N., & Reardon, R. M. (Eds.). (2025). The BERA-Sage handbook of research-informed education practice and policy. SAGE.
Available as an ebook in the Education Ebooks Collection in the following sections:
Chapter 4: Doing research or being researched? Debates on “Close-to-practice” research from the perspective of the further adult and vocational education sector. (pp. 93-110). Writen by: Joyce I-Hui Chen, Jay Derrick, Sam Duncan, Geoffrey Hayward, Samantha Jones and Lorraine Smith
Chapter 6: The role of knowledge brokering in fostering connections between educational research, policy and practice. (pp. 128-148). Written by: Joel R. Mallin, Lucy Rycroft-Smith and Vicky Ward
Chapter 9: Degree awarding gaps (pp. 196-216). Written by: Pallavi Banerjee, Amanda Rigg and Marina Altoe
Chapter 44: Knowledge mobilization through practitioner-led inquiry: A dialogic perspective (pp. 937-961). Written by: Sara Hennessy, Ruth Kershner, Farah Ahmed, Elisa Calcagni, Ana Laura Trigo-Clapes, Meghan Brugha and Christine Edwards-Groves
FYI: for your information 
