In keeping with the theme of equal and inclusive education, the Education Library Team are thrilled to showcase the new publication by alumnus Dr Anton McLean, in our Student Showcase blog series.
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.
Here in the Education Library, we are always purchasing different types of resources to ensure that the diverse teaching and research needs of all Faculty courses are met – we are not just a room full of books!
The Library Team work closely with academic staff to add the latest, most relevant resources to our collection. From Sikh persona dolls to artefacts on rainforests and our latest addition – therapeutic cards to support counselling students undertaking Practitioner Professional Development Courses.
In this blog post, Esther Hunt, Teaching Associate on the Faculty’s counselling courses, introduces the therapeutic cards – thank you Esther!
Using Therapeutic cards to facilitate creative interventions with children and young people
Cards can be used as appealing prompts for starting therapeutic conversations and facilitating creative interventions. For example, storytelling, projective identification work, developing metaphor, exploring emotions, relationships, and play.
Sometimes, ‘finding the right words or feelings’ might be difficult for a child or young person. So, each card set is themed, well-illustrated and designed to inspire and evoke curiosity! Cards can be effective therapeutic interventions with adolescents, as they offer a creative platform for viewing problems and relationships from a fresh perspective.
Each pack offers something different for children and young people to explore – so please dive in and test the water!
From some new editions of old favourites to brand new titles, take a look at the recent additions to both the physical shelves in the Library and the virtual shelves of the Education Ebook Collection.
Our Education Ebooks Collection* is available anywhere, anytime. Here are some of the recent additions to the Research Methods section, helpfully divided into subsections enabling you to navigate the collection and find the material you need both quickly and easily.
Found in the Curriculum Section of our Education Ebooks Collection.
Chapter: Helping Young People Feel That They Matter (pp. 257-275). Written by Hilary Cremin & Nomisha Kurian
Co-authoring the chapter, ‘Helping Young People Feel That They Matter: Nurturing Students’ Eudaimonic Well-Being and Their Capacity to Build Peace’ with Professor Hilary Cremin in the Handbook of Curriculum Theory and Research was a wonderful chance to foreground “mattering” as a concept – what helps young people feel that they “matter” in the sense of being active contributors and change-makers to their schools and societies, and how can we foster their sense of meaning and purpose? Due to Hilary’s kind support as my PhD supervisor at the time, we were able to weave together her rich legacies of fostering positive change in schools with my research on children battling trauma and adversity. Writing with, and learning from, my supervisor was an incredibly valuable experience, sparked by Hilary’s generosity as a mentor. I encourage other students and supervisors to consider co-authoring publications together. Nomisha Kurian
Chapter: Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces (pp. 295-314). Written by Hilary Cremin & William McInerney
I am honoured to have co-authored the chapter, ‘Poetic Peace Education: A Curriculum Connecting the Mind, Body, and Heart in Workshop Spaces’ with Professor Hilary Cremin in the Handbook of Curriculum Theory and Research. Drawing on our experiences as educators and poets, we examine the epistemological, pedagogical, and curricular possibilities of integrating poetry into peace education contexts. Collaboratively writing the chapter with Hilary, who was also my PhD supervisor in the Cambridge Faculty of Education at the time, was a wonderful opportunity to think, learn, and write together that produced this publication and helped strengthen my doctoral thesis. I highly encourage PhD student’s to reach out to the supervisors about co-authoring opportunities. William McInerney
This volume grew out of the love for one book in particular while one of our doctoral students was writing her thesis. Although L.M. Montgomery is better known for Anne of Green Gables, this later novel shows a more mature author, returning to her most famous tropes but layering in queer, haunted, conflicted understandings of childhood in general and girlhood in specific. With essays from around the world on how this book has been understood across time, adapted to both animation and postmodern television, and revisited by both academics and authors, this volume launches another hundred years of talking about the book that Montgomery says was the best she had ever written. Joe Sutliff Sanders
Chapter9: Response-able Feminist Activism in a Neoliberal School Context Plaiting to Re-think Progress (pp. 137-148). Written by Hanna Retallack & Tabitha Millett.
This edited volume presents a post-humanist reflection on education, mapping the complex transdisciplinary pedagogy and theoretical research while also addressing questions related to marginalised voices, colonial discourses, and the relationship between theory and practice. My chapter contribution explores an attempt at a ‘response-able’ feminism with a group of young people at a national ‘feminism in schools conference’ through applying arts and participatory methods. Tabitha Millett
Chapter 16: Queering the Art Classroom: A Practical Guide for Art and Design Teachers (pp. 221-235). Written by Tabitha Millett.
The book is a practical guide for UK Art and Design teachers to bridge the gap between professional practice and educational theory. The book aims to be accessible, covering a range of topics for Art and Design teachers, from sculpture to decolonising. My chapter contribution discusses how Art and Design teachers could use queer theory in the art and design classroom. Tabitha Millett.
This book is a follow-up to ‘Values and Valuing in Mathematics Education: Scanning and Scoping the Territory‘ (2019, Springer). It adds a critical emphasis on practice and fosters thinking concerning positive mathematical well-being, engagement, teacher noticing, and values alignment among a range of critical notions that intersect with values and valuing. Values and valuing play a key role in many aspects of education, such as assessment, planning, classroom interactions, choosing tasks, and general well-being. What one values and finds important in the learning and teaching of mathematics operates within the intersection of all social, cognitive, and affective aspects of school pedagogy, making values a significant holistic factor in education. The chapters of this book explore potential teaching strategies that enhance the understanding of the central place of values in mathematics as a subject, as well as in how it is used within society. The book includes examples of strategies for facilitating students’ meaningful engagement with, and conscious learning of, values when engaging in mathematical thinking and doing. Gosia Marschall
Anton was an EdD student with the Faculty of Education from 2017-2022 and it is a pleasure to showcase his recently published book and we are delighted to share Anton’s introduction to his research below.
Guest blog post from Anton
Why do disadvantaged students continue to get a poor deal as they progress through England’s education system? This is a question that has perplexed me throughout my entire teaching career and was the reason why I decided to embark on my Doctorate of Education (EdD) at the Faculty of Education back in 2017. My experiences as both a student and teacher in state funded schools provided me with first-hand insight of England’s comprehensive schooling system and having been eligible for free school meals myself as a student, I have long championed opportunities for disadvantaged students in the education system. I am Head of School at a secondary school in Brent, northwest London, a position I also held throughout the duration of my EdD course.
One clear indicator that the system is broken for many disadvantaged students is the fact that a disproportionate number of these children are being excluded in the education system. Students receiving free school meals, the main proxy for socioeconomic disadvantage in schools, are formally excluded at around four times the rate that non-free school meals students are. Concerning as this statistic is, it is probably just the tip of the iceberg. In my book, Educational Collateral Damage: Disadvantaged Students, Exclusion and Social Justice, I note that exclusion is rarely binary and generally tends to take place in layers. This means students can be excluded within the schools they attend and not just from them.
My book builds on the research from my EdD thesis, where I went into two pupil referral units (PRUs) in two of the most deprived areas of the UK with some of the highest rates of formal school exclusion. I encountered children who were not a generation of no-hopers destined to fail because of their challenging starts in life, but young people with aspirations for themselves and others. They had experienced a great deal of trauma and this, in turn, had impacted the way they received their education in their schools. They expressed frustration that what they were studying in school was not relevant to their lives. And indeed, the purpose of school should not be something that is taken for granted.
During my research, I was supported by Professor Susan Robertson who was my supervisor and Dr Elaine Wilson, who managed the EdD course. I am also delighted that Professor Diane Reay, whose work I greatly admire, said of my book that it is: “A must-read for all those concerned about growing inequalities in education. Its compelling message on school exclusions, and the damage inflicted on disadvantaged young people, should be read by everyone involved in education.”
Left to Right: Professor Susan Robertson (Supervisor); Dr Louise Gazeley (External Reviewer); Dr Elaine Wilson (Internal Reviewer); Anton McLean
We have recently added both print and ebooks to our collection of material on Teachers & Teaching, so do browse the Library shelves wherever you are and see what you might find!
Take a look at the Teachers & Teaching section (371/1) or the individual curriculum subject sections in the Education Library. If you are not sure where these are, just ask at the Welcome Desk and we will happily show you!
The Education Library Team are here to help, so any Education students can request print books via our Click & Collect service to help you access the print resources you need whilst away from the Faculty. Just select the Click & Collect icon on the Library Moodle Site and fill in the form!
Our Education Ebooks Collection* is available anywhere at anytime and here are some of the recent additions added to the Teachers & Teaching section, which is divided into subsections to enable you to navigate the collection and find the material you need both quickly and easily .
Stuck with Zotero? Our Zotero Guide is here to help!
From installation to adding references and organising and sharing your library, this Guide includes all of the tips you need to make the most out of Zotero.
• Where can I access the Guide? • How is the Guide arranged? • What if I am using another reference management tool? • Where can I get further support?
Navigate through the Guide using the left-hand menu where you will find pages covering your Zotero journey from installation to finalising your reference list and much more.
What if I am using another reference management tool?
The Education Library Team provide support for Zotero. However, if you are using other reference management software, you will find links to further guidance and online tutorials in our Referencing Guide on the Managing your References page.
Where can I get further support?
The Library Team are happy to support you with Zotero and offer 1:1 appointments for Faculty of Education Staff and Students.
Fill in the booking form on our Library Moodle Site to book a support session with a member of the Team
Our contact details (and opening hours) can be found on the Library Moodle site, so please get in touch with any Zotero queries you may have.
This volume contributes to an expanding international conversation about how affect and emotions are represented in national youth literatures. Drawing upon cognitive approaches, affect studies, and feminist perspectives, the ten chapters offer close readings of the ways in which picturebooks, middle grade novels, YA literature, and films from Australia, China, Finland, the Rocky Cree Nation, Spain and the United States attempt to move their young readers. Karen Coats
Chapter 2: Poetics and pedagogy (pp.21-32) Written by Karen Coats
Since its inception as a commodity, children’s literature has been burdened with the mandate to teach something while wearing its didactic purposes lightly – to both instruct and delight. This has made its distinct contributions to poetics and pedagogy difficult to disentangle, assess, defend and locate institutionally—should it be taught for its enduring literary qualities, or as a temporary tool to foster multiliteracies and prosocial values? Which has borne more weight in the reception of children’s books over time and why as cultural values and expectations change? In this chapter I take the reader back to the first textbook that was explicitly created to appeal to children—Orbis Sensualium Pictus (The Visible World in Pictures) by John Amos Comenius (1658) to discern how this book set two expectations that are still relevant as conceptual frameworks through which to study children’s literature and its effect on cultural aesthetics: plurality and multimodality. Karen Coats
Chapter 3: Coupling Bourdieu and Barad: Exploring the Vitality of Cross-cutting Conceptual Meetings (pp.47-59) Written by Pam Burnard and Garth Stahl
More information about this work can be found in the book summary on the publisher website
In case you missed any recently added ebooks by our faculty members, come along to our Education Ebook Collection* with its browsable ‘shelves’ searchable by subject, author or title, and see what you find!
FYI: for your information 
