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Outputs (21)

Migration and Education in the media: a discourse analysis of the press in France and England (2023)
Book Chapter
Welply, O. (2023). Migration and Education in the media: a discourse analysis of the press in France and England. In H. Pinson, N. Bunar, & D. Devine (Eds.), Research Handbook on Migration and Education (434-448). Edward Elgar Publishing. https://doi.org/10.4337/9781839106361.00039

This chapter critically examines the framing of migration and education in France and England in public discourse, in policy and media. Historically presented as “pole opposites” in terms of their philosophies of integration, France and England in fa... Read More about Migration and Education in the media: a discourse analysis of the press in France and England.

English as an additional language (EAL): decolonising provision and practice (2022)
Journal Article
Welply, O. (2023). English as an additional language (EAL): decolonising provision and practice. The Curriculum Journal, 34(1), 62-82. https://doi.org/10.1002/curj.182

This paper examines ways in which approaches to English as Additional Language (EAL) can be decolonised in schools. In an attempt to break traditional divides between academic research and pedagogical practice in this area, this article adopts a coll... Read More about English as an additional language (EAL): decolonising provision and practice.

Inclusion across borders: young immigrants in France and England (2020)
Journal Article
Welply, O. (2020). Inclusion across borders: young immigrants in France and England. Forum for international research in education, 6(1), 40-63. https://doi.org/10.32865/fire202061182

Globalisation and migration have brought new challenges to education in the past decades, raising questions about how schools can promote inclusion within contexts of increased diversity (Vertovec and Wessendorf, 2009). The concept of inclusive educa... Read More about Inclusion across borders: young immigrants in France and England.

Global Citizenship Education for Global Citizenship? Students’ Views on Learning About, Through, and For Human Rights, Peace, and Sustainable Development in England, India, New Zealand, South Africa, and Sweden (2020)
Journal Article
Nygren, T., Kronlid, D., Larsson, E., Novak, J., Bentrovato, D., Wasserman, J., …Guath, M. (2020). Global Citizenship Education for Global Citizenship? Students’ Views on Learning About, Through, and For Human Rights, Peace, and Sustainable Development in England, India, New Zealand, South Africa, and Sweden. Journal of social science education (Internet), 19(4), 63-97. https://doi.org/10.4119/jsse-3464

Purpose: In this study, we explore students’ views and experiences in relation to education about, through, and forhuman rights, peace, and sustainability in the global north and south. We investigate what students after nine years of schooling see a... Read More about Global Citizenship Education for Global Citizenship? Students’ Views on Learning About, Through, and For Human Rights, Peace, and Sustainable Development in England, India, New Zealand, South Africa, and Sweden.

A global history in a global world? Human rights in History Education in the Global North and South (2020)
Journal Article
Nolgard, O., Nygren, T., Tibbits, F., Anamika, A., Bentrovato, D., Enright, P., …Welply, O. (2020). A global history in a global world? Human rights in History Education in the Global North and South. Historical encounters, 7(1), 24-49

In this study, we analyze similarities and differences in 957 students’ perceptions of the history of human rights in six countries: England, India, New Zealand, South Africa, Sweden and the United States of America. This is investigated through the... Read More about A global history in a global world? Human rights in History Education in the Global North and South.

C.O.A.C.H: A cross-national study of coach training for teachers across 5 countries (2020)
Journal Article
McCusker, S., & Welply, O. (2021). C.O.A.C.H: A cross-national study of coach training for teachers across 5 countries. Coaching: An International Journal of Theory, Research and Practice, 14(1), 39-61. https://doi.org/10.1080/17521882.2020.1735463

The purpose of the current study is to examine stakeholder perceptions of coaching principles and practice within a coach training programme with experienced teachers across 5 countries. Semi-structured interviews were carried out with professionals... Read More about C.O.A.C.H: A cross-national study of coach training for teachers across 5 countries.

Global Imaginaries: re-thinking possibilities for GCE (2019)
Journal Article
Welply, O. (2019). Global Imaginaries: re-thinking possibilities for GCE. ZEP. Zeitschrift für internationale Bildungsforschung und Entwicklungspädagogik, 42(4), 27-33. https://doi.org/10.31244/zep.2019.04.05

Global Citizenship Education (GCE) is often seen as the best response to contemporary global humanitarian, social and political challenges. Yet despite this newfound popularity, GCE remains a contentious and widely debated concept. Critiques have str... Read More about Global Imaginaries: re-thinking possibilities for GCE.

Inclusion and Migration (2019)
Book Chapter
Welply, O. (2019). Inclusion and Migration. In G. Noblit (Ed.), Oxford research encyclopedia of education. Oxford University Press. https://doi.org/10.1093/acrefore/9780190264093.013.145

In a context of globalization and increased mobility, migration has brought new societal challenges to nation-states, raising questions about how countries can promote inclusion within contexts of increased diversity. Education occupies a central yet... Read More about Inclusion and Migration.

Evaluating The Impact Of Global Citizenship Education On Young People’s Attitudes Towards Equality, Diversity And Tolerance (2019)
Report
Welply, O., Taamouti, A., & Bracons Font, G. (2019). Evaluating The Impact Of Global Citizenship Education On Young People’s Attitudes Towards Equality, Diversity And Tolerance. [No known commissioning body]

This research aims to address questions around the implementation, measurement, and success of Global Citizenship Education (GCE) as a response to the global challenges of the twenty-first century. GCE aims to foster peaceful, inclusive, tolerant, su... Read More about Evaluating The Impact Of Global Citizenship Education On Young People’s Attitudes Towards Equality, Diversity And Tolerance.

A crisis in education? An Arendtian perspective on citizenship and belonging in France and England (2019)
Journal Article
Welply, O. (2019). A crisis in education? An Arendtian perspective on citizenship and belonging in France and England. British Journal of Sociology of Education, 40(6), 759-775. https://doi.org/10.1080/01425692.2019.1592661

This article draws together a comparative sociological analysis and a political theory perspective to interpret children’s views on the role of school and being a pupil, and what these tell us about their conceptual representations of citizenship and... Read More about A crisis in education? An Arendtian perspective on citizenship and belonging in France and England.

‘My language … I don’t know how to talk about it’: children’s views on language diversity in primary schools in France and England (2017)
Journal Article
Welply, O. (2017). ‘My language … I don’t know how to talk about it’: children’s views on language diversity in primary schools in France and England. Language and Intercultural Communication, 17(4), 437-454. https://doi.org/10.1080/14708477.2017.1368145

This article investigates the ways in which children from immigrant backgrounds view the place of ‘other’ languages in primary schools in France and England. This article draws on findings from a cross-national ethnographic study, which investigated... Read More about ‘My language … I don’t know how to talk about it’: children’s views on language diversity in primary schools in France and England.

‘I’m not being offensive but…’: intersecting discourses of discrimination towards Muslim children in school (2017)
Journal Article
Welply, O. (2018). ‘I’m not being offensive but…’: intersecting discourses of discrimination towards Muslim children in school. Race Ethnicity and Education, 21(3), 370-389. https://doi.org/10.1080/13613324.2017.1294569

This article examines forms of implicit discrimination towards Muslim children in children’s discourses of Otherness. Findings in this paper draw on qualitative data exploring the discourses of 17 children from a Year 6 class in a culturally diverse... Read More about ‘I’m not being offensive but…’: intersecting discourses of discrimination towards Muslim children in school.

Re-imagining Otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England (2015)
Journal Article
Welply, O. (2015). Re-imagining Otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England. European Educational Research Journal, 14(5), 430-453. https://doi.org/10.1177/1474904115603733

This article examines the role of global representations in immigrant-background children’s social imaginaries in primary schools in France and England. Increased globalisation, mobility and migration hold strong implications in terms of identity and... Read More about Re-imagining Otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England.