Selected Publications from CERES Network Members

Arshad, R., Wrigley, T. and Pratt, L. (eds) (2019) Social Justice re-examined: dilemmas and solutions for the classroom teacher 2nd Edition, Trentham Books, London. [See further information on our resources page].

Arshad, R. (2013) Race Equality in Scottish Education in Scottish Education, Bryce, T. G. K. & Humes, W. M. (eds), Fourth Edition, Edinburgh University Press

Arshad, R., de Lima, P. and Konstantoni, K. (2012) Attracting international students: equitable services and support, campus cohesion and community engagement, Equality Challenge Unit. Download paper as pdf.

Arshad, R. and Maclennan, S. (2012)  Social capital, diversity and inclusion: lessons from one primary school in Social Capital, Children and Young People, Catts, R. and Allan, J. (eds), Policy Press

Arshad, R. (2012) Schools and Social: Implication for practice in Social Capital, Children and Young People, Catts, R. and Allan, J. (eds), Policy Press

Arshad, R. and Riddell, S. (2011) “Managing Disability Equality in Scotland: Tensions between Social Audit and Disability Equality,” Social Policy and Society, 10(2): 229-238. Download paper as pdf.

Arshad, R. (2010) Foreword in Muslims in Scotland – an IPSOS Mori/British Council report Download report as pdf.

Arshad, R. (2010) Race Equality Toolkit for Learning and Teaching in Higher Education in Scotland. Race Equality Toolkit online.

Arshad, R., Forbes, J. and Catts, R. (2007) “The Role of Social Capital in Scottish Educational Policy” Scottish Educational Review, 39(2): 127-137. Download paper as pdf.

Foley, Y., Anderson, C., Conteh, J. and Hancock, J. (2018) Initial Teacher Education and English as an Additional Language . Research Report: Bell Foundation/Unbound Philanthropy.

Foley, Y. (2017). Critical Literacy. In B.V. Streetand S. May(eds.) Encyclopedia of Language and Education: Literacies and Language Education. Switzerland: Springer. Pp 1-12

Foley, Y., Sangster, P. and Anderson, C. (2013) Examining EAL policy and practice in mainstream schools in Social Justice re-examined, Arshad, R., Wrigley, T. and Pratt, L. (eds), Trentham Books

Pratt, L. and Foley, Y. (2012) Using critical literacy to ‘do’ gender in Social Justice re-examined, Arshad, R., Wrigley, T. and Pratt, L. (eds), Trentham Books

Foley, Y. (2010) “Using a Multidimensional Approach to Meet the Reading Literacy Needs of EAL Pupils”, Naldic Quarterly 7(2).

Foley, Y. (2009) “Meeting the reading needs of secondary EAL pupils” IATEFL Conference, Cardiff.

Hancock, A. (2019) Inclusive practices for pupils with English as an additional language in Social Justice re-examined 2nd Edition, Arshad, R., Wrigley, T. and Pratt, L. (eds), Trentham Books.

Hancock, A., & Hancock, J. (2019). Scotland’s language communities and the 1+2 Language StrategyLanguages, Society and Policy.

Hancock, A. (2014) “Language education policy in multilingual Scotland: opportunities, imbalances and debates”, Language Planning and Language Problems

Curdt-Christiansen, X-L. and Hancock, A. (eds) (2014) Learning Chinese Diasporic Communities: Many Pathways to Being Chinese. Amsterdam: John Benjamins.

Hancock, A. (2012) “Unpacking mundane practices: Children’s experiences of learning literacy at a Chinese Complementary School in Scotland”, Language and Education, 26(1): 1-17.

Hancock, A. (2012) Capturing the Linguistic Landscape of Edinburgh: a pedagogical tool to investigate student teachers’ understandings of cultural and linguistic diversity in Linguistic Landscapes, Multilingualism and Social Change, Bagna, C., Barni, M. and Hélot, C. (eds), Frankfurt: Peter Lang

Hancock, A. (2006) “Attitudes and Approaches to Literacy in Scottish Chinese Homes”, Language and Education, 20(5): 355-373. Download paper as pdf.

Konstantoni, K, Kustatscher, M & Emejulu, A 2017, ‘Travelling with intersectionality across time, place and space‘, Children’s Geographies, vol. 15, no. 1, pp. 1-5.

Konstantoni, K. (2013) Children’s peer relationships and social identities: exploring cases of young children’s agency and complex interdependencies from the Minority World, Children’s Geographies, 10(3): 337-346.

Kustatscher, M. (2016) ‘The emotional geographies of belonging: Children’s intersectional identities in primary school‘, Children’s Geographies, vol. 15, no. 1, pp. 1-15.

Weedon, E., Riddell, S., McCluskey, G. and Konstantoni, K. (2013) Muslim Families’ Educational Experiences in England and Scotland. Final Report. Centre for Research in Education Inclusion and Diversity (CREID). The Awaleed Centre. The Moray House School of Education, The University of Edinburgh. Download report as pdf.               CREID Briefing 28.