Risking erasure? Posthumanist research practices and figurations of (the) child

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#Rhodes Must Fall: A posthumanist orientation to decolonising higher education Institutions

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Intra-generational education: Imagining a post-age pedagogy

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Taking Age Out of Play: Children’s Animistic Philosophising through a Picturebook

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Researching digital inequalities in children’s play with technology in South Africa

This paper reports on the South African findings from an international mixed methods study between the LEGO Foundation, Dubit and the Universities of Sheffield (England) and Cape Town (South Africa) on young children’s learning with digital technology. The findings of the study, the first of its kind in South Africa, show the consistency of qualities and experience of play, but also reveal socio-economic, linguistic, ethnic, gender and racial inequalities in the play environments of both groups of 3–11-year-olds. Yet, despite these structural inequalities, the play ecologies of children in resource-constrained environments show their creativity within the digital/non-digital environment. The paper discusses some of the analytical tools used and the geo-political issues raised, and considers these in conjunction with selected data. We conclude that the different socio-cultural conditions and geo-political realities offer new insights about the role global education research can play in helping combat structural inequalities in resource-constrained environments

An ecological perspective on children’s play with digital technologies in South Africa and the United Kingdom

This paper reports a mixed-methods study of the play of children (3–11) with digital technologies in South Africa (SA) and the United Kingdom (UK), discussing the interrelatedness of access to devices and the Internet, contextual realities, and adult-child relations. An adapted ecological model [Bronfenbrenner (1979) The ecology of human development: Experiments by nature and design. Harvard University Press] guided analysis. Parents and carers in the UK were more likely than their SA counterparts to report children's engagement in object, construction and transgressive digital play, correlating with access differences, especially to tablet devices. However, play incorporating technologies was extensive, even in contexts in SA with limited access to a wide range of devices or readily available internet. Despite relying primarily on smartphones, children in SA were more likely to create digital content unassisted than those in the UK. The qualitative data complicate understandings of particular play types, including transgressive digital play

Testimonial Injustice and Vulnerability: A Qualitative Analysis of Participation in the Court of Protection

This article explores participation in Court of Protection (COP) proceedings by people considered vulnerable. The paper is based on original data obtained from observing COP proceedings and reviewing COP case files. It is argued that the observed absence of the subject of proceedings is a form of testimonial injustice, that is, a failure to value a person in their capacity as a giver of knowledge. The issue of competence to give evidence is considered but it is argued that it is not the formal evidential rules that prohibit a vulnerable adult from giving evidence. Instead, it is the result of a persistent assumption that they are inherently vulnerable and therefore lack credibility as a knowledge giver. This assumption results in the voices of vulnerable adults being routinely absent from legal proceedings. It is argued that having a voice in the courtroom is essential and has a number of intrinsic and instrumental benefits. The paper concludes with a discussion about the implications of the research, including the current trend towards the increased use of special measures, and recommends a presumption in favour of the subject of COP proceedings giving evidence

Children’s Stories Supporting the Development of Critical Literacy and Intercultural Understanding

This chapter examines the possibilities of applying children’s storybooks in supporting the development of critical literacy as well as intercultural understanding. Valuing and supporting children’s reading is known to provide understanding and empathy towards other human beings. The chapter focuses on theoretical notions related to promoting critical literacies through children’s storybooks, but also includes practical examples of utilizing multicultural children’s stories. The chapter introduces different strategies that parents and teachers can use to support the development of critical literacy, including critical thinking and understanding multiple perspectives. Focus is especially on young children, because they already are capable of moving beyond what is in front of them on the page. Since children’s storybooks offer possibilities for readers to question implicit assumptions about self and others, books can support readers in becoming more culturally aware and sensitive. Consequently, reading storybooks can affect children’s intercultural understanding, and the role of storybooks in children’s moral development – both shaping and changing attitudes – should be seen as transformative.Peer reviewe

Bronchiectasis and asthma: Data from the European Bronchiectasis Registry (EMBARC)

\ua9 2024 The AuthorsBackground: Asthma is commonly reported in patients with a diagnosis of bronchiectasis. Objective: The aim of this study was to evaluate whether patients with bronchiectasis and asthma (BE+A) had a different clinical phenotype and different outcomes compared with patients with bronchiectasis without concomitant asthma. Methods: A prospective observational pan-European registry (European Multicentre Bronchiectasis Audit and Research Collaboration) enrolled patients across 28 countries. Adult patients with computed tomography–confirmed bronchiectasis were reviewed at baseline and annual follow-up visits using an electronic case report form. Asthma was diagnosed by the local investigator. Follow-up data were used to explore differences in exacerbation frequency between groups using a negative binomial regression model. Survival analysis used Cox proportional hazards regression. Results: Of 16,963 patients with bronchiectasis included for analysis, 5,267 (31.0%) had investigator-reported asthma. Patients with BE+A were younger, were more likely to be female and never smokers, and had a higher body mass index than patients with bronchiectasis without asthma. BE+A was associated with a higher prevalence of rhinosinusitis and nasal polyps as well as eosinophilia and Aspergillus sensitization. BE+A had similar microbiology but significantly lower severity of disease using the bronchiectasis severity index. Patients with BE+A were at increased risk of exacerbation after adjustment for disease severity and multiple confounders. Inhaled corticosteroid (ICS) use was associated with reduced mortality in patients with BE+A (adjusted hazard ratio 0.78, 95% CI 0.63-0.95) and reduced risk of hospitalization (rate ratio 0.67, 95% CI 0.67-0.86) compared with control subjects without asthma and not receiving ICSs. Conclusions: BE+A was common and was associated with an increased risk of exacerbations and improved outcomes with ICS use. Unexpectedly we identified significantly lower mortality in patients with BE+A

Critical thinking for 21st-century education: A cyber-tooth curriculum?

It is often assumed that the advent of digital technologies requires fundamental change to the curriculum and to the teaching and learning approaches used in schools around the world to educate this generation of “digital natives” or the “net generation”. This article analyses the concepts of 21st-century skills and critical thinking, to understand how these aspects of learning might contribute to a 21st-century education. The author argues that, although both critical thinking and 21st-century skills are indeed necessary in a curriculum for a 21st-century education, they are not sufficient, even in combination. The role of knowledge and an understanding of differing cultural perspectives and values indicate that education should also fit local contexts in a global world and meet the specific needs of students in diverse cultures. It should also fit the particular technical and historical demands of the 21st century in relation to digital skills