OTHER BLOG SITES
Kirby, P. and Webb, R. (2020) Let the children speak, Sussex Bylines, blog: sussexbylines.co.uk/author/rebeccaperpetua/ Webb, R. and Kirby, P. (2020) Covid-19 and schooling for uncertainty, British Educational Research Association, blog: https://www.bera.ac.uk/blog/covid-19-and-schooling-for-uncertainty This blog was reprinted in BERA Bites 7 Exploring the impact of Covid-19: Pedagogy, curriculum & assessment FEBRUARY 2021. (PDF below) 
BOOK CHAPTERS
Kirby, P. and Webb, R. (2020) Taking Part, Joining In and Being Heard? Ethnographic explorations of children’s participation in three UK primary schools in J. Todres and S. King (eds.) The Oxford Handbook of Children Rights Law. Oxford: OUP. www.oxfordhandbooks.com/view/10.1093/oxfordhb/9780190097608.001.0001/oxfordhb-9780190097608 Webb, R. (2015) Negotiating the ‘3Rs’: deconstructing the politics of ‘Rights, Respect and Responsibility’ in one English Primary School in: T. Dragonas, K. Gergen, S. McNamee and E. Tseliou, (Eds.) Education as Social Construction: Contributions to Theory, Research and Practice. Chagrin Falls, Ohio: Taos Institute Publications (e-book) pp. 283-297, ISBN 9781938552427 Webb, R. & Crossouard, B. (2015) Learners, politics and education, in: D. Scott & E. Hargreaves (Eds.) SAGE Handbook of Learning. London & New York, SAGE, pp. 169-178, ISBN 9781446287569 JOURNAL PAPERS Kirby, P. and Webb, R. (forthcoming) Conceptualising uncertainty and the role of the teacher, Special Edition on Youth Climate Activitism, Education Review. Kirby, P. (2020) ‘It's never okay to say no to teachers': children's research consent and dissent in conforming schools contexts. in British Educational Research Journal, https://onlinelibrary.wiley.com/doi/full/10.1002/berj.3638 Kirby, P. (2019) Marshmallow claps and frozen children: sitting on the carpet in the modern ‘on-task’ primary classroom, Pedagogy, Culture & Society, DOI: 10.1080/14681366.2019.1650390 https://www.tandfonline.com/doi/full/10.1080/14681366.2019.1650390 Kirby, P. (2019) Children’s agency in the modern primary classroom, Children & Society, DOI:10.1111/chso.12357 https://onlinelibrary.wiley.com/doi/abs/10.1111/chso.12357 Webb, R. and Kirby, P. (2019) Modelling Transformative Education, FORUM, 61(1), 89-103. 2019. http://www.wwwords.co.uk/forum/content/pdfs/61/issue61_1.asp Webb, R. (2019) Poststructuralism and Ideas of Gender Meet Student Voice and Power. In: Encyclopedia of Teacher Education. Springer Reference Work, doi: 10.1007/978-981-13-1179-6_26-1 Kirby, P. (2019) ‘Hot bubbly poo’: navigating children’s scatological humour at school, Entanglements: experiments in multimodal ethnography, 2:1 (on-line journal). This paper explores the transformative researcher-participant encounters offering moments for children to renegotiate what they can do and be. entanglementsjournal.org/%20hot%20bubbly%20poo/ Kirby, P. (2018) Orbits of Opinion. Excursions Journal, June 2018, 8(1). http://www.excursions-journal.org.uk/ Winner of the People’s Choice Award in the University of Sussex ‘Doctoral research photo competition’ for the above image: children find moments in the school day to carve out their own orbits through movement, speech, humour, storytelling and optical adventures –— as well as sitting quietly and still –— to think about, understand, re-imagine and speak their opinions. Webb, R. (2018) What Could Possibly Go Wrong? (by way of introducing ‘the ethnographer’ to a primary school assembly), Entanglements: experiments in multimodal ethnography, 1:2 (online journal), entanglementsjournal.org/what-could-possibly-go-wrong-by-way-of-introducing-the-ethnographer-to-a-primary-school-assembly/ Webb, R. (2018) Research methods for pedagogy, Journal of Education for Teaching, 44:3, 407-409, https://doi.org/10.1080/02607476.2018.1444000 Webb, R. (2017) Being Yourself: everyday ways of doing and being gender in a Rights-Respecting primary school, Gender and Education, pp.1- 16. DOI: 10.1080/09540253.2017.1309010, https://doi.org/10.1080/09540253.2017.1309010 Webb, R. (2017): The posthuman child – educational transformation through philosophy with picture books, Journal of Education for Teaching, pp. 637-639, DOI: 10.1080/02607476.2017.1374072, https://doi.org/10.1080/02607476.2017.1374072 Webb, R. (2017) with E. Mayes, S. Bakhshi, V. Wasner, A. Cook-Sather, M. Mohammad, D.C. Bishop, S. Groundwater-Smith, M. Prior, E. Nelson, J. McGregor, K, R. Webb, R, L. Flashman, C. McLaughlin, E. Cowley, E. (2017). What can a conception of power do? Theories and images of power in student voice work. International Journal of Student Voice, Vol. 2, No.1. https://ijsv.psu.edu/?article=what-can-a-conception-of-power-do-theories-and-images-of-power-in-student-voice-work Kirby, P. and Mclaughlin, C. (2016) Book review: Teacher agency: an ecological approach, by Mark Priestley, Gert Biesta and Sarah Robinson, British Journal of Educational Studies, 64(4), p.557-559. Kirby. P. and Gibbs, S. (2005) Facilitating participation: adults’ caring support roles within Child-to-Child projects in schools and after-school settings, Children and Society, 19:5, p.209-222. Kirby, P. (2001) Participatory research in schools, Forum: Journal for promoting 3-19 Comprehensive Education, 43:2, p.74-77. CONFERENCE PAPERS Kirby, P. and Webb, R. 'Rebalancing and broadening contemporary education to include a focus on both conformity and transformation', workshop at the British Educational Research Association (BERA) conference, 12th September 2019, University of Manchester. Kirby, P. (2018) ‘Learning hard’: children’s lived experiences of classroom character initiatives, exploring how positioning children as lacking in resilience denies them the opportunity to explore different understandings of the world. British Educational Research Association (BERA's) annual conference, Northumbria University, Newcastle, September 2019. Perpetua won 2nd prize in the BERA Early Career Researcher Presentation Awards., scoring highly for the contribution of the research to education. |
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