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Critical Realism as an Emancipatory Philosophy for Indigenous Education: An Interview with Chris Sarra

By Chris Sarra and Andreas Vavvos Introduction This blog post presents a condensed version of an interview conducted by Andreas Vavvos with Chris Sarra, as part of a wider initiative to explore the intersections between critical realism and Indigenous knowledge.… Read More »Critical Realism as an Emancipatory Philosophy for Indigenous Education: An Interview with Chris Sarra

A kaleidoscope of meaning fragments: Understanding the rule of law’s paradoxes in international development

Michael C. Leach Department of Public Law & Governance, Tilburg Law School, 2021 Download from repository Abstract Since the mid-1990s, the ‘Rule of Law’ as been recognized as being a dominant conceptual frame for legal and governance reform work in… Read More »A kaleidoscope of meaning fragments: Understanding the rule of law’s paradoxes in international development

Practitioner Identities and Sector Reform in Contemporary Further Education and Training in Ireland

Sarah Bates Evoy (sarah.bates-evoy@setu.ie, website) South East Technological University, Ireland, 2024 Download from repository Abstract The thesis is a largely empirical study of the professional identities of education and training practitioners whose activities were brought into a new sector of… Read More »Practitioner Identities and Sector Reform in Contemporary Further Education and Training in Ireland

Why do people go to university and why does it matter? Understanding differences in student experiences via a quantitative analysis of student reflexivity and student motivations

Richard Remelie (r.remelie@mmu.ac.uk, website) Manchester Metropolitan University, 2024 Download from repository Abstract Underpinned by the philosophy of Critical Realism, this thesis provides new ways to explain differences in student experiences of university. It achieves this by presenting quantitative evidence of… Read More »Why do people go to university and why does it matter? Understanding differences in student experiences via a quantitative analysis of student reflexivity and student motivations