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ISSN 2634-9876

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Volume 7 | November 2020

All articles are also available online at Apollo, the Cambridge University Repository.

CERJ Volume 7 launch and the discussion between Cheif Editor Basma Hajir and Professor Boaventura de Sousa Santos is available to view online

Attended by over 140 Faculty members on Zoom, the launch of volume 7 was a particularly special occasion thanks to the contributions of a distinguished guest: Professor Boaventura de Sousa Santos. The entire session is available to watch online viaYouTube.

Professor Santos, who was introduced by the Head of Faculty, Professor Susan Robertson, is a hugely influential and globally renowned scholar. The video of the event is well worth watching. Many attendees described it as one of the most intellectually stimulating and inspiring discussions that they have experienced while at Cambridge. By way of an example, Nidhi Singal, Professor of Disability and Inclusive Education at the Faculty, commented: "Huge congratulations to the team at CERJ for putting together one of the most intellectually rich and inclusive seminars I have attended in the Faculty over the last few years. Listening to the discussions reminded me of the long journey we have been on from students asking me if they could quote Asian and African scholars (given they were deemed less-rigorous in methods classes), to listening to Basma Hajir engage with Professor Santos on issues of cognitive justice and the value of knowledges! As someone whose 'unlearning' of my own PhD training, received in the early 2000s at the Faculty, began when I read Santos' edited collection,Another Knowledge is Possible: Beyond Northern Epistemologies, this felt very personal. CERJ reflects the future and the seminar, expertly led by Basma Hajir with support from Nomisha Kurian, reminds us again what we as a Faculty are about: our students, nurturing a vision of a socially and cognitively just future."

Table of contents

Editorial


Volume 7, CERJ Role and the Responsibility of our Graduate Community PDF
Basma Hajir 1-8

Papers

PART I Expanding Boundaries: Alternative Futures for Academia


1. Storying: a reflection on entanglements with Indigenous Australian methodology PDF
Olivia .J .E. Slater 9-17
2. UtopiaS and Reimagining the Reimagining of Higher Education PDF
Mollie Baker 18-34

PART II Education and International Development


3. Interrogating Equity in Education for Sustainable Development PDF
Richa Sharma 35-52
4. Understanding equity through section 12(1)(c) of the Right to Education Act in India PDF
Angana Das 53-69
5. A Critical Review of School Choice and Egalitarian Justice with Special Reference to the Philippines PDF
Seun Adebayo 70-85
6. Equitable Education: Opportunity and Entrepreneurship within the Spatio-Temporal Liminality of the Refugee Camp PDF
Simone Eringfield 86-104

PART III Literature and Art


7. Speaking through a dead bird: Using art for Emotional and Communicative Accessibility in an A-Level Classical Literature Classroom PDF
Emily Rushton 105-124
8. Following the Breadcrumbs: Young Adult Holocaust Novels and their Intertextual Use of Fairy Tales PDF
Olivia Marsh 125-140

PART IV Educational Achievement, Childhood Education & Social Emotional Learning


9. Does Cogmed Working Memory Training Improve School-age ADHD Children's Academic Achievement? PDF
Yanwen Wu 141-167
10. The Role of Inhibitory Control in Achievement in Early Childhood Education PDF
Ryan Irvan, Maria Tsapali 168-190
11. How do Young People Think they Learn? A learning Theory Taxonomy Devised from Pupil Preferences PDF
Sue Chatterton 191-231

PART V Language Teaching and Learning


12. "That's my kind of ideal but that's not necessarily what happens" A case study of English as an Additional Language (EAL) policy enactment in a UK Primary school: Policy, understanding and practice PDF
Grace Bentham 232-255
13. Sociocultural and Sociolinguistic Approaches to the Role of the Social Context in Online L2 Learning: A Comparative Analysis of Two Empirical Studies PDF
Sunmin Lee 256-275
14. Learner Difficulties and Strategy Choice when Learning to Read in a Genetically Related Language: The Case of a Ukrainian Language Learner PDF
Yan-Yi Lee 276-299