The Politicisation of ‘Local-Global Childhood’: Lessons from a comparative analysis of India and Ghana in reclaiming pedagogy and the ideals of future childhood
My research focuses on pedagogical reform in India and Ghana. Exploring past and present identities through the framework of ‘interculturalidad’ that decentres Eurocentric discourse, this study considers how pedagogy is understood, owned and realised in the classroom. It further examines the emerging movement towards reclaiming of political space for a culturally-indigenous approach and its implications on constructing future identities.
Smail, A. (2015), ‘Bridging the gap: Enabling effective UK-African university partnerships’ London: UCL IOE: British Council
Smail, A., (2014) ‘Rediscovering the teacher within Indian child-centred pedagogy: implications for the global Child-Centred Approach’ Compare: A Journal of Comparative and International Education, 44 (4), pp.613-633
Unterhalter, E., Peppin Vaughan, R., and Smail, A., (2013) ‘Secondary and Higher Education in the Post 2015 Framework,’ Compare: Journal of Comparative and International Education : Special Edition: ‘Post 2015 education and international development agenda’, 43 (6), pp.743-786
BAICE 2014 ‘Power, Politics and Priorities for Comparative and International Education,’ University of Bath, UK:‘ The Paradox of Partnerships: An analysis of mutuality and effectiveness in UK-Africa higher education collaboration’
UKFIET 2014 ‘Forum on Higher Education and International Development,’ UCL IOE, UK : ‘The Paradox of Partnerships: An analysis of mutuality and effectiveness in UK-Africa higher education collaboration’
UKFIET 2012 ‘Researching Policy and Practice in Education,’ UCL IOE, UK: ‘Rediscovering the Teacher in Indian Child- Centred Pedagogic Discourse: Implications for indigenous and global learning’