A

Akyeampong, Albert (2017) Learning to teach in Ghana: lessons for institution-based teacher education for the African context. In: International Handbook on Teacher Quality and Policy. Routledge, pp. 478-491. ISBN 9781138890787

Akyeampong, Kwame (2017) Teacher educators' practice and vision of good teaching in teacher education reform context in Ghana. Educational Researcher, 46 (4). pp. 194-203. ISSN 0013-189X

Akyeampong, Kwame, Pryor, John, Westbrook, Jo, Abreham, Rahel, Adane, Teketel and Woldie, Solomon (2016) Research into the Speed School curriculum and pedagogy in Ethiopia. Documentation. Centre for International Education, University of Sussex, Brighton, UK.

B

Badat, Saleem, Sayed, Yusuf and Unset (2014) Post-1994 South African education: the challenge of social justice. The ANNALS of the American Academy of Political and Social Science, 652 (1). pp. 127-148. ISSN 0002-7162

Beacher, Felix D C C, Gray, Marcus A, Minati, Ludovico, Whale, Richard, Harrison, Neil A and Critchley, Hugo D (2011) Acute tryptophan depletion attenuates conscious appraisal of social emotional signals in healthy female volunteers. Psychopharmacology, 213 (2-3). pp. 603-613. ISSN 0033-3158

D

Delprato, Marcos, Morrice, Linda and Al-Nahi, Saja (2020) A summary of key patterns in the Jordanian education system by school type, gender and region. Other. Centre for International Education, Brighton, UK.

H

Higgins, Sean and Novelli, Mario (2018) The potential and pitfalls of peace education: a cultural political economy analysis of the emerging issues teacher education curriculum in Sierra Leone. Asian Journal of Peacebuilding, 6 (1). pp. 29-53. ISSN 2288-2693

Hudson, Brian (2018) Powerful knowledge and epistemic quality in school mathematics. London Review of Education, 16 (3). pp. 384-397. ISSN 1474-8460

M

Mitchell, Peter, Lester, Alan and Boehme, Kate (2019) 'The centre of the muniment’: archival order and reverential historiography in the India Office, 1875. Journal of Historical Geography, 63. pp. 12-22. ISSN 0305-7488

Morrice, Linda (2019) Abyssal lines and cartographies of exclusion in migration and education: towards a reimagining. International Journal of Lifelong Education, 38 (1). pp. 20-33. ISSN 0260-1370

Morrice, Linda, Salem, H, Al-Nahi, Saja and Delprato, Marcos (2021) Learning and social cohesion in schools in Jordan. Other. Centre for International Education, Brighton, UK.

S

Sayed, Yusuf and Badroodien, Azeem (2017) The Mandela legacy: examined through the shaping of teacher and teacher education policy in the immediate post-apartheid South Africa period (1994-1999). In: Soudien, Crain (ed.) Nelson Mandela: comparative perspectives of his significance for education. Comparative and International Education: A Diversity of Voices, 42 . Sense Publishers, Rotterdam, pp. 137-150. ISBN 9789463009065

Sayed, Yusuf, Badroodien, Azeem, Omar, Yunus, Ndabaga, Eugene, Novelli, Mario, Durrani, Naureen, Barrett, Angeline, Balie, Lorna, Salmon, Thomas, Singh, Marcina, Kaleeba, Ali, Bizimana, Barthelemy, Habumuremyi, Jean Marie Vianney, Ntahomvukiye, Claudien, Rwabyoma, Asasira, Rubagiza, Jolly and Utomi, Jane (2018) [Synthesis Report: 2018] Engaging teachers in peacebuilding in post-conflict contexts: Rwanda and South Africa. Project Report. ESRC/DFID Poverty Alleviation Fund.

Sayed, Yusuf and Novelli, Mario (2016) The role of teachers in peacebuilding and social cohesion: synthesis report on findings from Myanmar, Pakistan, South Africa and Uganda. Project Report. Research Consortium Education and Peacebuilding, University of Sussex.

W

Webb, Rebecca (2018) What could possibly go wrong? (by way of introducing ‘the ethnographer’ to a primary school assembly). Entanglements: experiments in multimodal ethnography, 1 (2). pp. 114-119. ISSN 2516-5860