Publications by category
Books
Martin F, Pirbhai-Illich F, Pete F (eds)(2017).
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism. , Palgrave Macmillan.
Abstract:
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism.
Abstract.
Martin F, Pirbhai-Illich F, Pete F (eds)(2017).
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism. , Palgrave Macmillan.
Abstract:
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism.
Abstract.
Pirbhai-Illich F, Pete S, Martin F (2017).
Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism.Abstract:
Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism
Abstract.
Martin F, Owens, P. (2008). Caring for our World: ESD for 4-8 year olds. Sheffield, Geographical Association.
Martin, F (2006). Teaching Geography in Primary Schools: Learning to live in the world. Cambridge, Chris Kington Publishing.
Catling S, Martin F (eds)(2004). Researching Primary Geography. London, Register of Research in Primary Geography.
Journal articles
Martin F, Pirbhai-Illich F (2020). De/colonizing the Education Relationship: Working with Invitation and Hospitality. Critical Questions in Education, 11, 73-91.
Zheng H, Pirbhai-Illich F, Martin F, Wu L (2020). Internationalisation of higher education: a critical analysis of the intercultural dimension of a visiting scholar programme.
British Educational Research Journal,
46(6), 1371-1390.
Abstract:
Internationalisation of higher education: a critical analysis of the intercultural dimension of a visiting scholar programme
This article reports the findings of a study on the intercultural dimension of internationalisation at two universities, located in China and Canada, as evidenced through their visiting scholar (VS) programme. Andreotti and her research team identified three articulations of internationalisation in higher education that are located in a modern/colonial imaginary. They propose a fourth articulation, relational trans-localism, that is located outside the modern/colonial imaginary. As participants in the VS programme, we used critical ethnography and critical discourse analysis to investigate the influences of the modern/colonial articulations on the intercultural dimension of the program, and our attempts to develop practices outside the modern/colonial imaginary. Our findings show that although the programme was profoundly affected by neoliberal and liberal discourses, we achieved some success in creating spaces of relational trans-localism. We conclude by identifying the factors that were enabling of these alternative spaces.
Abstract.
Martin F, Pirbhai-Illich F (2016). Towards Decolonising Teacher Education: Criticality, Relationality and Intercultural Understanding. Journal of Intercultural Studies, 37(4), 355-372.
Martin FE, Raja L (2014). Intercultural Relationships: Sarvodaya Perspectives.
Journal of Extension and Research,
XV1(1 & 2), 68-79.
Abstract:
Intercultural Relationships: Sarvodaya Perspectives.
In this article we use the concept of Sarvodaya and the Oceanic Circle, from Gandhian philosophy, to analyse data gathered from Indian participants in a UK-India global education partnership.The data were gathered as part of a larger, ESRC funded, project 'Global Partnerships as Sites for Mutual Learning. The project as a whole was framed by postcolonial theory, but we argue that Sarvodaya is an alternative framework that may be better suited to the Indian context.
Abstract.
Martin FE, Wyness L (2013). Global Partnerships as Sites for Global Learning. Policy & Practice: a Development Education Review, 16(Spring 2013), 13-40.
Martin FE, Griffiths HG (2013). Relating to the ‘Other’: transformative, intercultural learning in post-colonial contexts.
Compare: a journal of comparative and international educationAbstract:
Relating to the ‘Other’: transformative, intercultural learning in post-colonial contexts
In this paper we use Transformative Learning Theory as a lens for making sense of teachers’ learning from study visits to the Global South. TL theory (Mezirow, 2000) is made up of two main elements: the form of transformations, and the processes that support transformations. ‘Life changing’ experiences as expressed by study visit participants have been interpreted as transformational (Hutchison and Rea, 2011), but questions about who and what are transformed, and whether this is at the expense of the ‘Other’ are rarely addressed. Drawing on data from a project investigating study visits for UK teachers to the Gambia and Southern India, we analyse the form that changes take, and discuss whether these can be seen as transformational. We argue that without an explicit focus on relational forms of knowledge about culture and identity, self and other, the potential for transformations in how we relate to, and learn from, each other in postcolonial contexts is severely diminished.
Abstract.
Martin FE (2013). Same Old Story: the problem of object-based thinking as a basis for teaching distant places.
Education 3 - 13,
41(4), 410-424.
Abstract:
Same Old Story: the problem of object-based thinking as a basis for teaching distant places.
The English Geography National Curriculum encourages primary teachers to focus on similarities and differences when teaching distant places. The issues this raises are particularly acute when teaching geography in the context of the Global South. In this article I argue that comparisons based on object-based thinking can lead to views of the ‘Other’ (Said 1985) that undermine attempts to challenge stereotypes and develop positive attitudes towards difference. Relational thinking is proposed as an alternative, where difference is seen as a relation rather than a distinction. Drawing on an ESRC research project, these alternative ways of thinking are explored through research participants’ constructions of culture and identity during study visits to Southern India and the Gambia. The implications for primary teachers are considered.
Abstract.
Martin FE, Raja L (2013). Transformative Learning: Indian Perspectives on a Global Partnership.
INDIAN JOURNAL OF ADULT EDUCATION,
74(1), 59-80.
Abstract:
Transformative Learning: Indian Perspectives on a Global Partnership
The main objective of this project was to investigate the link between Canterbury Christ Church University (CCCU) in the UK, and Goodwill Children’s Homes (GCH) in Tamil Nadu. Mutual, intercultural learning activities have been in existence between teachers of UK-India since 2000. The idea of a joint study came from the fact that no systematic research had been carried out that aimed to understand intercultural exchange learning processes in a globalised world.Findings suggest that the global partnership that has evolved over the last ten years and more is a model for others on how a partnership might develop in ways that are ethical, that have a clear focus on education and that work towards the ultimate goal of deeper intercultural understanding.
Abstract.
Martin F, Griffiths H (2012). Power and representation: a postcolonial reading of global partnerships and teacher development through North-South study visits.
British Education Research Journal,
38(6), 907-927.
Abstract:
Power and representation: a postcolonial reading of global partnerships and teacher development through North-South study visits.
This paper critically analyses the neoliberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North-South study visits is one way of challenging teachers’ worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy.
Abstract.
Martin FE (2012). The Geographies of Difference.
Geography.,
97(3), 116-122.
Abstract:
The Geographies of Difference
This article explores two traditions of thought and how these affect our understandings of culture and identity. The use of the words ‘similarity’ and ‘difference’ are often heard in the context of geographical learning about people and places. Drawing on academic theory, I explore 3 different ways of thinking about similarity and difference, followed by practical examples of study visits to locations in the global south, teaching about distant places, and selection of resources to support these. I conclude by promoting a relational pedagogy for geographical learning, in which we listen, relate to and learn from multiple perspectives. This might enable us to foster our own self-awareness and open-mindedness about difference as educators, before working with students to foster theirs.
Abstract.
Martin FE, Catling SJ (2011). Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies.
Curriculum Journal,
22(3), 317-335.
Abstract:
Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies
The argument has been propounded that academic disciplines and school subjects provide a powerful, authoritative knowledge which is key to enabling children to better understand the world in which they live. Inherent in this perspective is that children’s experience, knowledge and understanding is poorly formed and of limited everyday use and value. Yet it is appreciated that children’s naïve knowledge can be a pedagogic starting point to initiate them into academic subjects. While appreciating the purpose and roles of academic subjects, this paper challenges these assumptions, arguing that children’s ethno-knowledges provide powerful learning bases of equivalent authority to subjects. Using the example of younger children’s everyday or ethno-geography, the case is that children bring to school powerful (geographical) knowledge of their own. This can and should be recognised and valued in dialogue with authoritative (geographical) subject knowledge, not as subservient to it. It is argued that this perspective goes beyond that of the child/subject co-construction of knowledge to inter-relate the developmental nature of children’s everyday (geographical) learning with (geography) sense-of-subject evolution. This case is set in the context of geography but is applicable to other school subjects, where children’s and subjects’ powerful knowledges can mutually engage with and enhance each other.
Abstract.
Catling S, Greenwood R, Martin F, Owens P (2010). Formative Experiences of Primary Geography Educators.
International Research in Geographical and Environmental Education,
19(4).
Abstract:
Formative Experiences of Primary Geography Educators
This paper reports the initial findings of a study in the United Kingdom and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those ‘autobiographical memories’ they considered had ‘turned them on’ to geography. A grounded theory approach was used to analyse the 37 responses received. It emerged that informal/personal experiences and formal educational experiences were influential. Several significant features emerged, including experience of ‘freedom to roam’ locally, family holidays, outings and trips abroad, access to and using maps, fieldwork activities at primary or secondary school and with other organizations, and the impact of a good teacher. While the outdoor findings echo Chawla’s reviews of environmental educators, the love of maps is an additional finding. Traffic and other factors have inhibited children’s outdoor experience in recent decades, and school fieldwork has declined. This study re-emphasises the essential impact of such experience in stimulating people’s geographical engagement and encourages the need to foster learning outside the classroom for all children.
Abstract.
Martin, F. (2008). Ethnogeography: towards liberatory geography education. Children's Geographies, 6(4), 437-450.
Martin, F (2008). Knowledge Bases for Effective Teaching: Beginning Teachers Development As Teachers of Primary Geography. International Research in Geographical and Environmental Education, 17(1), 13-39.
Martin, F (2008). Mutual Learning: the impact of a study visit course on teachers’ knowledge and understanding of global partnerships.
Critical Literacy: Theories and Practice,
2(1), 60-75.
Author URL.
Catling, S. Bowles, R. Halocha, J. (2007). Education Matters: the State of Geography in English Primary Schools. Geography, 92(2), 118-136.
Catling S, Bowles R, Halocha J, Martin F, Rawlinson S (2007). The state of geography in English primary schools.
Geography,
92(2), 118-136.
Abstract:
The state of geography in English primary schools
Evidence from the annual evaluative reports of the inspections of primary schools and from the findings of two monitoring studies of primary subject leaders' perspectives are used in this article to examine the state of geography in primary education. The findings are that while geography is certainly part of the primary curriculum, there have been some very real limitations arising from the implementation of the national strategies for primary education since the late 1990s. Primary geography provision and teaching has been improving slowly: there is evidence of good use of the local area, for example, and of the use of imaginative approaches to and contexts for good and excellent geography teaching and learning in a minority of primary schools. This can be a catalyst for the wider development of good practice. New initiatives to support the development of primary geography have been identified and are underway with government support. Geography © 2007.
Abstract.
Martin, F (2006). Everyday Geography: Re-Visioning Primary Geography for the 21st Century. Geographical Education, 9(3), 31-37.
Martin, F (2005). Ethnogeography: a Future for Primary Geography and Primary Geography Research?. International Research in Geographical and Environmental Education, 14(4), 364-371.
Martin, F (2005). North-South linking as a Controversial Issue. Prospero, 11(4), 47-54.
Martin F (2000). Postgraduate primary education students' images of geography and the relationship between these and students' teaching.
International Research in Geographical and Environmental Education,
9(3), 223-244.
Abstract:
Postgraduate primary education students' images of geography and the relationship between these and students' teaching
This article reports the results of research conducted with a group of postgraduate primary education students in an urban higher education institution in the United Kingdom. The purpose of the research was to examine students' images of geography and to see whether these affected them as teachers of primary geography both in terms of what they chose to teach and how they chose to teach it. The Personal Construct Psychology technique of Repertory Grid was used to elicit the students' personal images of geography. These were then compared with the image portrayed during teaching, and with the students' teaching styles. The findings indicate that there was little relationship between the students' pre-course image of geography and that portrayed in their teaching. Tentative conclusions suggest that for these students, whether novices in terms of the subject or not, all are reduced to the state of novice when it comes to teaching geography in primary schools.
Abstract.
Chapters
Martin FE (In Press). Global ethics, sustainability and partnerhsip. In Butt G (Ed)
Geography, Education and the Future, Continuum.
Abstract:
Global ethics, sustainability and partnerhsip.
Abstract.
Martin FE, Pirbai-Illich F, Pete S (2017). Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education. In Pirbai-Illich F, Pete S, Martin F (Eds.) Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism, Palgrave Macmillan.
Hopkin J, Martin F (2017). Geography in the national curriculum for key stages 1, 2 and 3. In (Ed)
Debates in Geography Education, Second Edition, 17-32.
Abstract:
Geography in the national curriculum for key stages 1, 2 and 3
Abstract.
Martin FE, Pirbhai-Illich F (2015). Service learning as post-colonial discourse: Active global citizenship. In Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S (Eds.)
Contesting and Constructing International Perspectives in Global Education, Rotterdam, the Netherlands: Sense Publishers, 135-150.
Abstract:
Service learning as post-colonial discourse: Active global citizenship.
Abstract.
Martin FE (2013). What is geography’s place in the primary school curriculum?. In Lambert D, Jones M (Eds.)
Debates in Geography Education, Routledge.
Abstract:
What is geography’s place in the primary school curriculum?
Abstract.
Martin F (2011). Global Ethics, sustainability and partnership. In Butt G (Ed)
Geography, Education and the Future, Continuum, 207-224.
Abstract:
Global Ethics, sustainability and partnership
Abstract.
Martin, F (2007). School Linking: a controversial issue. In Claire H, Holden C (Eds.) Teaching Controversial Issues in Democratic Societies, London: Trentham, 147-160.
Martin, F (2007). The Wider World in the Primary School. In Hicks D, Holden C (Eds.) Teaching the Global Dimension: Key principles and effective practice, London and New York: Routledge, 163-175.
Martin, F. (2007). The development of effective teachers of primary geography: is it time for a new paradigm?. In Halocha J, Pollard A (Eds.) Conceptualising Geographical Education, London: Institute of Education, University of London, 65-80.
Martin, F (2006). Knowledge bases for effective teaching: beginning
teachers’ development as a teacher of primary geography. In Schmeink D (Ed) Research on Learning and Teaching in Primary Geography, Germany: Padagogische Hochschule Karlsruhe, 149-184.
Catling, S. (2004). Future Developments and Directions for Primary Geography Research. In Catling S, Martin F (Eds.) Researching Primary Geography, Register of Research in Primary Geography, 301-311.
Martin, F (2004). Knowledge Bases for Effective Teaching: a case study of one beginning teacher's development as a teacher of primary geography. In Catling S, Martin F (Eds.) Researching Primary Geography, London: Register of Research in Primary Geography, 187-201.
Conferences
Martin F (2013). The geographies of difference.
Abstract:
The geographies of difference
Abstract.
Martin FE (2011). Global Partnerships as Sites for Mutual Learning. Irish Association of Social, Scientific & Environmental Education Annual Conference. 5th - 6th Feb 2011.
Abstract:
Global Partnerships as Sites for Mutual Learning
Abstract.
Martin F, Griffiths H (2011). Intercultural Understanding or Neo- Colonialism? a Critique of Global Educational Partnerships. British Education Research Association conference. 1st - 4th Sep 2010.
Abstract:
Intercultural Understanding or Neo- Colonialism? a Critique of Global Educational Partnerships.
Abstract.
Martin FE, Griffiths HG (2011). Study visits to developing countries: intercultural learning or neo-colonialism?. the Transformative Impact of International Experience on Professional Learning, ESCalate day conference. 23rd - 23rd Mar 2011.
Abstract:
Study visits to developing countries: intercultural learning or neo-colonialism?
Abstract.
Martin F, Griffiths H (2010). Global Partnerships for Mutual Learning: exploring issues of power and representation in researching teacher development through North-South study visits. Education and Citizenship in a Globalising World. 19th - 20th Nov 2010.
Abstract:
Global Partnerships for Mutual Learning: exploring issues of power and representation in researching teacher development through North-South study visits
Abstract.
Martin F (2010). Power, control and identity: ethical issues in researching North-South study visits. American Association of Geographers Annual Conference. 13th - 17th Apr 2010.
Abstract:
Power, control and identity: ethical issues in researching North-South study visits.
Abstract.
Martin FE (2010). ‘Global School Partnerships: Neo-colonialism or good geography?’. American Association of Geographers. 22nd - 27th Mar 2009.
Abstract:
‘Global School Partnerships: Neo-colonialism or good geography?’.
Abstract.
Martin FE (2008). 'Trainee Primary Teachers' Everyday Geographies and their conceptions of Place and Space'. American Association of Geographers. 15th - 19th Apr 2008.
Abstract:
'Trainee Primary Teachers' Everyday Geographies and their conceptions of Place and Space'.
Abstract.
Reports
Holden, C., Clough, N. Hicks, D. (2003). Education for Global Citizenship: the knowledge, understanding and motivation of trainee teachers.
Publications by year
In Press
Martin FE (In Press). Global ethics, sustainability and partnerhsip. In Butt G (Ed)
Geography, Education and the Future, Continuum.
Abstract:
Global ethics, sustainability and partnerhsip.
Abstract.
2020
Martin F, Pirbhai-Illich F (2020). De/colonizing the Education Relationship: Working with Invitation and Hospitality. Critical Questions in Education, 11, 73-91.
Zheng H, Pirbhai-Illich F, Martin F, Wu L (2020). Internationalisation of higher education: a critical analysis of the intercultural dimension of a visiting scholar programme.
British Educational Research Journal,
46(6), 1371-1390.
Abstract:
Internationalisation of higher education: a critical analysis of the intercultural dimension of a visiting scholar programme
This article reports the findings of a study on the intercultural dimension of internationalisation at two universities, located in China and Canada, as evidenced through their visiting scholar (VS) programme. Andreotti and her research team identified three articulations of internationalisation in higher education that are located in a modern/colonial imaginary. They propose a fourth articulation, relational trans-localism, that is located outside the modern/colonial imaginary. As participants in the VS programme, we used critical ethnography and critical discourse analysis to investigate the influences of the modern/colonial articulations on the intercultural dimension of the program, and our attempts to develop practices outside the modern/colonial imaginary. Our findings show that although the programme was profoundly affected by neoliberal and liberal discourses, we achieved some success in creating spaces of relational trans-localism. We conclude by identifying the factors that were enabling of these alternative spaces.
Abstract.
2019
McKerr L (2019). Birth, Death and Survival: an Arendtian analysis of pre-service teacher identity on the PGCE route.
Abstract:
Birth, Death and Survival: an Arendtian analysis of pre-service teacher identity on the PGCE route
This research focuses on the identity development of pre-service teachers on a one-year, university-based teacher education route (PGCE) in England. In the English education system, concerns have been raised about many aspects impacting pre-service teachers during their PGCE and beyond: a neoliberal, market-driven education system; high levels of performativity and accountability within the teaching profession, and the lack of attention to the process of identity formation within teacher education.
This study is significant in that it provides a rationale for pre-service teacher identity formation to be considered in its own right. By bringing an Arendtian framework to the research, it offers pre-service teachers an opportunity to think about themselves, and the influences that act upon their professional identity, in a new way. As a result of this research, it is intended that pre-service teachers will be better able to deal with the challenges that face them as beginning teachers, and that teacher education will embed identity development as an evolving process in their programmes.
This study is situated within a theoretically enriched empirical approach. The methodology was driven using Arendtian theory, specifically the use of Arendt’s ‘conditions’ related to the concepts of birth, death, survival, worldliness, plurality and self-development. This qualitative research gathered data from three PGCE pre-service teachers as they ‘became’ teachers. Over the period of their PGCE year, this included an online introductory life story to gather insights into their awareness of a teacher identity, a face-to-face semi-structured interview to explore pre-service teachers’ awareness of their developing teacher identity, and a critical incident interview, reflecting on the key episodes that impacted on how they viewed themselves as teachers. The data was analysed using Arendt’s ‘conditions’, and presented as the story of three pre-service teachers.
The outcomes of this study are that pre-service teachers felt that the research methodology allowed them to become more aware of, and interrogate, their identity; the Arendtian framework was an ‘identifier’ that denoted the depth of emotion, the impact of events faced during their teaching experience, and how they successfully resolved these issues. Arendt’s ‘conditions’ were interpreted slightly differently by each pre-service teacher but, combined with the critical incident timeline, acted as a driver for an emergent, dialogical and relational approach to pre-service teacher identity.
Abstract.
Aljeddani A (2019). Incorporating Sustainable Development in Social Studies and Citizenship Education Curriculum: a Collaborative Community of Practice Case Study in a Saudi High School Context.
Abstract:
Incorporating Sustainable Development in Social Studies and Citizenship Education Curriculum: a Collaborative Community of Practice Case Study in a Saudi High School Context
This study shows how a qualitative case study approach can be used to explore current
practice regarding the incorporation of sustainable development (SD) into the Social
Studies and Citizenship Education (SSCE) curriculum in the Saudi 10th grade. In addition,
it seeks to understand and gain experience of how building a community of practice
and using Problem-Centred Design can promote the incorporation of SD into the SSCE
curriculum in the Saudi 10th grade as well as to identify the factors that foster or hinder
this aim. The study is divided into two phases in order to achieve its objectives. Data
was gathered using the nominal group technique (NGT), semi-structured interviews, a
research diary, teacher field notes and photography.
One of the key findings of Phase 1, which gathered data on teachers’ and students’ perceptions
of sustainable development and how it might be incorporated into the Saudi
curriculum, is that current educational policy does not support explicitly, actively or comprehensively
Education for Sustainable Development (ESD), whether in terms of circulars
that are issued by the Ministry of Education, insufficient CPD programmes and the
top-down approach of leadership. It is hardly surprising, therefore, that teachers’ and students’
understandings of sustainability were limited. Nevertheless, students were positive
about having SD incorporated into the (SSCE) curriculum. Teachers, however, although
positive about developing themselves within their setting in a collaborative manner, lacked
the knowledge of how to do this professionally, as well as of how to gain support from senior
managers and local educational administrators.
One of the key findings of Phase 2 was that building a community of practice and using
Problem-Centred Design for incorporating SD into the SSCE curriculum in the Saudi 10th
grade through implementing cutting-edge knowledge in terms of integrating SD through
developing systems thinking and interpersonal competences was challenging. Although
the roles of teachers within the emergent community of practice in both cases had the potential
to develop these competencies among students, both internal and external factors
were only taken into consideration in Case M. It can be claimed that this study contributes
to the body of knowledge through providing several insights that can be valuable for ESD. as well as proposing an emergent community of practice model for integrating SD into the
curriculum. Finally, this study can inspire educational actors in the field of ESD to benefit
from this study through rethinking the roles of both teachers and students and providing
spaces for them to use all their potential abilities and competencies in order to contribute
to SD. Several areas of research are recommended for further investigations in the field
of ESD.
Abstract.
2017
Martin FE, Pirbai-Illich F, Pete S (2017). Beyond Culturally Responsive Pedagogy: Decolonizing Teacher Education. In Pirbai-Illich F, Pete S, Martin F (Eds.) Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism, Palgrave Macmillan.
Martin F, Pirbhai-Illich F, Pete F (eds)(2017).
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism. , Palgrave Macmillan.
Abstract:
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism.
Abstract.
Martin F, Pirbhai-Illich F, Pete F (eds)(2017).
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism. , Palgrave Macmillan.
Abstract:
Culturally Responsive Pedagogy: Working towards decolonization, indigeneity and interculturalism.
Abstract.
Pirbhai-Illich F, Pete S, Martin F (2017).
Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism.Abstract:
Culturally responsive pedagogy: Working towards decolonization, indigeneity and interculturalism
Abstract.
Hopkin J, Martin F (2017). Geography in the national curriculum for key stages 1, 2 and 3. In (Ed)
Debates in Geography Education, Second Edition, 17-32.
Abstract:
Geography in the national curriculum for key stages 1, 2 and 3
Abstract.
2016
Martin F, Pirbhai-Illich F (2016). Towards Decolonising Teacher Education: Criticality, Relationality and Intercultural Understanding. Journal of Intercultural Studies, 37(4), 355-372.
2015
Martin FE, Pirbhai-Illich F (2015). Service learning as post-colonial discourse: Active global citizenship. In Reynolds R, Bradbery D, Brown J, Carroll K, Donnelly D, Ferguson-Patrick K, Macqueen S (Eds.)
Contesting and Constructing International Perspectives in Global Education, Rotterdam, the Netherlands: Sense Publishers, 135-150.
Abstract:
Service learning as post-colonial discourse: Active global citizenship.
Abstract.
2014
Martin FE, Raja L (2014). Intercultural Relationships: Sarvodaya Perspectives.
Journal of Extension and Research,
XV1(1 & 2), 68-79.
Abstract:
Intercultural Relationships: Sarvodaya Perspectives.
In this article we use the concept of Sarvodaya and the Oceanic Circle, from Gandhian philosophy, to analyse data gathered from Indian participants in a UK-India global education partnership.The data were gathered as part of a larger, ESRC funded, project 'Global Partnerships as Sites for Mutual Learning. The project as a whole was framed by postcolonial theory, but we argue that Sarvodaya is an alternative framework that may be better suited to the Indian context.
Abstract.
2013
Martin FE, Wyness L (2013). Global Partnerships as Sites for Global Learning. Policy & Practice: a Development Education Review, 16(Spring 2013), 13-40.
Martin FE, Griffiths HG (2013). Relating to the ‘Other’: transformative, intercultural learning in post-colonial contexts.
Compare: a journal of comparative and international educationAbstract:
Relating to the ‘Other’: transformative, intercultural learning in post-colonial contexts
In this paper we use Transformative Learning Theory as a lens for making sense of teachers’ learning from study visits to the Global South. TL theory (Mezirow, 2000) is made up of two main elements: the form of transformations, and the processes that support transformations. ‘Life changing’ experiences as expressed by study visit participants have been interpreted as transformational (Hutchison and Rea, 2011), but questions about who and what are transformed, and whether this is at the expense of the ‘Other’ are rarely addressed. Drawing on data from a project investigating study visits for UK teachers to the Gambia and Southern India, we analyse the form that changes take, and discuss whether these can be seen as transformational. We argue that without an explicit focus on relational forms of knowledge about culture and identity, self and other, the potential for transformations in how we relate to, and learn from, each other in postcolonial contexts is severely diminished.
Abstract.
Martin FE (2013). Same Old Story: the problem of object-based thinking as a basis for teaching distant places.
Education 3 - 13,
41(4), 410-424.
Abstract:
Same Old Story: the problem of object-based thinking as a basis for teaching distant places.
The English Geography National Curriculum encourages primary teachers to focus on similarities and differences when teaching distant places. The issues this raises are particularly acute when teaching geography in the context of the Global South. In this article I argue that comparisons based on object-based thinking can lead to views of the ‘Other’ (Said 1985) that undermine attempts to challenge stereotypes and develop positive attitudes towards difference. Relational thinking is proposed as an alternative, where difference is seen as a relation rather than a distinction. Drawing on an ESRC research project, these alternative ways of thinking are explored through research participants’ constructions of culture and identity during study visits to Southern India and the Gambia. The implications for primary teachers are considered.
Abstract.
Martin F (2013). The geographies of difference.
Abstract:
The geographies of difference
Abstract.
Martin FE, Raja L (2013). Transformative Learning: Indian Perspectives on a Global Partnership.
INDIAN JOURNAL OF ADULT EDUCATION,
74(1), 59-80.
Abstract:
Transformative Learning: Indian Perspectives on a Global Partnership
The main objective of this project was to investigate the link between Canterbury Christ Church University (CCCU) in the UK, and Goodwill Children’s Homes (GCH) in Tamil Nadu. Mutual, intercultural learning activities have been in existence between teachers of UK-India since 2000. The idea of a joint study came from the fact that no systematic research had been carried out that aimed to understand intercultural exchange learning processes in a globalised world.Findings suggest that the global partnership that has evolved over the last ten years and more is a model for others on how a partnership might develop in ways that are ethical, that have a clear focus on education and that work towards the ultimate goal of deeper intercultural understanding.
Abstract.
Martin FE (2013). What is geography’s place in the primary school curriculum?. In Lambert D, Jones M (Eds.)
Debates in Geography Education, Routledge.
Abstract:
What is geography’s place in the primary school curriculum?
Abstract.
2012
Martin F, Griffiths H (2012). Power and representation: a postcolonial reading of global partnerships and teacher development through North-South study visits.
British Education Research Journal,
38(6), 907-927.
Abstract:
Power and representation: a postcolonial reading of global partnerships and teacher development through North-South study visits.
This paper critically analyses the neoliberal discourse informing global education policy and practice. We use postcolonial theory to deconstruct the contexts for global educational partnerships, highlighting how issues of power and representation are central to their development and the learning that takes place within them. Teacher development through North-South study visits is one way of challenging teachers’ worldviews, but these are not always effective. We argue that study visit courses, where learning is facilitated by differently knowledgeable others, have the potential to be more effective, but only if the courses are underpinned by postcolonial theory and informed by socio-cultural pedagogy.
Abstract.
Martin FE (2012). The Geographies of Difference.
Geography.,
97(3), 116-122.
Abstract:
The Geographies of Difference
This article explores two traditions of thought and how these affect our understandings of culture and identity. The use of the words ‘similarity’ and ‘difference’ are often heard in the context of geographical learning about people and places. Drawing on academic theory, I explore 3 different ways of thinking about similarity and difference, followed by practical examples of study visits to locations in the global south, teaching about distant places, and selection of resources to support these. I conclude by promoting a relational pedagogy for geographical learning, in which we listen, relate to and learn from multiple perspectives. This might enable us to foster our own self-awareness and open-mindedness about difference as educators, before working with students to foster theirs.
Abstract.
2011
Martin FE, Catling SJ (2011). Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies.
Curriculum Journal,
22(3), 317-335.
Abstract:
Contesting powerful knowledge: the primary geography curriculum as an articulation between academic and children’s (ethno-) geographies
The argument has been propounded that academic disciplines and school subjects provide a powerful, authoritative knowledge which is key to enabling children to better understand the world in which they live. Inherent in this perspective is that children’s experience, knowledge and understanding is poorly formed and of limited everyday use and value. Yet it is appreciated that children’s naïve knowledge can be a pedagogic starting point to initiate them into academic subjects. While appreciating the purpose and roles of academic subjects, this paper challenges these assumptions, arguing that children’s ethno-knowledges provide powerful learning bases of equivalent authority to subjects. Using the example of younger children’s everyday or ethno-geography, the case is that children bring to school powerful (geographical) knowledge of their own. This can and should be recognised and valued in dialogue with authoritative (geographical) subject knowledge, not as subservient to it. It is argued that this perspective goes beyond that of the child/subject co-construction of knowledge to inter-relate the developmental nature of children’s everyday (geographical) learning with (geography) sense-of-subject evolution. This case is set in the context of geography but is applicable to other school subjects, where children’s and subjects’ powerful knowledges can mutually engage with and enhance each other.
Abstract.
Martin F (2011). Global Ethics, sustainability and partnership. In Butt G (Ed)
Geography, Education and the Future, Continuum, 207-224.
Abstract:
Global Ethics, sustainability and partnership
Abstract.
Martin FE (2011). Global Partnerships as Sites for Mutual Learning. Irish Association of Social, Scientific & Environmental Education Annual Conference. 5th - 6th Feb 2011.
Abstract:
Global Partnerships as Sites for Mutual Learning
Abstract.
Martin F, Griffiths H (2011). Intercultural Understanding or Neo- Colonialism? a Critique of Global Educational Partnerships. British Education Research Association conference. 1st - 4th Sep 2010.
Abstract:
Intercultural Understanding or Neo- Colonialism? a Critique of Global Educational Partnerships.
Abstract.
Martin FE, Griffiths HG (2011). Study visits to developing countries: intercultural learning or neo-colonialism?. the Transformative Impact of International Experience on Professional Learning, ESCalate day conference. 23rd - 23rd Mar 2011.
Abstract:
Study visits to developing countries: intercultural learning or neo-colonialism?
Abstract.
2010
Catling S, Greenwood R, Martin F, Owens P (2010). Formative Experiences of Primary Geography Educators.
International Research in Geographical and Environmental Education,
19(4).
Abstract:
Formative Experiences of Primary Geography Educators
This paper reports the initial findings of a study in the United Kingdom and the Republic of Ireland of teacher educators and teachers who are involved in promoting geography education in primary schooling. Following research by Buttimer, Chawla, McPartland, Palmer and others, it sought to investigate the connections between early formative life experiences and adult engagement in geographical studies and education. The research asked respondents to record those ‘autobiographical memories’ they considered had ‘turned them on’ to geography. A grounded theory approach was used to analyse the 37 responses received. It emerged that informal/personal experiences and formal educational experiences were influential. Several significant features emerged, including experience of ‘freedom to roam’ locally, family holidays, outings and trips abroad, access to and using maps, fieldwork activities at primary or secondary school and with other organizations, and the impact of a good teacher. While the outdoor findings echo Chawla’s reviews of environmental educators, the love of maps is an additional finding. Traffic and other factors have inhibited children’s outdoor experience in recent decades, and school fieldwork has declined. This study re-emphasises the essential impact of such experience in stimulating people’s geographical engagement and encourages the need to foster learning outside the classroom for all children.
Abstract.
Martin F, Griffiths H (2010). Global Partnerships for Mutual Learning: exploring issues of power and representation in researching teacher development through North-South study visits. Education and Citizenship in a Globalising World. 19th - 20th Nov 2010.
Abstract:
Global Partnerships for Mutual Learning: exploring issues of power and representation in researching teacher development through North-South study visits
Abstract.
Martin F (2010). Power, control and identity: ethical issues in researching North-South study visits. American Association of Geographers Annual Conference. 13th - 17th Apr 2010.
Abstract:
Power, control and identity: ethical issues in researching North-South study visits.
Abstract.
Martin FE (2010). ‘Global School Partnerships: Neo-colonialism or good geography?’. American Association of Geographers. 22nd - 27th Mar 2009.
Abstract:
‘Global School Partnerships: Neo-colonialism or good geography?’.
Abstract.
2008
Martin FE (2008). 'Trainee Primary Teachers' Everyday Geographies and their conceptions of Place and Space'. American Association of Geographers. 15th - 19th Apr 2008.
Abstract:
'Trainee Primary Teachers' Everyday Geographies and their conceptions of Place and Space'.
Abstract.
Martin F, Owens, P. (2008). Caring for our World: ESD for 4-8 year olds. Sheffield, Geographical Association.
Martin, F. (2008). Ethnogeography: towards liberatory geography education. Children's Geographies, 6(4), 437-450.
Martin, F (2008). Knowledge Bases for Effective Teaching: Beginning Teachers Development As Teachers of Primary Geography. International Research in Geographical and Environmental Education, 17(1), 13-39.
Martin, F (2008). Mutual Learning: the impact of a study visit course on teachers’ knowledge and understanding of global partnerships.
Critical Literacy: Theories and Practice,
2(1), 60-75.
Author URL.
2007
Catling, S. Bowles, R. Halocha, J. (2007). Education Matters: the State of Geography in English Primary Schools. Geography, 92(2), 118-136.
Martin, F (2007). School Linking: a controversial issue. In Claire H, Holden C (Eds.) Teaching Controversial Issues in Democratic Societies, London: Trentham, 147-160.
Martin, F (2007). The Wider World in the Primary School. In Hicks D, Holden C (Eds.) Teaching the Global Dimension: Key principles and effective practice, London and New York: Routledge, 163-175.
Martin, F. (2007). The development of effective teachers of primary geography: is it time for a new paradigm?. In Halocha J, Pollard A (Eds.) Conceptualising Geographical Education, London: Institute of Education, University of London, 65-80.
Catling S, Bowles R, Halocha J, Martin F, Rawlinson S (2007). The state of geography in English primary schools.
Geography,
92(2), 118-136.
Abstract:
The state of geography in English primary schools
Evidence from the annual evaluative reports of the inspections of primary schools and from the findings of two monitoring studies of primary subject leaders' perspectives are used in this article to examine the state of geography in primary education. The findings are that while geography is certainly part of the primary curriculum, there have been some very real limitations arising from the implementation of the national strategies for primary education since the late 1990s. Primary geography provision and teaching has been improving slowly: there is evidence of good use of the local area, for example, and of the use of imaginative approaches to and contexts for good and excellent geography teaching and learning in a minority of primary schools. This can be a catalyst for the wider development of good practice. New initiatives to support the development of primary geography have been identified and are underway with government support. Geography © 2007.
Abstract.
2006
Martin, F (2006). Everyday Geography: Re-Visioning Primary Geography for the 21st Century. Geographical Education, 9(3), 31-37.
Martin, F (2006). Knowledge bases for effective teaching: beginning
teachers’ development as a teacher of primary geography. In Schmeink D (Ed) Research on Learning and Teaching in Primary Geography, Germany: Padagogische Hochschule Karlsruhe, 149-184.
Martin, F (2006). Teaching Geography in Primary Schools: Learning to live in the world. Cambridge, Chris Kington Publishing.
2005
Martin, F (2005). Ethnogeography: a Future for Primary Geography and Primary Geography Research?. International Research in Geographical and Environmental Education, 14(4), 364-371.
Martin, F (2005). North-South linking as a Controversial Issue. Prospero, 11(4), 47-54.
2004
Catling, S. (2004). Future Developments and Directions for Primary Geography Research. In Catling S, Martin F (Eds.) Researching Primary Geography, Register of Research in Primary Geography, 301-311.
Martin, F (2004). Knowledge Bases for Effective Teaching: a case study of one beginning teacher's development as a teacher of primary geography. In Catling S, Martin F (Eds.) Researching Primary Geography, London: Register of Research in Primary Geography, 187-201.
Catling S, Martin F (eds)(2004). Researching Primary Geography. London, Register of Research in Primary Geography.
2003
Holden, C., Clough, N. Hicks, D. (2003). Education for Global Citizenship: the knowledge, understanding and motivation of trainee teachers.
2000
Martin F (2000). Postgraduate primary education students' images of geography and the relationship between these and students' teaching.
International Research in Geographical and Environmental Education,
9(3), 223-244.
Abstract:
Postgraduate primary education students' images of geography and the relationship between these and students' teaching
This article reports the results of research conducted with a group of postgraduate primary education students in an urban higher education institution in the United Kingdom. The purpose of the research was to examine students' images of geography and to see whether these affected them as teachers of primary geography both in terms of what they chose to teach and how they chose to teach it. The Personal Construct Psychology technique of Repertory Grid was used to elicit the students' personal images of geography. These were then compared with the image portrayed during teaching, and with the students' teaching styles. The findings indicate that there was little relationship between the students' pre-course image of geography and that portrayed in their teaching. Tentative conclusions suggest that for these students, whether novices in terms of the subject or not, all are reduced to the state of novice when it comes to teaching geography in primary schools.
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