My work focuses on early literacy development in rural Tanzania. International initiatives and interventions in this area largely focus on assumptions about children’s foundational literacy learning drawn from Anglo-American contexts and overlook evidence of how children interact with and use printed materials in their family and community. I use a socio-culturally situated and multimodal framing of literacy which draws on children’s play and their religious and community practices, and how their relationships with siblings, peers and family members support this early literacy learning and development.
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Ang L., O’Neill S., Rogers S., Ko SY(J)., Fox K. (2025) ‘The Power of Play (PoP) Study: Understanding the Role and Value of Play in Supporting Early Learning and Development.’ Final Report. London: UCL Institute of Education.
Rolleston et al. (2023) Stepping Up or Falling Behind? Students’ Views on Universities and the Climate Crisis, Transforming Universities for a Changing Climate, Working Paper Series No. 10.
ISSN 2754-0308
Learning is highly relational, yet prevailing discourses in education position students as individually responsible for learning, attainment, and behaviour. My research follows a group of students from Yeat 9 to Year 11 to explore how narratives around attainment and learning influence students’ co-construction of an ethics of responsibility. I explore feminist and queer theoretical re-framings of responsibility that offer potential to rethink individualising impulses that position students in opposition to others, to consider new modes of cooperative relationality in school cultures.
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Slater-Wells, B. (2025). Helping others become: the pathologisation of non-participation in secondary school peer groups. Discourse: Studies in the Cultural Politics of Education, 1–16. https://doi.org/10.1080/01596306.2025.2516649
Publications
Elliott, V., Nelson-Addy, L., Chantiluke, R. & Courtney, M. (2021) Lit in Colour Diversity in Literature in English Schools. London: Penguin & Runnymede Trust
Chantiluke.R, Kwoba.B, Nkopo.A, Rhodes Must Fall: The Struggle to Decolonise the Racist Heart of Empire (London: Zed Books), 2018
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Publications:
(Based on MSc module assignment ‘Designing and communicating research’ (DCR))
Published in: The Linguist (summer edition), CIOL magazine.
“Is research working? Better use and understanding of translation are key to improving global research”
https://www.ciol.org.uk/sites/default/files/TheLinguistSummer24-website.pdf
Book translation:
one of a series of 4 books in English on ‘Shanghai Culture’.
Title: Shanghai Women,
Author: MA Shanglong,
Translator: Celine Garbutt.
Publisher: Shanghai University Press
ISBN 978 – 7 – 5671 – 4647 – 1
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TLC Research Centre
Educational Futures Research Network
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The overall aim is to examine whether deaf children, if taught a representational, written form of their native visual-gestural sign language (L1), may better develop improved cognitive abilities in order to regenerate literacy skills in their second language, English (L2).