
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).
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