Publications

Professor Frank Moulaert speaking at the WISERD CRESC Radical Social Innovation Colloquium on Thursday 19th May 2016.  

This paper examines the positioning of the Welsh education system within contemporary policy debate and analysis. It begins by outlining some of the ways in which education policy and provision in Wales differs from that of its neighbour, England, and then goes on to critique how these differences have been represented in both the media…

The Foundation Phase is a Welsh Government flagship policy of early years education (for 3-7 year-old children) in Wales. Marking a radical departure from the more formal, competency-based approach associated with the previous Key Stage 1 National Curriculum, it advocates a developmental, experiential, play-based approach to teaching and learning. The learning country: A paving document…

This article describes the meta-theoretical and theoretical foundations of one approach to critique that moves through up to eight analytically distinct steps. This critique begins with the identification of specific discourses and discursive practices and moves progressively toward a critique of ideology and domination and then to a critique of the factors and actors that,…

The second in a series of podcasts entitled Talking Research, looking at various research methods. These podcasts are produced by WISERD and the Open University.  

The third in a series of podcasts entitled Talking Research, looking at various research methods.

This chapter is part of a collection of essays that put contemporary Wales under the microscope. Examining issues such as class, gender, culture and the Welsh language, Our Changing Land presents a complex and often contradictory picture of a nation. The book also continues a discourse begun over thirty years ago in the 1994 Our Sisters’ Land (edited by Jane Aaron,…

This book explores how culture and citizenship are theorised, promoted and learned throughout schools in Wales. Following a brief history of Welsh education and a discussion of how contemporary cultural identity is theorised through citizenship education curricula, it illustrates how archaic approaches to understanding cultural identity continue to undermine the development of culturally relevant curriculum in…

Potential merits of a social practice perspective for examining the meanings and dynamics of family food include moving beyond individual behaviour, and exploring how practices emerge, develop and change. However, researchers have struggled to encourage reflection on mundane practices, and how to understand associated meanings. Drawing on a study of families in South Wales, this…

A raft of United Nations Treaties, European Union Directives and domestic laws oblige governments in 180 + countries to apply the Participative Democratic Model of mainstreaming equalities to public administration by involving those targeted by equality initiatives at all stages in their design and delivery. Notwithstanding Participative Democratic Model’s deeply political nature, extant work has overlooked how…