Oxford Review of Education
Vol. 52, n°3, 05/2026
- What makes care-experienced young people ‘survivors’ in education: evidence from China, Shian Yin & Zhaomu Zeng
- Pupil voice as a method in education research: thinking the ‘in-between’, David Littlefair & Michael Jopling
- Social sustainability in Early Childhood Education and Care through play, responsiveness and inclusion: teachers’ responses to children’s non-verbal initiatives in play, Emelie Stavholm
- Shadow education in conflict-affected contexts: experiences of internally displaced Syrian students with English private tutoring, Anas Hajar
- Teachers’ perceptions of and adaptations to implementing a competency-based curriculum at the secondary level in Bangladesh, Shahidul Islam, Arifur Rahman, Uthpal Chandra Paul & Md. Khaleduzzaman
- Bridging the gap: educational aspirations and expectations in Latin American intermediate territories, Thibaut Plassot Sansans, Isidro Soloaga, Chiara Cazzuffi & Cristian Leyton
- Modelling gender equity in the classroom: from teacher educators to pre-service teachers and what gets lost in translation, Aisling Walsh, Elaine M. Murtagh, Ahmad Aljanazrah & Ghadeer Hamed
- Do teachers read against the text? Studying the prevalence of critical literature pedagogy through a vignette, Jeroen Dera
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