Books by Hogai Aryoubi
In A. Peterson, G. Stahl, & H. Soong (Eds.), The Palgrave Handbook of Citizenship and Education., 2019
This chapter focuses on the life and contributions of Brazilian educator Paulo Freire (1921-1997)... more This chapter focuses on the life and contributions of Brazilian educator Paulo Freire (1921-1997). The emphasis is on his scholarly contributions to educational theory and practice in educational fields that promote social change, including critical pedagogy, literacy education, citizenship education, social justice education, democratic education, and peace education. After outlining Freire’s key concepts, the chapter synthesizes the use of the concepts in these diverse fields, with a particular emphasis on formal, nonformal, and informal education. Although Freire’s primary interest was adult nonformal education, the scholarship indicates also the employment of Freirean ideas within formal and informal educational settings. Critiques of Freirean ideas and corresponding implications are highlighted throughout the chapter. The conclusion recapitulates Freire’s main contributions to education for citizenship and social change, and offers some possible directions forward that emanate from within the literature.
Book Reviews by Hogai Aryoubi
In Factis Pax: Journal of Peace Education and Social Justice, 2018
Papers by Hogai Aryoubi
Post‐abyssal ethics in education research in settings of conflict and crisis: Stories from the field, 2021
This article draws heavily on the post-abyssal philosophy of Boaventura de Sousa Santos in order ... more This article draws heavily on the post-abyssal philosophy of Boaventura de Sousa Santos in order to theorise new ways of thinking about research ethics in settings affected by armed conflict and crisis, and to put them into practice. Our article explores the dilemmas and tensions faced by four graduate students and a supervisor across diverse international settings. For some of us, these are places we call home, for others these are places that provide refuge to our people: Afghanistan, Jordan, Lebanon and India. We seek to deepen standard understandings of ethics as institutionalised in university forms, arguing that tidy checklists for safety and risk mitigation do not adequately address the complex affective and socio-political struggles permeating research, and the bodies of researchers , in these settings. Our main focus here is on how we can synthesise our various experiences in order to offer something of value to others who may be about to go into the field in settings affected by armed conflict and crisis. The question that we address, then, is: how can researchers avoid the limitations, obfuscations and silences of traditional institutional ethics in order to adopt a situated, embodied, post-abyssal research ethic that might open up new spaces for emotion, encounter, and engagement with struggle, risk and voicing? We use an autoethnographic approach that enables congruence with the aims of this article, and that supports our aspirations for enhanced impact through powerful narrative. We end with discussion that contains suggestions for institutions, supervisors, researchers, and for funding and professional bodies.
Cambridge Open-Review Educational Research e-Journal, 2017
When should I publish my work? How do I choose a journal to publish in? What counts as selfplagia... more When should I publish my work? How do I choose a journal to publish in? What counts as selfplagiarism? What actually happens to my paper after I submit it to a journal? How can I optimise my publishing strategy, while coping with the demands of thesis writing? In this special paper,
Professor Susan Robertson responds to some of the most common questions postgraduate students and junior researchers ask, about the publishing and peer-reviewing process. While academic publishing is tightly connected to an academic career, it can also appear to graduate students like a ‘black-box’, with its own seemingly complex logic and unfamiliar processes.
The CORERJ team collected questions posed by several PhD students at the University of Cambridge’s Faculty of Education, and held an interview with Susan Robertson in August, 2017, to provide some answers to these questions. Susan Robertson is a Professor of Education at the Faculty of Education, University of Cambridge. She is the founding Chief Editor of Globalisation, Societies and Education and a member of the editorial board of Education Policy Analysis Archives
and Educational Researcher. She has worked as a sociologist of education in different parts of the world, including Australia, Canada, New Zealand, and the UK and her work draws on a range of disciplines (including geography, sociology, politics and economics) to help her understand transformations of the state and education in a global world. As an experienced editor, academic and researcher, she offers advice to postgraduate students and junior researchers on publishing and peer-reviewing. Amongst other issues, she discusses ‘open access’ and the value of personal websites and blogs.
International Journal of Languages’ Education and Teaching, 2016
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Books by Hogai Aryoubi
Book Reviews by Hogai Aryoubi
Papers by Hogai Aryoubi
Professor Susan Robertson responds to some of the most common questions postgraduate students and junior researchers ask, about the publishing and peer-reviewing process. While academic publishing is tightly connected to an academic career, it can also appear to graduate students like a ‘black-box’, with its own seemingly complex logic and unfamiliar processes.
The CORERJ team collected questions posed by several PhD students at the University of Cambridge’s Faculty of Education, and held an interview with Susan Robertson in August, 2017, to provide some answers to these questions. Susan Robertson is a Professor of Education at the Faculty of Education, University of Cambridge. She is the founding Chief Editor of Globalisation, Societies and Education and a member of the editorial board of Education Policy Analysis Archives
and Educational Researcher. She has worked as a sociologist of education in different parts of the world, including Australia, Canada, New Zealand, and the UK and her work draws on a range of disciplines (including geography, sociology, politics and economics) to help her understand transformations of the state and education in a global world. As an experienced editor, academic and researcher, she offers advice to postgraduate students and junior researchers on publishing and peer-reviewing. Amongst other issues, she discusses ‘open access’ and the value of personal websites and blogs.
Professor Susan Robertson responds to some of the most common questions postgraduate students and junior researchers ask, about the publishing and peer-reviewing process. While academic publishing is tightly connected to an academic career, it can also appear to graduate students like a ‘black-box’, with its own seemingly complex logic and unfamiliar processes.
The CORERJ team collected questions posed by several PhD students at the University of Cambridge’s Faculty of Education, and held an interview with Susan Robertson in August, 2017, to provide some answers to these questions. Susan Robertson is a Professor of Education at the Faculty of Education, University of Cambridge. She is the founding Chief Editor of Globalisation, Societies and Education and a member of the editorial board of Education Policy Analysis Archives
and Educational Researcher. She has worked as a sociologist of education in different parts of the world, including Australia, Canada, New Zealand, and the UK and her work draws on a range of disciplines (including geography, sociology, politics and economics) to help her understand transformations of the state and education in a global world. As an experienced editor, academic and researcher, she offers advice to postgraduate students and junior researchers on publishing and peer-reviewing. Amongst other issues, she discusses ‘open access’ and the value of personal websites and blogs.