BURA Collection: ^ Moving to College of Arts, Law and Social Sciences^ Moving to College of Arts, Law and Social Scienceshttp://bura.brunel.ac.uk/handle/2438/130312026-04-12T18:51:48Z2026-04-12T18:51:48ZExploring smartphone-assisted learning in the third space: students’ smartphone identity formation and lived experiencesLuo, YWatts, Mhttp://bura.brunel.ac.uk/handle/2438/326962026-01-23T03:00:20Z2025-08-26T00:00:00ZTitle: Exploring smartphone-assisted learning in the third space: students’ smartphone identity formation and lived experiences
Authors: Luo, Y; Watts, M
Abstract: Smartphones function both as learning devices and as extensions of learners’ identities, supported by generative artificial intelligence and gamification. This study examines the learning experiences of university students learning English as a foreign language, focusing on their lived experiences of using their smartphones. It followed a hermeneutic phenomenological approach, employing a reflective qualitative method to investigate students’ smartphone experiences through recurrent conversational reflections and journaling over six months. The findings revealed that smartphone learning experiences are multimodal and sociocultural, negotiating between students’ personal and collective agencies and integrative cultural realities shaped by social, economic, and technological landscapes. Evolving smartphone technologies create a unique learning culture and ‘third space’ learning context characterised by accessibility, co-presence, autonomy, and social meaning-making. This third space bridges formal and informal learning environments, making smartphone learning seamless and spontaneous. The study also confirmed that learners continuously develop ‘smartphone identities’, negotiated between personal and collective selves and influenced by sociocultural factors within the target context. Finally, smartphones are mediating tools, offering pedagogical and psychological affordances that connect learners with their learning environments. Future research should gather more empirical evidence across various settings, focusing on extended stakeholders who may contribute to these novel learning spaces and educational innovations.
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The manuscript contains anonymised data and abides by British Educational Research Association guidelines.
The authors declare no conflicts of interest.2025-08-26T00:00:00ZEvaluating the worth of race, ethnicity and education over the last 5 yearsWarner, DCSalehjee, Shttp://bura.brunel.ac.uk/handle/2438/317112025-09-08T07:53:31Z2025-07-11T00:00:00ZTitle: Evaluating the worth of race, ethnicity and education over the last 5 years
Authors: Warner, DC; Salehjee, S
Abstract: Racism is a shapeshifter that adapts to silence minoritised ethnic voices, unless it is continually made visible. Race research therefore needs continuous development to challenge pervasive racisms within schools, higher education and government policy. This virtual special issue, curated by the BERA Race, Ethnicity and Education Special Interest Group, is an overview of recent scholarship that highlights trends and the evolution of epistemologies and ontologies pertaining to race in education.2025-07-11T00:00:00ZRethinking Gender Equality Policies in Indian Higher Education: A Critical Analysis of the National Education PolicyFilippakou, OJain, Nhttp://bura.brunel.ac.uk/handle/2438/303642024-12-23T03:00:28Z2025-01-01T00:00:00ZTitle: Rethinking Gender Equality Policies in Indian Higher Education: A Critical Analysis of the National Education Policy
Authors: Filippakou, O; Jain, N
Editors: Tsouroufli, M; Tambe, A; Filippakou, O; Dyahadroy, S; Sneha, G; Wadhwa, G
Abstract: ...2025-01-01T00:00:00ZThe Idea of Education in Golden Age Detective FictionDalrymple, RGreen, Ahttp://bura.brunel.ac.uk/handle/2438/303502024-12-18T03:00:47Z2024-07-05T00:00:00ZTitle: The Idea of Education in Golden Age Detective Fiction
Authors: Dalrymple, R; Green, A
Abstract: This book presents an exploration of how Golden Age detective fiction encounters educational ideas, particularly those forged by the transformative educational policymaking of the interwar period. Charting the educational policy and provision of the era, and referring to works by Agatha Christie, Dorothy L. Sayers, Edmund Crispin and others, this book explores the educational capacity and agency of literary detectives, the learning spaces of the genre and the kinds of knowledge that are made available to inquirers both inside and outside the text. It is argued that the genre explores a range of contemporaneous propositions on the balance between academic curriculum and practicum, length of school life and the value of lifelong learning. This book’s closing chapter considers the continuing pedagogic value for contemporary classrooms of engaging with the genre as a rich discursive and imaginative space for exploring educational ideas. Framing Golden Age detective fiction as a genre profoundly concerned with learning, this book will be highly relevant reading for academics, postgraduate students and scholars involved in the fields of English language arts, twentieth-century literature and the theories of learning more broadly. Those interested in detective fiction and interdisciplinary literary studies will also find the volume of interest.
Description: Copyright 2025. Table of contents. Introduction 1. Learning in the Age of Sleuthing 2. Detective as learner and teacher 3. The learning spaces of Golden Age Detective Fiction 4. The limits of detective learning 5. Detective fiction in education.2024-07-05T00:00:00Z