Yana Manyukhina – författare

This book engages with the topic of ethical consumption and applies a critical-realist approach to explore the process of becoming and being an ethical consumer. By integrating Margaret Archer’s theory of identity formation and Christian Coff’s work on food ethics, it develops a theoretical account explicating the generative mechanism that gives rise to ethical consumer practices and identities. The second part of the book presents the findings from a qualitative study with self-perceived ethical food consumers to demonstrate the fit between the proposed theoretical mechanism and the actual experiences of ethically committed consumers. Through integrating agency-focused and socio-centric perspectives on consumer behaviour, the book develops a more comprehensive and balanced approach to conceptualising and studying consumption processes and phenomena.

How much say should children have in their own education? Through in-depth research in diverse primary schools, Manyukhina and Wyse explore how children's voices and choices shape their learning experiences - and why it matters. This ground-breaking text offers new insights into one of education's most pressing questions: how to balance children's agency with educational standards.The 40-month research project that is at the heart of the book investigated how England’s national curriculum, and other educational structures, affect children’s agency. The authors report findings in three contrasting schools: an inner-city primary school, a suburban academy primary school, and an independent school. As a result of in-depth longitudinal research this book uncovers the details of how schools can enable or limit children’s ability to shape their learning, from classroom choices and playground decisions to curriculum and school councils.Children's Agency in the National Curriculum engages with England’s national curriculum in the context of curriculum studies and curriculum development internationally. The new findings arise from research that is ‘close-to-practice’, ensuring that the implications of the work are relevant for children, teachers, and policy makers alike.

How much say should children have in their own education? Through in-depth research in diverse primary schools, Manyukhina and Wyse explore how children's voices and choices shape their learning experiences - and why it matters. This ground-breaking text offers new insights into one of education's most pressing questions: how to balance children's agency with educational standards.The 40-month research project that is at the heart of the book investigated how England’s national curriculum, and other educational structures, affect children’s agency. The authors report findings in three contrasting schools: an inner-city primary school, a suburban academy primary school, and an independent school. As a result of in-depth longitudinal research this book uncovers the details of how schools can enable or limit children’s ability to shape their learning, from classroom choices and playground decisions to curriculum and school councils.Children's Agency in the National Curriculum engages with England’s national curriculum in the context of curriculum studies and curriculum development internationally. The new findings arise from research that is ‘close-to-practice’, ensuring that the implications of the work are relevant for children, teachers, and policy makers alike.

This book presents a compelling vision for curriculum futures that prioritises democratic participation and authentic learning over narrow accountability measures. As educational systems worldwide grapple with post-pandemic challenges, climate concerns, and artificial intelligence, traditional approaches seem ill-equipped to address these unprecedented challenges.Drawing on research from diverse global contexts-from Scotland's governance reforms to AI-enhanced curricula in the MENA region, from self-directed learning environments in England to cross-curricular frameworks in Indian schools-these contributions converge on three consistent themes: the centrality of student agency in learning, the importance of holistic development that integrates academic achievement with well-being, and the need for democratic and participatory approaches to education. The collection documents the harmful effects of neo-liberal approaches that reduce curriculum to measurable outcomes in literacy and numeracy, whilst demonstrating the transformative potential of children's agency and community-grounded learning. Contributors provide compelling evidence that children as young as nine are capable of directing their own learning when provided with appropriate structures and support.This volume will be essential reading for curriculum specialists, primary education researchers, teacher educators, and policymakers seeking to develop more democratic and inclusive approaches to curriculum design in contemporary educational contexts. This book was originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

This book presents a compelling vision for curriculum futures that prioritises democratic participation and authentic learning over narrow accountability measures. As educational systems worldwide grapple with post-pandemic challenges, climate concerns, and artificial intelligence, traditional approaches seem ill-equipped to address these unprecedented challenges.Drawing on research from diverse global contexts-from Scotland's governance reforms to AI-enhanced curricula in the MENA region, from self-directed learning environments in England to cross-curricular frameworks in Indian schools-these contributions converge on three consistent themes: the centrality of student agency in learning, the importance of holistic development that integrates academic achievement with well-being, and the need for democratic and participatory approaches to education. The collection documents the harmful effects of neo-liberal approaches that reduce curriculum to measurable outcomes in literacy and numeracy, whilst demonstrating the transformative potential of children's agency and community-grounded learning. Contributors provide compelling evidence that children as young as nine are capable of directing their own learning when provided with appropriate structures and support.This volume will be essential reading for curriculum specialists, primary education researchers, teacher educators, and policymakers seeking to develop more democratic and inclusive approaches to curriculum design in contemporary educational contexts. This book was originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

This book presents a compelling vision for curriculum futures that prioritises democratic participation and authentic learning over narrow accountability measures. As educational systems worldwide grapple with post-pandemic challenges, climate concerns, and artificial intelligence, traditional approaches seem ill-equipped to address these unprecedented challenges.Drawing on research from diverse global contexts—from Scotland's governance reforms to AI-enhanced curricula in the MENA region, from self-directed learning environments in England to cross-curricular frameworks in Indian schools—these contributions converge on three consistent themes: the centrality of student agency in learning, the importance of holistic development that integrates academic achievement with well-being, and the need for democratic and participatory approaches to education. The collection documents the harmful effects of neo-liberal approaches that reduce curriculum to measurable outcomes in literacy and numeracy, whilst demonstrating the transformative potential of children's agency and community-grounded learning. Contributors provide compelling evidence that children as young as nine are capable of directing their own learning when provided with appropriate structures and support.This volume will be essential reading for curriculum specialists, primary education researchers, teacher educators, and policymakers seeking to develop more democratic and inclusive approaches to curriculum design in contemporary educational contexts. This book was originally published as a special issue of Education 3-13: International Journal of Primary, Elementary and Early Years Education.

This book engages with the topic of ethical consumption and applies a critical-realist approach to explore the process of becoming and being an ethical consumer. By integrating Margaret Archer’s theory of identity formation and Christian Coff’s work on food ethics, it develops a theoretical account explicating the generative mechanism that gives rise to ethical consumer practices and identities. The second part of the book presents the findings from a qualitative study with self-perceived ethical food consumers to demonstrate the fit between the proposed theoretical mechanism and the actual experiences of ethically committed consumers. Through integrating agency-focused and socio-centric perspectives on consumer behaviour, the book develops a more comprehensive and balanced approach to conceptualising and studying consumption processes and phenomena.