The paper presents findings from a research study of 318 mathematics teachers' experiences of access to, and use of, digital technology in their professional development in marginalised communities in ten districts across Bangladesh. The innovative two-cycle qualitative study design involved early career researchers collaborating with…

We live in a data-driven world. The voluminous scale of data gathered can lead to diminished consciousness of ethics whilst economic interests are prioritised. Across recent decades education has come to be heavily data driven and datafied. We have witnessed the dehumanising and increased labour impacts of school datafication. In search for…

The current debates in the area of researchers' positionalities criticize the notion of the 'insider/outsider' dichotomy and favour the idea of a fluid inbetweener position. However, these narratives foreground researchers' perspectives and often ignore participants' agency in constructing a researcher's positionality in the field. In this paper,…

In this article, we contest globalised notions of data as 'universally' beneficial, necessary and 'evidence-based'. We do so by drawing upon narrative accounts of the problematic ways data impact educators researching and working in university and schooling settings over time and in varied national contexts. We reveal how data are transient and…

During my (Hafiz) childhood in Bangladesh, I experienced the negative impact of the educational system. My experiences initiated a process of conscientization leading to values-driven activism through the establishment of Education for Development and Sustainability (EDS), a child-friendly community of practice, with Trine and Alamin. In…

This paper seeks to explore the relational participatory action research (PAR) frameworks that have been developed to allow non-Indigenous researchers, along with Indigenous co-researcher participants, to learn and honour Indigenous stories. Specifically, in the context of PAR research in the Chittagong Hill Tracts of Bangladesh, we outline: (a)…

The social situation of development (SSD) specific to each age determines regularly the whole picture of the child's life. Therefore, we need to learn about the whole context surrounding children relevant to their development. The focus of the study is to understand parent's views on infant-toddler's science concept formation in the family…

In this article we unravel the difficulty of being researchers in the homes and classrooms of children and their families whose origins are, for one of us, very different and, for the other, very similar to our own. We first situate our work within theories of early socialization and literacy teaching which underpin our understanding of how young…

In the Least Economically Developed Countries (LEDCs), School Based Teacher Development (SBTD) is sometimes advocated as a potential mechanism for improving the classroom practices experienced by millions of children in a complete school system, as quickly as possible. Robust evidence is required for approaches to be implemented with some…

It has long been orthodoxy among adult educators that those who teach adults need to take into account the existing knowledge, practices, perceptions and expectations of the learners. This is true at both central level where curricula and teaching-learning materials are developed and at local level where adult teacher/facilitator meets adult…

Considers the relationship between knowledge production and primary education policy making in Bangladish. Investigates the discussions and dialogues between policymakers and researchers. Assesses the implications of the relationship between policy and knowledge production for strategies to introduce university primary education. Argues there has…