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We accept posts from academics, practitioners, and policy makers. We are especially keen to encourage contributions from Early Career Researchers and can provide support with writing and promoting your work. It’s a great way to share information about your research, regardless of the stage you are at.
If you’re interested in submitting a blog article to CRFR, please read our guest blog guidance for information.
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The red flags are everywhere, but nobody can see them
Coercive control is a harmful criminal offence, yet it hides in plain sight. Sitting front and centre within our culture, it is performed routinely before our eyes. Coercive and controlling behaviours are glamorised in plotlines where abusers are sexy and romantic bad boys, and
Resilience in early years—continuing the conversation
Resilience in early years—continuing the conversation by Dr Caralyn Blaisdell ABOUT THE AUTHOR Caralyn Blaisdell is a Lecturer in Early Years Education at the University of Strathclyde. She completed her PhD at CRFR on ‘Young children’s participation as a living right: an ethnographic study
Resilience – continuing the conversation
It’s not a surprise that our seminar, ‘The Troubling Concept of Resilience’, received such interest. In recent years, fostering resilience has become a central dimension not only of early years, education and youth policy, but wider social policy and practice. The concept has, arguably,
Evaluating the Bookbug programme in Scotland
A little yellow bug in red dungarees has become a familiar part of Scottish family life. It’s name – and you will likely know this if you have young children – is Bookbug, and it’s the mascot of Scottish Book Trust’s Early Years programme.
‘Trust me, I know exactly how you feel’: Undisclosed thoughts on researching single mums when you are one
“Yup. Uh huh. Ok… Could you tell me more about that?” This is my side of the interview. I listen intensely, nod my head along, and utter some phrase along these lines. It seems rather monotonous, but it’s necessary. This does several things for
Making rights real for children. What a welcome strapline for Scottish Government’s children’s policy and service reform
As recognised in the recent seminar series on the UN Convention on the Rights of the Child (CRC) in Scotland, Scotland has made considerable progress in realising children’s rights. But we still have much further to go: for example, in comprehensively recognising all of
Strength and power: autistic pupils and their parents’ experiences of support in secondary school
In recent years there has been a significant driving force to teach and include autistic pupils in mainstream schools (Humphrey, 2008). Beardon (2017) asserts that it is autism and the environment that equates to the outcome. For example, surroundings can impact on the level
Challenging settings where child sexual abuse can thrive
Sexual abuse scandals involving the leading American film producer Harvey Weinstein, British music colleges such as Chetham’s and Royal Northern College, and football clubs throughout the UK might seem to have little in common.