David Menendez Alvarez Hevia

Originally from Oviedo (Spain), David graduated in Primary Education, Pedagogy and Psychopedagogy before moving to study in the UK where he obtained a Master of Research in Education and Society and a Ph.D. in Education. David has been involved in teaching, leading, and developing different Undergraduate and Master programmes in the area of education. He is interested in understanding educational issues from a theoretical and socio-political perspective, combining critical and philosophical lenses to approach education in its wider sense. His research covers a variety of topics contextualised in education, including emotions, social justice and alternative provisions.

Global Citizenship Education for a Society in Change

Overview of the Symposium: Global Citizenship Education (GCE) is understood as a pedagogical response to the need for addressing contemporary problems from a thicker perspective in which the relationships between systems, people and the natural environment are intertwined in a complex local and global entanglement. This symposium session seeks to…

Education Studies: an international perspective

Education Studies in the UK emerged as an independent subject in the late 1990s. Initially it was introduced in just few universities as an ‘’ideal subject as preparation for teaching and other careers’’ and in combination with other subjects (Simon, 2019, p.2). It is now present in most of the…

Emotional Intelligence in Saudi Arabian Educational Supervision: between acceptance and resistance

The concept of Emotional Intelligence has received considerable attention globally and most recently in the context of Educational Supervision in Saudi Arabia, where it has been presented as a key element to stimulate effective leadership and educational change. In this article, we discuss the introduction of Emotional Intelligence in Saudi…

SYMPOSIUM: Being there – a collaborative approach into attendance and engagement in Higher Education

There is a growing concern among universities over the levels of student absenteeism at teaching activities. Attendance is an increasingly important issue in the UK, but also internationally, for its impact on student experience, academic performance and engagement. Although attendance is generally studied in relation to achievement (e.g. Arulampalam, Naylor…

A critical approach to Emotional Intelligence as a dominant discourse in education

This paper presents a critical analysis of Emotional Intelligence as a dominant discourse that outlines forms in which emotionality is conceptualised, managed, learnt and taught in the educative context. Ideas from poststructural and discursive theory are brought into discussion to shape the theoretical framework of this paper. In the first…

SYMPOSIUM Becoming researchers: A collaborative effort to conceptualise research as a pedagogy in Education Studies programmes

The symposium presents the journey of a group of undergraduate Education Studies students and lecturers exploring forms of conceptualising “research as a pedagogy” in research units of the programme. The symposium covers a series of student-researcher presentations in which small pieces of research work, together with personal reflections on the…