Sid Mohandas

University College London | UCL · Institute of Education

From education and achievement to mental health and well-being to violence and aggression, the ‘state of boys’ has long been a feature of UK (and global) educational, societal and political debate. Against this backdrop, a raft of evidence-based research has not only contested the notion of a singular ‘state’ of boys, but also complicated the categ...

From education and achievement to mental health and well-being to violence and aggression, the ‘state of boys’ has long been a feature of UK (and global) educational, societal and political debate. Against this backdrop, a raft of evidence-based research has not only contested the notion of a singular ‘state’ of boys, but also complicated the categ...

This article demonstrates how feminist posthumanism can reconfigure conceptualisations of, and practices with, ‘child’ in Montessori early childhood contexts. It complicates Montessori’s contemporary reputation as a ‘middle-class phenomenon’ by returning to the earliest Montessori schools as a justice-oriented project for working-class children and...

In the past few decades important work has been undertaken to unsettle essentialist conceptualisations of gender/sex in the early years workforce. Through an auto/ethnographic diffractive engagement that thinks with feminist ‘new’ materialist and postcolonial scholarships, this paper uncovers the need to move beyond an exclusive focus on diversifyi...

This chapter considers the potential that a feminist new materialist theoretical framework makes to undertaking research into global childhoods as they materialise through everyday encounters with learning materials in a nursery classroom in London, UK. We trouble prevailing philosophies, pedagogies and worldviews that both frame practice and circu...

This paper attempts to open out investigations in ECEC by working beyond anthropocentric accounts of gender. Drawing upon feminist new materialist philosophies we ask whether it might be possible to reconfigure ideas about gender that recognise it as produced through everyday processes and material-affective entanglements. In order to do this, we w...

This research explores early years leaders’ perceptions of how Ofsted affects their subjective wellbeing. It takes a mixed method approach, drawing data from an online survey (n=146) and in-depth interviews (n=7) with early years leaders in the UK. Even though the survey data shows that an overwhelming number of early years leaders experience stres...