The key themes in our research include intersectionality, education policy, pedagogy and practice, STEM education, elite education, and global middle-classes.
We address educational identities and inequalities through the intersection of gender, social class, 'race'/ethnicity and disability.
CSEE members also work on critical policy analysis, teacher subjectivity and affect, gendered public pedagogy, privilege and private education, and education in the middle-classes. Key themes in our research include:
We address educational identities and inequalities through the intersection of gender, social class, ‘race’/ethnicity and disability.
- GASES: Gender and Sexual Equity in Schools
- Ada Mau (issues and discourses of identities, ‘race’, gender and social class and social justice in education)
- Jessica Ringrose (Intersectional Feminist Approaches; Posthuman and New Materialism Research Methodologies; Youth digital gender and sexual cultures and activisms; Diverse girls and women’s experiences of gendered advertising in London’s public spaces
- Louise Archer (educational identities and inequalities, particularly in relation to gender, ethnicity and social class)
- Michela Franceschelli, (transitions to adulthood, sociology of youth and life course; migration & social inequalities; visual methods and film documentary)
- Carol Vincent (social class, religion, and race/ethnicity; families and their differential relationship with the education system; diversity, geographies of encounter, and inequality)
- Alice Bradbury (intersectional inequalities in early years and primary education).
- Introduction of Baseline Assessment
- How teachers understand and promote British values in schools (Leverhulme Major Research fellowship).
- Annette Braun (critical policy analysis, teacher identities and teachers’ work)
- Stephen Ball (education policy analysis and social theory)
- Carol Vincent (critical analysis of contemporary education policy; diversity, community, citizenship and ‘British values’)
- Alice Bradbury (education policy and inequalities in terms of class, gender and ‘race’; impact of policy in primary and early years education).
Pedagogy and practice
- Understanding teacher subjectivity: the perspectives of theorists and teacher trainers
- Best Practice in Grouping Students
- Annette Braun (critical policy analysis, teacher identities and the ways in which teachers’ work is shaped by affective and policy dimensions)
- Patrick Bailey (governance, social mobility and biopolitics)
- Carol Vincent (citizenship education)
- Jessica Ringrose (Gendered Public Pedagogy in Activist groups and NGOs).
Science, Technology, Engineering and Mathematics (STEM) education
- ASPIRES, ASPIRES 2 and ASPIRES 3
- Enterprising Science
- Youth Equity+STEM (YESTEM)
- Making Spaces
- Science Capital Research: Primary Science Capital
- Louise Archer (inequalities in science participation and STEM education; students’ science and career aspirations)
- Jennifer DeWitt (learning and engagement in early years, families and school groups in informal science environments)
- Spela Godec (young people's engagement with science across formal and formal education, with a focus on social equity)
- Ada Mau (education equity, youth education, STEM education)
- Sandra Takei (PhD) (subject choice in English secondary schools: A comparison of factors impacting A-level subject choice for physics and modern foreign languages).
Gender and Activism
- Post-digital Intimacies and the Networked Public-Private
- Digital Defence & Activism Lessons: Equipping young people to navigate contemporary digital cultures in and around school
- Is #Metoo part of a wider cultural shift?
- Children and unsolicited sexual images on Social Media Apps: Developing Better Digital Defences and Literacy.
- Jessica Ringrose (Gendered Public Pedagogy in Activist groups and NGOs)