CERII is the home of education research at ARU. We are committed to developing research on education, identities and inequalities which contributes to knowledge formation and makes a difference to people’s lives and society at large.
Our activities are consistently underpinned by a dual concern for inclusion and excellence, yet are also diverse in terms of epistemological, theoretical and empirical foci. The centre brings together our expertise in a range of topics related to identities and inequalities in education and work contexts throughout the life course.
The most recent Research Excellence Framework (REF 2021) identified three areas of excellence: gender, sexuality and care-based identities; sustainability in education; and curriculum research.
The aims of CERII are to:
For more information, contact Prof Marie-Pierre Moreau, Director, at [email protected]
Find out about our upcoming online research seminars - open to all
Prof Marie-Pierre Moreau is Professor in Education and Education Research Lead in the School of Education at ARU. A sociologist by training, her interests are located at the nexus of education, work and inequalities.
Her current research concentrates in two key areas: teachers' identities and careers, with specific reference to gender and the 'feminisation thesis’, and the relationship between care and academic work, with specific reference to the way students and academic staff with caring responsibilities are positioned in academic discourses.
She is the author or co-author of over 100 publications, including two monographs and two edited volumes. She is the editor of the Bloomsbury Gender and Education book series (with Prof. Penny Jane Burke, Newcastle, Australia and Prof. Nancy Niemi, Yale, USA). In 2014, she was appointed as an expert to the European Commission to provide advice on its policies and programmes in the fields of research, gender equality and education.
Dr Samson Maekele Tsegay is a Research Fellow at ARU. He was a program coordinator in the University of Asmara and the National Board for Higher Education in Eritrea for about ten years. Furthermore, he worked as a Visiting Lecturer at Beijing Normal University and University of Roehampton.
He is author or co-author of many book chapters and articles in peer-reviewed journals. His research interests focus on comparative education, critical pedagogy, global citizenship education, migration and education, and internationalisation of higher education.
Dr Alex Moseley is Head of Anglia Learning and Teaching. He leads the activities of Anglia Learning and Teaching, which are driven by our Learning, Teaching and Assessment Strategy.
Alex Thorpe is a curator and educator interested in the potential of the arts for social change. She brings together artists with people to generate collective actions in response to pressing social issues. Currently Education Curator at the Serpentine Galleries, she leads on collaborative programmes with children, young people and families, producing toolkits to share research more widely.
Alex was co-curator of Rights to the City? an international symposium of artists, organisations and practitioners that seeks to explore the place of social and political activity in art making and is currently co-editing a book reflecting on five years of Serpentine community-based projects. Between 2007 and 2014 Alex worked at Manchester Art Gallery developing programmes and spaces with children and families.
Amal Khalaf is a curator and artist, and currently Director of Programmes at Cubitt and Civic Curator at the Serpentine Galleries where she has worked on the Edgware Road Project since its inception in 2009. Here and in other contexts she has commissioned and developed residencies, exhibitions, workshops and collaborative research projects at the intersection of arts and social justice.
Through Implicated Theatre (2011-2019) she has developed an arts and migrant justice program using Theatre of the Oppressed methodologies to create interventions, curricula and performances with ESOL teachers, hotel workers, domestic workers and other migrant justice organizers. The projects she commissions look to histories of radical pedagogy to create spaces to work collectively, developing a political practice beyond institutional frameworks.
She is a founding member of artist collective GCC, a trustee for not/no.w.here and Art Night and on the artistic committee for Arts Catalyst. In 2019 she curated Bahrain’s pavilion for Venice and in 2016 she co-directed the 10th edition of the Global Art Forum, Art Dubai.
Prof Barbara Krystyna Pierscionek is the Deputy Dean (Research & Innovation) in the Faculty of Health, Medicine and Social Care at ARU. Barbara is a leading Vision and Eye researcher with expertise in optics, biochemistry, biomechanics, nanotechnology, cell biology and how these apply to the study of eye development, ageing and disease as well as to new technologies for sight improvement. She also has research interests in ethico-legal aspects of Big Data and emerging technologies.
Barbara graduated from Melbourne University in Australia with a PhD on the protein chemistry and optics of the eye lens and was awarded a prestigious NHMRC research fellow (MRC equivalent) shortly after graduating to start an independent research program on the optics of the eye. She was supported by the NHMRC at Monash University and La Trobe University before returning to the UK. She led the Vision Research group in Biomedical Science at Ulster University and worked as the Associate Dean (Research and Enterprise) in the Faculty of Science, Engineering and Computing in Kingston University.
Subsequently Barbara held dual roles at Nottingham Trent University: Associate Dean Research in the School of Science and Technology and pan-Institutional Head of Health and Wellbeing. More recently Barbara led research in two Schools as Associate Dean Research in the School of Life Science and Education and in the School of Health and Social Care at Staffordshire University.
In addition to qualifications in science, Barbara has an MBA and legal degrees including an LLM in cybersecurity. She has also worked in the criminal justice system and as a lay judge in employment tribunals. Barbara has published over 150 peer reviewed papers, four book chapters and a book on law and ethics for the eye care practitioner.
Barbara’s research has been supported by a range of external funders including Research Councils in UK and Australia, British Council, EU (Framework 7 and Horizon 2020), Royal Society, industry and Japanese government. She currently has a prestigious doctoral training centre funded under the EU Marie Sklodowska Curie scheme that covers 15 doctoral trainee on the topic of optics and biomechanics of the eye.
Prof Catherine Lee is Pro Vice Chancellor and Dean of the Faculty of Arts, Humanities, Education and Social Sciences at ARU. She has published extensively on the theme of LGBTQ+ inclusion and her articles have attracted national media interest.
Catherine works with teachers, school leaders, academics and students to promote diversity and inclusion in Education, and is a passionate advocate of authentic leadership. In 2019 she was named as one of the top 100 LGBTQ+ people in the UK in the Independent Newspaper’s Pride Power List, and in 2021 became a National Teaching Fellow for her work on inclusive education at ARU.
Jane Robinson has had a long and varied career in education. She began by teaching English & Drama in Inner City secondary schools in London. She was Head of Department from 1996 to 2003. She became a Local Authority Advisory Teachers for Gifted and Talented pupils for the London Borough of Newham from 2003-2010 and during that time she was seconded to London Gifted and Talented and also became a University Tutor for Canterbury University Christchurch. In 2010 she started at Gallions Primary School as a Senior Teacher, then went on to manage North Beckton Teaching School Alliance and New Wave Teaching School Alliance.
Jane is currently the Head of School for Hilltop Infants. In 2017 she became the Teaching Schools Council Regional Representative for the East of England & the Local Lead for North East London. Her other posts include: NPQML and SL facilitator for IOE and Best Practice Network (BPN), Professional Tutor and English Lead for School Centred Initial Teacher Training East London, Stonewall Champion Train the Trainer Facilitator, Subject Matter Expert for BPN and Associate Lecturer at ARU.
Dr Matt Lumb is Associate Director of the Centre of Excellence for Equity in Higher Education (CEEHE) at the University of Newcastle, Australia. His work focuses on co-developing critical, praxis-based spaces that hold the possibility of challenging hegemonic methodologies constructing policies, practices and evaluative projects of equity and widening participation in higher education.
Matt has been involved in projects of equity research and practice in Higher Education for about ten years, coming to the work from a background in community development and high school teaching. His PhD explored the unintended consequences of a university outreach program he helped to conduct, including the pressure to produce evidence of impact and the worrying ways in which his own white, male, middle class values were shaping evaluative processes.
Prof Nicola Walshe is Head of the Department of Curriculum, Pedagogy and Assessment at the UCL Institute of Education. Previously she gained a PhD in Glaciology and taught and worked as Head of Geography in three secondary schools in the UK before going on to lead the Geography PGCE course at Cambridge University. She then became Head of the School of Education and Social Care at Anglia Ruskin University, where she had overarching responsibility for the leadership of education, research and knowledge exchange across both education and social work provision.
Nicola is Secretary of the Geography Education Research Collective (GEReCo) and co-convenor of the Environmental and Sustainability Education Research (ESER) network in the European Educational Research Association (EERA). Her research is predominantly in the field of geography education, with a particular focus on high quality teacher education practices in environmental and sustainability education and utilising technology for teacher development.
Recently, she has been exploring pedagogies at the intersection of nature, the arts and wellbeing; her AHRC-funded project, Eco-Capabilities, examines the processes by which creative, nature-based practice supports the wellbeing of primary school children.
Dr Phil Kirkman is Associate Professor in Education in the Faculty of Arts, Humanities, Education and Social Sciences at ARU.
Dr Sarah Burch is the Director of Research and Research Students in Education in the Faculty of Health, Medicine and Social Care at ARU.
Dr Sebastian Rasinger is an Associate Professor in Applied Linguistics and Deputy Head of School of Humanities at ARU. He is interested in bilingualism, migration, ethnic and cultural identities, and intercultural communication, as well as the representation of minority groups in public and media discourse, using methods derived from both corpus linguistics and Critical Discourse Analysis.
He has recently edited (with Guido Rings) the multidisciplinary Cambridge Handbook of Intercultural Communication (2020, CUP) and is currently writing (also with Guido Rings) the Cambridge Introduction to Intercultural Communication (forthcoming, CUP).
Dr Adriana Sandu is a Senior Lecturer in Social Work. Her interests include:
Prof Alison Greig is Director of Education for Sustainability. Her interests include:
Prof Catherine Lee is Pro Vice Chancellor and Dean of the Faculty of Arts, Humanities, Education and Social Sciences. Her interests include:
Chinenye Ubah is a Lecturer in Adult Nursing. Her interests include:
Dr Daniela Mangione is a Senior Lecturer in Early Years and Primary Education and Course Leader of the FdA Early Years and Education. Her interests include:
Dr David Smith is a Reader in the Faculty of Health, Medicine and Social Care. His interests include:
Deborah Caws is Senior Lecturer Practitioner at ARU. Her research interests include:
Prof Denise Hawkes is Head of School of Economics, Finance and Law in the Faculty of Business and Law. Her interests include:
Dr Elsa Lee is a Senior Lecturer in Education. Her interests include:
Dr Emma Miles is a Senior Lecturer in Education. Her interests include:
Dr Ian Normile is a Senior Lecturer in Education. His research interests include:
Irine Mano is Senior Lecturer in Social Work. Her interests include:
Prof Jeannette Baxter is Research Convenor for English Literature. Her interests include:
Dr Joanna Fox is an Associate Professor of Social Work. Her interests include:
Dr Joanne Bowser-Angermann is an Associate Professor of Education. Her interests include:
John Parkin is a Senior Lecturer Practitioner in Primary Education. His interests include:
Julia Carr is a Senior Lecturer and Course Leader. Her interests include:
Dr Ka Lee Carrie Ho is a Senior Lecturer in Education. Her interests include:
Dr Kay Aaronricks is Head of School for Education and Social Care. Her interests include:
Dr Leanne Gray is a Senior Lecturer in Education. Her interests include:
Lucie Wheeler is an Associate Lecturer and Research Assistant in Education. Her interests include:
Prof Margaret Greenfields is a Professor of Social Policy. Her interests include:
Dr Paulette Luff is a a Senior Lecturer in Education. Her interests include:
Dr Pauline Lane is an Associate Professor of Mental Health. Her interests include:
Dr Phil Kirkman is Associate Professor in Education. His interests include:
Dr Poppy Gibson is a Course Leader and Senior Lecturer in Education. Her interests include:
Dr Rachel Minett is Lead for Initial Teacher Training. Her interests include:
Dr Rebecca Clarkson is a Senior Lecturer in Education. Her interests include:
Dr Roxana Anghel is a Senior Researcher and Senior Lecturer in Education. Her interests include:
Ruth Platt is a Senior Lecturer Practitioner and Course Leader for PGCE. Her interests include:
Dr Sarah Burch is Director of Research and Research Students in Education. Her interests include:
Dr Sarah Wall is a Senior Lecturer in Education. Her interests include:
Dr Sebastian Rasinger is an Associate Professor in Applied Linguistics and Deputy Head of School of Humanities. His interests include:
Dr Sinem Hizli Alkan is a Senior Lecturer in Education. Her interests include:
Dr Solava Ibrahim is a Senior Lecturer in International Relations, and Course Leader for MA International Relations and MA International Development. Her interests include:
Stacy Randall is a Senior Lecturer and FdA Early Childhood Studies Course Leader. Her interests include:
Dr Steve Connolly is a Senior Lecturer in Education. His interests include:
Dr Chrissy Mangafa's interests include:
Dr Cynthia Okpokiri's interests include:
Prof Debbie Epstein's interests include:
Dr Fanny Froehlich's interests include:
Dr Hazel Wright's interests include:
Dr Mallika Kanyal's interests include:
Prof Nicola Walshe's interests include:
Dr Noa Lavi's interests include:
Dr Sara Spear's interests include:
Amanda Anderson is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Ethnographies of environmental sustainability education providers
Supervisors: Dr Paulette Luff, Dr Elsa Lee and Prof Nicola Walshe
Ceri Morgan is a postgraduate researcher in the Faculty of Arts, Humanities, Education and Social Sciences at ARU.
Thesis: Constructing multilingual identities through family-based foreign language learning in early childhood.
Supervisors: Dr Paulette Luff and Dr Bettina Beinhoff
Folu Ajiboye is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Teaching conceptions and teaching practice: the perspective of architectural lectures in Nigeria
Supervisors: Prof Marie-Pierre Moreau and Dr Adriana Sandu
Friend Olamuyiwa is a postgraduate researcher in the Faculty of Faculty of Art, Humanities, Education and Social Sciences at ARU.
Thesis: Effect of guidance and counselling on the academic performance of secondary school students in Nigeria
Supervisors: Dr Steve Connolly and Dr Samson Maekele Tsegay
Katie Reynolds is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Exploring how LGBTQ teachers construct leadership within heteronormative and/or cisnormative cultures (working title)
Supervisors: Prof Catherine Lee, Prof Daragh McDermott
Mariam Krayem is a postgraduate researcher in the Faculty of Faculty of Art, Humanities, Education and Social Sciences at ARU.
Thesis: Educators promoting children's fine motor skills in early years settings: case studies in England and in Lebanon
Supervisors: Dr Paulette Luff and Dr Daniela Mangione
Sarah Terry is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: A study of 5- and 6-year olds formation of a science identity and the role of science capital and gender in this experience
Supervisors: Prof Marie-Pierre Moreau and Dr Emma Miles
Shingirayi Kandi is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Embedding outdoor learning into special school culture
Supervisors: Prof Marie-Pierre Moreau, Dr Sara Spear and Dr Elsa Lee
Valerie Frestone is a postgraduate researcher in the Faculty of Health, Education, Medicine and Social Care at ARU.
Thesis: Can an understanding of the lived experience of Black African student mental health nurses help practice assessors to develop culturally-centred pedagogies? A phenomenological study
Supervisors: Dr Pauline Lane and Dr Cynthia Okpokiri
Our research activity concentrates in three domains in which we have significant expertise: identities and equities in education settings; education and environmental justice; and curriculum making and social justice.
These domains are closely aligned with the research priority areas identified in ARU’s Research and Innovation Strategy 2022-27 (PDF).
Our research activity under this theme draws from a nuanced understanding of curriculum as social and relational phenomena and explores curriculum making theories/practices in different subjects, with specific consideration for their implications for social justice.
Building upon recent curriculum theoretical typology (e.g., Priestley et al., 2021), we acknowledge three important questions in our curriculum making research activities: (1) who make the curriculum (e.g., teachers, curriculum experts, academics, etc.); (2) where it is made (e.g., schools, classroom, local area); and (3) what practices are involved in the making of a curriculum (e.g., writing a curriculum policy document, content selection, support offered to teachers).
Our work in this group captures a range of topics about curriculum making:
For queries about this theme, contact Dr Sinem Hizli-Alkan at [email protected]
Our research in this area encompasses a broad range of educational inequalities in education and work settings, from early years to higher education and throughout the lifecycle. This strand of our work is concerned with two specific areas:
Gender, sexuality and care-based identities: this stream explores how groups minoritised because of their gender, sexual or care-based identities navigate care-free, heterosexist norms in a range of contexts, including as students and workers.
Examples of work in this area include LGBT teachers negotiating heteronormative school cultures, gender issues in the teaching profession, HE students and academics with caring responsibilities, and ancillary workers in HE.
This strand of our work is funded through a broad range of national and international research grants.
Ethnicity and migration: this stream explores issues of inclusion and exclusion related to minority ethnic groups and migrants, in a broad of range of learning, work and community organisations.
Recent work in this area considers, for example, the experiences of minority ethnic teachers in British schools and gender-based violence in the UK Eritrean community.
We maintain an active presence in this field through a broad range of publications and impact activities. We contributed two impact case studies to REF 2021, which reflects our deep commitment to engaging with practitioners, policymakers and the wider public.
Our work in this area has attracted multiple awards and been funded by a broad range of funders including the European Commission, the British Academy, Advance HE, the SRHE, various local authorities, and a range of national and international charities such as the Nuffield Foundation and the Volkswagen Foundation.
Members of this stream are active in shaping the field through our editorship of the Access: Critical explorations of equity issues in higher education journal (run jointly with the University of Newcastle, Australia), lead editorship of the Bloomsbury Gender and Education book series, and editorial board membership of a range of relevant, established journals.
The aim of this theme, led by Dr Elsa Lee, is to establish a space in the School of Education and beyond where questions of social and epistemological justice can be researched and taught.
As such, the theme seeks to reveal differential social impacts of environmental degradation, and the rub between these impacts and education. For example, in what ways do gender, race, class and environmental degradation intersect, and what are the relationships between these intersections and education? How might an inclusive approach affect this relationship?
Existing activity in this area includes our involvement with the Ruskin Modules (e.g. Social Justice in Education, and Climate Justice), and our exemplary theme on wellbeing, arts and environmental sustainability education for the Primary Education Studies degree.
We also have a number of Vice Chancellor's PhD Scholarship funded doctoral students working on questions linked to environmental justice in education.
In terms of research and communication, our Sustainable Futures research theme funded initiatives, such as EEJ Reading and Research Collective (EEJ RRC) and the Conservation Justice Education project, exemplify our intentions to become global leaders in research in this field.
EEJ RRC in particular is establishing ARU as a key player in this space internationally by drawing in participants from across the UK, Europe, South America and South Africa, and through its innovative relationship with a local community-based artist.
Elsa Lee is link convenor for the European Educational Research Association (EERA)’s conference network 30 Convenors, which links ARU to over 350 researchers globally, creating exciting potential for research and publication collaborations, including a special issue collection on ESE in Europe for the Environmental Education Research Journal that is currently in development.
For queries about this theme, contact Dr Elsa Lee at [email protected]
In 2019, we launched the Policy Briefing paper series to provide specific guidelines and recommendations to policymakers in our areas of expertise. Each paper is informed by our recent research and designed in consultation with the relevant stakeholders.
CERII welcomes applications from prospective doctoral students who are interested in developing research on education, identities and inequalities through our PhD or EdD route.
Particular areas of expertise within CERII include: gender, sexuality and care in education; sustainability in education; early childhood pedagogies and practice; critical pedagogies in education; and race, ethnicity and migration in education.
Contact [email protected] (EdD route) or [email protected] (PhD route) for more information.
We offer a stimulating and inclusive programme of research activities. Our activities include:
Check the ARU community events listing for our upcoming events, or contact Dr Samson Maekele Tsegay at [email protected] if you would like to be added to our mailing list and receive information about our programme of events.
Gibson, P., Morgan, R., Brett, A. (2023) Primary teacher solutions: ready pedagogy and inspirational ideas. Abingdon: Taylor & Francis.
Moreau, M. P., Lee, C., Okpokiri, C. (Eds) (2023) Reinventing the family in uncertain times: Education, policy and social justice. London: Bloomsbury.
Hook, G., Moreau, M. P., Brooks, R. (Eds) (2022) Student carers in higher education: Navigating, resisting and redefining academic cultures. London: Routledge.
Connolly, S. (2021) The Changing Role of Media in the English Curriculum: Returning to Nowhere. Abingdon: Routledge.
Lee, C. (2020) Courage in the Classroom: LGBT teachers share their stories. London: Hachette.
Lee, C. (2020) Pretended: Schools and Section 28: Historical, Cultural and Personal Perspectives. Melton: John Catt.
Moreau, M. P. (2019) Teachers, gender and the feminisation debate. London: Routledge.
Wheeler, L., and Moreau, M. (2024) 'Using literature reviews to research marginalized groups: the case of research on carers in higher education', Sage Research Methods: Diversifying and Decolonizing Research. Available at: https://doi.org/10.4135/9781529682878
Bates, G. and Connolly, S. (2024) 'Exploring teachers' views of cultural capital in English schools', British Educational Research Journal. Available at: https://doi.org/10.1002/berj.3965
Smith, L., López Sánchez, G. F., Soysal, P., Veronese, N., Gibson, P., Pizzol, D., Jacob, L., Butler, L., Barnett, Y., Oh, H., Shin, J. I. and Koyanagi, A. (2024) 'Association of handgrip strength with suicidal ideation among adults aged ≥50 years from low‐ and middle‐income countries', Suicide and Life-Threatening Behavior. Available at: https://doi.org/10.1111/sltb.13071
Xenofontos, C., Hizli Alkan, S. and Appelbaum, P. (2024) 'An exploration of Scottish teachers’ perceptions of equitable teaching practices in mathematics', Cogent Education, 11(1), 2310436. Available at: https://doi.org/10.1080/2331186X.2024.2310436
Hizli Alkan, S. and Sahin Ipek, D. (2023) 'Addressing Language Diversity in Early Years Mathematics: Proposed Classroom Practices through a Live Brief Assessment', Education Sciences, 13(10), pp. 1025.
Moreau, M. P. and Robert, S. A. (2023) 'Re/Definitions of teachers and teaching work in UK and US policy discourses under Covid-19 and their implications for social justice', International Studies in Sociology of Education. Available at: https://doi.org/10.1080/09620214.2023.2243282
Tsegay, S. M. and Tecleberhan, S. (2023) 'Violence against women: experiences of Eritrean refugee women in Britain', Violence Against Women. Available at: https://doi.org/10.1177/10778012231220372
Tsegay, S. M. (2023) 'International Migration: Definition, Causes and Effects', Genealogy, 7(3), pp. 61.
Ashraf, M. A., Shabnam, N., Tsegay, S. M. and Huang, G. (2023) 'Acceptance of Smart Technologies in Blended Learning: Perspectives of Chinese Medical Students', International Journal of Environmental Research and Public Health, 20(3), pp. 2756. Available at: https://doi.org/10.3390/ijerph20032756
Connolly, S. and Wicks, K. (2023) 'Part-time higher education students’ interactions with a virtual learning environment as an exploration of theories of connectivism', Compass: Journal of Learning and Teaching, 16(1), pp. 71-92.
Gibson, P. (2023) 'Combining words and drawings, the better to understand students’ lived experiences', Compass: Journal of Learning and Teaching, 16(1), pp. 20-33.
Hoskins, K., Moreau, M. P. and McHugh, E. (2023) 'From PhD to ECR: Supervisory relationships, precarity and the temporal regimes of academia', Access: Critical explorations of equity in higher education, 11(1), pp. 47–62.
Moreau, M. P. and Wheeler, L. (2023) 'Through a glass, darkly: Gazing into the field of carers in academia', Review of Education, 11(1), pp. 1-36. Available at: https://doi.org/10.1002/rev3.3387
Smith, L., López Sánchez, G. F., Veronese, N., Soysal, P., Oh, H., Kostev, K., Rahmati, M., Butler, L., Gibson, P., Keyes, H. and Barnett, Y. (2023) 'Association of fruit and vegetable consumption with mild cognitive impairment in low-and middle-income countries', The Journals of Gerontology: Series A, glad055. Available at: https://doi.org/10.1093/gerona/glad055
Tsegay, S. M., Wheeler, L., Kirkman, P., Pratt-Adams, S. (2023) 'Teacher Perspectives on Primary-Secondary School Transition Projects During the COVID-19 Pandemic', Sage Open, 13(2), 21582440231181382. Available at: https://doi.org/10.1177/21582440231181382
Bunn, M., Burke, P.J., Lumb, M., Moreau, M. P., Shaw, J., Tsegay, S. M., 2022. Editorial: Theory as contestation. Access: Critical explorations of equity in higher education, 10(1), pp. 1-6. doi: 1959.13/1451553
Tsegay, S. M., Epstein, D., 2022. Interview: In conversation with Professor Debbie Epstein. Access: Critical explorations of equity in higher education, 10(1), pp. 99–105. doi: 1959.13/1451566
Wood, A., Gray, L., Bowser-Angermann, J., Gibson, P., Fossey, M., Godier-McBard, L., 2022. Social media and Internet-based communication in military families during separation: An international scoping review. New media & society. doi: 10.1177/14614448221117
Hizli Alkan, S., 2022. Traversing between Supra, Macro, and Meso Sites. Scottish Educational Review, 54(1), pp. 70-92. doi: 10.1163/27730840-54010007
Hizli Alkan, S., 2022. "Are we making a quilt, with lots of ill-fitting cloths in here?": Teachers’ internal conversations on curriculum making. Journal of Educational Change. doi: 10.1007/s10833-022-09452-8
Xenofontos, C., Hizli Alkan, S., 2022. "They're coming into school hungry, they're not ready to learn". Scottish teachers' perceptions of marginalization in school mathematics. Eurasia Journal of Mathematics, Science and Technology Education, 18(6), em2116. doi: 10.29333/ejmste/12071
Xenofontos, C., Hizli Alkan, S., Andrews, P., 2022. Estimation in the Primary Mathematics Curricula of Cyprus, Greece and Turkey: A Privileged or Prevented Competence? Athens Journal of Education, 9.
Xenofontos C., Hizli Alkan, S., 2022. Prospective Primary Teachers' Professional Noticing in Non-Formal Learning Environments: The Case of a Mathematics Fair. Education Sciences, 12(1), pp. 55. doi: 10.3390/educsci12010055
Connolly, S. M., Bates, G., 2022. 'Different people, different backgrounds, different identities’: filling the vacuum created by policy views of ‘cultural capital’. The Curriculum Journal. doi: 10.1002/curj.198
Gibson, P., Clarkson, R., Scott, M., 2022. Promoting potential through purposeful inclusive assessment for distance learners. Distance Education. doi: 10.1080/01587919.2022.2143321
Alam, J., Ashraf, M. A., Tsegay, S. M., Shabnam, N., 2022. Early Childhood between a Rock and a Hard Place: Early Childhood Education and Students’ Disruption in Khyber Pakhtunkhwa Province, Pakistan. International Journal of Environmental Research and Public Health, 19(8), 4486. doi: 10.3390/ijerph19084486
Green, B., Connolly, S., 2022. English teaching and media education: the (lost) legacies of Cultural Studies. Continuum Journal of Media & Cultural Studies. doi: 10.1080/10304312.2022.2053503
Lee, C., 2022. Coming out in the university workplace: a case study of LGBTQ + staff visibility. Higher Education. doi: 10.1007/s10734-022-00884-y
Mano, I., 2022. A scoping review to explore what is known about black African social work students who have additional support needs in England. Journal of Practice Teaching and Learning, 18(3), pp. 67-86.
Nyathi, N., 2022. A synthesis of contextual safeguarding and commonly used child safeguarding theoretical models and approaches. Journal of Children's Services. doi: 10.1108/JCS-02-2022-0008
Pardhan, S., Parkin, J., Trott, M., Driscoll, R., 2022. Risks of digital screen time and recommendations for mitigating adverse outcomes in children and adolescents. Journal of School Health. doi: 10.1111/josh.13170
Tsegay, S. M., Ashraf, M. A., Perveen, S., Zegergish, M. Z., 2022. Online Teaching during COVID-19 Pandemic: Teachers’ Experiences from a Chinese University. Sustainability, 14(1), p. 568. doi: 10.3390/su14010568
Walshe, N., Moula, Z., Lee, E., 2022. Eco-Capabilities as a Pathway to Wellbeing and Sustainability. Sustainability,14(6), 3582. doi: 10.3390/su14063582
Hizli Alkan, S., 2021. Curriculum making as relational practice: a qualitative ego-network approach. The Curriculum Journal, 32(3), pp. 421-443. doi: 10.1002/curj.98
Hizli Alkan, S., Priestley, M., 2019. Teacher mediation of curriculum making: the role of reflexivity. Journal of Curriculum Studies, 51(5), pp. 737-754. doi: 10.1080/00220272.2019.1637943
Ashraf, M., Cagliesi, G., Hawkes, D., Rab, M., 2021. Tackling the gender biases in higher education careers in Pakistan: potential online opportunities post COVID-19. Emerald Open Research, 3(13). doi: 10.35241/emeraldopenres.14256.1
Bodenhorn, B., Lee, E., 2021. What Animates Place for Children? A Comparative Analysis. Anthropology & Education Quarterly, 12409. doi: 10.1111/aeq.12409
Anghel, R., 2021. From ‘the New Man’ to care‐leaver activists - Communist and contemporary discourses shaping 50 years of leaving care in Romania. Child & Family Social Work, 26(2), pp. 258-269. doi: 10.1111/cfs.12819
Ashraf, M. A., Tsegay, S. M., Meijia, Y., 2021. Blended learning for diverse classrooms: Qualitative experimental study with in-service teachers. Sage Open, 11(3), 21582440211030623. doi: 10.1177/21582440211030623
Ashraf, M. A., Tsegay, S. M., Ning, J., 2021. Teaching Global Citizenship in a Muslim-Majority Country: Perspectives of Teachers from the Religious, National, and International Education Sectors in Pakistan. Religions, 12(5), pp. 1-14. doi: 10.3390/rel12050348
Bodenhorn, B., Lee, E., 2021. What Animates Place for Children? A Comparative Analysis. Anthropology & Education Quarterly, pp. 1-18. doi: 10.1111/aeq.12409
Casa-Nova, M. J., Smith, D., 2021. Introduction: beyond nation states? Journal of Contemporary European Studies, 29(1), pp. 1-8. doi: 10.1080/14782804.2020.1815680
Connolly, S., 2021. The Changing Role of Media in the English Curriculum: Returning to Nowhere (Abingdon: Routledge). doi: 10.4324/9781003047308
Lane, P., Smith, D., 2021. Mid-term review-UK Roma national integration strategy: Roma at the intersection of ethnic-inclusive, post-racial and hyper-ethnic policies. Journal of Contemporary European Studies, 29(1), pp. 73-83. doi: 10.1080/14782804.2019.1626226
Lee, C., 2021. How do male and female Headteachers evaluate their authenticity as school leaders? Management in Education, 0892020621999675. doi: 10.1177/0892020621999675
Lee, C., 2021. Inclusive relationships, sex and health education: Why the moral panic? Management in Education, 08920206211016453. doi: 10.1177/08920206211016453
Lee, C., 2021. Promoting diversity in university leadership: the argument for LGBTQ+ specific leadership programmes in higher education. Perspectives: Policy and Practice in Higher Education, 25(3), pp. 91-99. doi: 10.1080/13603108.2021.1877205
Moreau, M. P., Galman, S. C., 2021. Writing/drawing care-based equity into practice: A research-and art-based collaboration about caring responsibilities in academia. Access: Critical explorations of equity in higher education, 9(1), pp. 40-52.
Moula, Z., Walshe, N., Lee, E., 2021. Making nature explicit in children’s drawings of wellbeing and happy spaces. Child Indicators Research, 14(4), pp. 1653-1675. doi: 10.1007/s12187-021-09811-6
Okpokiri, C., 2021. Parenting in fear: Child welfare micro strategies of Nigerian parents in Britain. The British Journal of Social Work, 51(2), pp. 427-444. doi: 10.1093/bjsw/bcaa205
Osaiyuwu, A., Burch, S., Sandu, A., 2021. Acceptance, obedience and resistance: Children's perceptions of street trading in Nigeria. Children & Society, 36(1), pp. 36-51. doi: 10.1111/chso.12482
Smith, D. M., Gillin, N., 2021. Filipino nurse migration to the UK: Understanding migration choices from an ontological security-seeking perspective. Social Science & Medicine, 276, 113881. doi: 10.1016/j.socscimed.2021.113881
Spear, S., Parkin, J., van Steen, T., Goodall, J., 2021. Fostering “parental participation in schooling”: primary school teachers’ insights from the COVID-19 school closures. Educational Review, pp. 1-20. doi: 10.1080/00131911.2021.2007054
Spear, S., Spotswood, F., Goodall, J. and Warren, S., 2021. Reimagining parental engagement in special schools–a practice theoretical approach. Educational Review, pp. 1-21. doi: 10.1080/00131911.2021.1874307
Spear, S., Tapp, A., Morey, Y., 2021. End of life choices and storytelling – exploring preferences and conflicts. Storytelling, Self, Society.
Spotswood, F., Wiltshire, G., Spear, S., Makris, A., 2021. Disrupting social marketing through a practice-oriented approach. RAUSP Management Journal, 56(3), pp. 334-347. doi: 10.1108/RAUSP-10-2020-0231
Thomason, M., Connolly, S., 2021. What Does Engagement Look Like in a Media Studies Classroom? Participations: Journal of Audience & Reception Studies, 18(2), pp. 356-373.
Tsegay, S. M., 2021. A reflection on my academic journey: The struggle to shape my destiny. Access: Critical explorations of equity in higher education, 9(1), pp. 69-77.
Tsegay, S. M., 2021. Gender and Family Relations: Experiences of Highly Educated Eritrean Migrants in the UK. Global Social Welfare, pp. 1-10. doi: 10.1007/s40609-021-00217-4
Tsegay, S. M., 2021. Hope Springs Eternal: Exploring the Early Settlement Experiences of Highly Educated Eritrean Refugees in the UK. Journal of International Migration and Integration, pp. 1-21. doi: 10.1007/s12134-021-00883-5
Tsegay, S. M., 2021. Raising children in Exile: Experiences of highly educated Eritrean Migrants in the UK. International Studies in Sociology of Education, pp. 1-21. doi: 10.1080/09620214.2021.1930569
Wall, S., 2021. ‘A little whisper in the ear’: how developing relationships between pupils with attachment difficulties and key adults can improve the former’s social, emotional and behavioural skills and support inclusion. Emotional and Behavioural Difficulties, 26(4), pp. 394-411. doi: 10.1080/13632752.2021.1979322
Kenway, J., Epstein, D., 2021. The Covid-19 conjuncture: rearticulating the school/home/work nexus. International Studies in Sociology of Education, pp. 1-26. doi: 10.1080/09620214.2021.1888145
Henderson, E., Moreau, M. P., 2020. Carefree conferences? Academics with caring responsibilities performing mobile academic subjectivities [Special Issue: Thoughtful Gatherings]. Gender and Education, 32(1), pp. 70-85.
Durrant, P., Brenchley, M., Clarkson, R., 2020. Syntactic development across genres in children’s writing: the case of adverbial clauses. Journal of Writing Research, 12(2), pp. 419-452.
Walshe, N., Lee, E., Smith, M. J., 2020. Supporting Children’s Well-being with Art in Nature: Artist Pedagogue Perceptions. Journal of Education for Sustainable Development, 14(1), pp. 98-112. doi: 10.1177/0973408220930708
Anghel, R., Grierson, J., 2020. Addressing needs in a liminal space: the citizen volunteer experience and decision-making in the unofficial Calais migrant camp–insights for social work. European Journal of Social Work, 23(3), pp. 486-499. doi: 10.1080/13691457.2019.1709158
Gillin, N., Smith, D., 2020. Overseas recruitment activities of NHS Trusts 2015–2018: Findings from FOI requests to 19 Acute NHS Trusts in England. Nursing Inquiry, 27(1), e12320. doi: 10.1111/nin.12320
Healy, G., Walshe, N., 2020. Real-world geographers and geography students using GIS: relevance, everyday applications and the development of geographical knowledge. International Research in Geographical and Environmental Education, 29(2), pp. 178-196. doi: 10.1080/10382046.2019.1661125
Healy, G., Walshe, N., Dunphy, A., 2020. How is geography rendered visible as an object of concern in written lesson observation feedback? The Curriculum Journal, 31(1), pp. 7-26. doi: 10.1002/curj.1
Hughes, S., Burch, S., 2020. ‘I'm not just a number on a sheet, I’m a person’: Domiciliary care, self and getting older. Health & Social Care in the Community, 28(3), pp. 903-912. doi: 10.1111/hsc.12921
Kirkman, P., Brownhill, S., 2020. Refining professional knowing as a creative practice: towards a framework for Self-Reflective Shapes and a novel approach to reflection. Reflective Practice, 21(1), pp. 94-109. doi: 10.1080/14623943.2020.1712195
Mangione, D., Norton, L., 2020. Problematising the notion of ‘the excellent teacher’: daring to be vulnerable in higher education. Teaching in Higher Education, pp. 1-16. doi: 10.1080/13562517.2020.1812565
McCleeary, M., Sol, N., 2020. Moving through Autonomy toward Interdependence: A Framework for Examining Student Perceptions of Development in a Hybrid Model Study Abroad Program. Frontiers: The Interdisciplinary Journal of Study Abroad, 32(3), pp. 99-125. doi: 10.36366/frontiers.v32i3.581
Moreau, M. P., 2020. A matter of time? Gender equality in the teaching profession through a cross-national comparative lens. Gender and Education, 32(6), pp. 820-837. doi: 10.1080/09540253.2018.1533918
Smith, D., Newton, P., Berlin, J., Barrett, S., 2020. A community approach to engaging Gypsy and Travellers in cancer services. Health Promotion International, 35(5), pp. 1094-1105. doi: 10.1093/heapro/daz103
Spear, S., Morey, Y., Van Steen, T., 2021. Academics’ perceptions and experiences of working with students with mental health problems: insights from across the UK higher education sector. Higher Education Research & Development, 40(5), pp. 1117-1130. doi: 10.1080/07294360.2020.1798887
van Breda, A. D., Munro, E. R., Gilligan, R., Anghel, R., Harder, A., Incarnato, M., Mann-Feder, V., Refaeli, T., Stohler, R., Storø, J., 2020. Extended care: Global dialogue on policy, practice and research. Children and Youth Services Review, 119, 105596. doi: 10.1016/j.childyouth.2020.105596
Walshe, N., Lee, E., Smith, M. J., 2020. Supporting children’s well-being with art in nature: Artist pedagogue perceptions. Journal of Education for Sustainable Development, 14(1), pp. 98-112. doi: 10.1177/0973408220930708
Hawkes, D., Grianza, A., 2019. A systematic literature review of economic benefits of doctorates in the UK. Work Based Learning e-Journal International, 8(2), pp. 1-27.
Lee, C., 2019. How do lesbian, gay and bisexual teachers experience UK rural school communities? Social Sciences, 8(9), pp. 1-14. doi: 10.3390/socsci8090249
Lee, C., 2019. Keeping Lily Safe: An Autoethnographic Exploration of Human-Animal Attachment during Adversity. Social Sciences, 8(7), pp. 1-14. doi: 10.3390/socsci8070217
Lee, C., 2019. Capturing the personal through the lens of the professional: The use of external data sources in autoethnography. Methodological Innovations, 12(1), 2059799119825576. doi: 10.1177/2059799119825576
Lee, C., 2019. Fifteen years on: the legacy of section 28 for LGBT+ teachers in English schools. Sex Education, 19(6), pp. 675-690. doi: 10.1080/14681811.2019.1585800
Herodotou, C., Hlosta, M., Boroowa, A., Rienties, B., Zdrahal, Z., Mangafa, C., 2019. Empowering online teachers through predictive learning analytics. British Journal of Educational Technology, 50(6), pp. 3064-3079. doi: 10.1111/bjet.12853
Newton, P., Smith, D., 2019. Learning from patients’ experiences: the case of Travellers and their experiences of using health services for skin complaints. British Journal of Dermatology, 180(6), pp. 1290-1291. doi: 10.1111/bjd.17913
Greenfields, M., Smith, D. M., 2019. “NOTHING NEW UNDER THE SUN”: Romany Gypsies, Travellers and their entwined historical relationships with London working-class communities. International Journal of Roma Studies, 1(1), pp. 5-34. doi: 10.17583/ijrs.2019.2957
Millan, M., Smith, D., 2019. A comparative sociology of Gypsy Traveller health in the UK. International Journal of Environmental Research and Public Health, 16(3), pp. 1-13. doi: 10.3390/ijerph16030379
Wall, K., Cassidy, C., Robinson, C., Hall, E., Beaton, M., Kanyal, M., Mitra, D., 2019. Look who’s talking: Factors for considering the facilitation of very young children’s voices. Journal of Early Childhood Research, 17(4), pp. 263-278. doi: 10.1177/1476718X19875767
Henderson, E. F., Moreau, M. P., 2020. Carefree conferences? Academics with caring responsibilities performing mobile academic subjectivities. Gender and Education, 32(1), pp. 70-85. doi: 10.1080/09540253.2019.1685654
Moreau, M. P., Robertson, M., 2019. ‘You Scratch My Back and I’ll Scratch Yours’? Support to Academics Who Are Carers in Higher Education. Social Sciences, 8(6), pp. 1-12. doi: 10.3390/socsci8060164
Moreau, M. P., 2019. Teachers, gender and the feminisation debate (Abingdon: Routledge). doi: 10.4324/9781315201436
Nyathi, N., 2018. Child protection decision-making: social workers’ perceptions. Journal of Social Work Practice, 32(2), pp. 189-203. doi: 10.1080/02650533.2018.1448768
Walshe, N., Tait, V., 2019. Making connections: a conference approach to developing transformative environmental and sustainability education within initial teacher education. Environmental Education Research, 25(12), pp. 1731-1750. doi: 10.1080/13504622.2019.1677858
Walshe, N., Driver, P., 2019. Developing reflective trainee teacher practice with 360-degree video. Teaching and Teacher Education, 78, pp. 97-105. doi: 10.1016/j.tate.2018.11.009
Frezghi, T. G., Tsegay, S. M., 2019. Internationalisation of higher education in China: A critical analysis. Social Change, 49(4), pp. 643-658. doi: 10.1177/0049085719886693
Spotswood, F., Wiltshire, G., Spear, S., Morey, Y., Harris, J., 2021. A practice theory approach to primary school physical activity: opportunities and challenges for intervention. Critical Public Health, 31(4), pp. 392-403. doi: 10.1080/09581596.2019.1695746
Hodges, K., Burch, S., 2019. Multiple and Intersecting Experiences of Women in Prostitution: Improving Access to Helping Services. Dignity: A Journal on Sexual Exploitation and Violence, 4(2), pp. 1-22. doi: 10.23860/dignity.2019.04.02.03
Hawkes, D., Yerrabati, S., Taylor, S. J., 2018. The EdD at 20: Lessons learned from professional doctorates. London Review of Education, 16(1), pp. 1-3. doi: 10.18546/LRE.16.1.01
Hawkes, D., Yerrabati, S., 2018. A systematic review of research on professional doctorates. London Review of Education, 16(1), pp. 10-27. doi: 10.18546/LRE.16.1.03
Asztalos Morell, I., Greenfields, M., Smith, D. M., 2018. Governing underprivileged Roma migrations within the EU: Receiving country responses and Roma resilience. Local Economy, 33(2), pp. 123-126. doi: 10.1177/0269094218767329
Berlin, J., Smith, D., Newton, P., 2018. “It's because it's cancer, not because you're a Traveller” - exploring lay understanding of cancer in English Romany Gypsy and Irish Traveller communities. European Journal of Oncology Nursing, 34, pp. 49-54. doi: 10.1016/j.ejon.2018.02.010
Burch, S., Preston, C., Bateup, S., 2018. True technology-enabled mental health care: trust, agency and ageing. Mhealth, 4(30), pp. 1-3. doi: 10.21037/mhealth.2018.08.02
Donley, T., King, D. M., Nyathi, N., Okafor, A., Mbizo, J., 2018. Socioeconomic status, family functioning and delayed care among children with special needs. Social Work in Public Health, 33(6), pp. 366-381. doi: 10.1080/19371918.2018.1504703
Luff, P., 2018. Early childhood education for sustainability: origins and inspirations in the work of John Dewey. Education, 3-13, 46(4), pp. 447-455. doi: 10.1080/03004279.2018.1445484
Miles, E., 2018. Bus journeys, sandwiches and play: young children and the theatre event. Research in Drama Education: The Journal of Applied Theatre and Performance, 23(1), pp. 20-39. doi: 10.1080/13569783.2017.1396889
Nyathi, N., 2018. Child protection decision-making: social workers’ perceptions. Journal of Social Work Practice, 32(2), pp. 189-203. doi: 10.1080/02650533.2018.1448768
Preston, C., Burch, S., 2018. Dementia buddying as a vehicle for person-centred care? The performance of a volunteer-led pilot on two hospital wards. Journal of Health Services Research & Policy, 23(3), pp. 139-147. doi: 10.1177/1355819618767944
Smith, D., 2018. Roma migration, anti-migrant sentiment and social integration: A case study in South-east England. Local Economy, 33(2), pp. 187-206. doi: 10.1177/0269094218766456
Tsegay, S. M., Zegergish, M. Z., Ashraf, M. A., 2018. Pedagogical practices and students’ experiences in Eritrean higher education institutions. Higher Education for the Future, 5(1), pp. 89-103. doi: 10.1177/2347631117738653
Tsegay, S. M., Zegergish, M. Z., Ashraf, M.A., 2018. Socio-cultural adjustment experiences of international students in Chinese higher education institutions. Millennial Asia, 9(2), pp. 183-202. doi: 10.1177/0976399618786342
Kenway, J., Fahey, J., Epstein, D., Koh, A., McCarthy, C., Rizvi, F., 2018. Multi‐sited Global Ethnography and Elite Schools: A Methodological Entrée. In: Beach, D., Bagley, C., Marques Da Silva, S. (Eds.), 2018. The Wiley Handbook of Ethnography of Education (New Jersey: Wiley), pp. 423-442. doi: 10.1002/9781118933732.ch18