Kate's research focuses on education policy, identity and inequalities in relation to further and higher education opportunities and experiences. She has drawn on life history interviewing to explore how women professors experience and construct their careers. One of her recent research projects explored social mobility within academy schools to understand the likely success of these schools in improving student mobility. Her current funded research project draws on life history interviewing to explore Early Years Educators construction and enactment of their professional identities, with a particular focus on the impact of localism on their higher education pathways.
Research Group Leader - Education, Identities and Society (EIS)
Outline of areas of interest
The Education, Identities and Society (EIS) research group is comprised of interdisciplinary scholars working within the Department of Education. The group has a strong and sustained research profile which sits at the intersection of Education, Sociology, Human Geography, Youth Studies and Digital Presence. Our work covers all educational sectors, and includes informal and alternative education settings. We strive for theoretically driven research that also has an important applied and policy focus. Our areas of expertise include:
- Access and widening participation
- Embodiment and embodied learning
- Family and parenting
- Youth identities
- Professional formations and professional identities
- Power, resistance, and compliance
This list is not exhaustive and there is much work going on in associated areas. We have considerable success in grant capture, publication, and research impact. The group aims to collaborate and support each other with writing articles, book chapters, monographs, conference papers and research grant applications. The group also plans and hosts research seminar events which draw on the professional networks of group members within our individual areas expertise.
Newest selected publications
Smedley, S. and Hoskins, K. (2018) 'Finding a place for Froebel’s theories: early years practitioners’ understanding and enactment of learning through play'. Early Child Development and Care. ISSN: 0300-4430 Open Access Link
Hoskins, K. and Smedley, S. (2018) 'Protecting and extending Froebelian principles in practice: exploring the importance of learning through play'. Journal of Early Childhood Research. ISSN: 1476-718X Open Access Link
Hoskins, K. and Smedley, S. (2018) 'The experiences and pedagogical beliefs, perspectives and practices of students at Froebel College', in Bruce, T., Elfer, P., Powell, S. and Werth, L. (eds.) The Routledge International Handbook of Froebel and Early Childhood Practice: Re-articulating Research and Policy. Routledge.
Hoskins, K. (2017) 'Youth Identities, Education and Employment Exploring Post-16 and Post-18 Opportunities, Access and Policy'. Springer. ISSN 10: 1137352922 ISSN 13: 9781137352927
Barker, B. and Hoskins, K. (2017) 'Can high-performing academies overcome family background and improve social mobility?'. British Journal of Sociology of Education, 38 (2). pp. 221 - 240. ISSN: 0142-5692 Open Access Link