Recent publications

2022 - 2023

Ali, Z. and Mukherjee, U. (2022) ‘“We are not equal citizens in any respect”: citizenship education and the routinisation of violence in the everyday lives of religious minority youth in Pakistan’. Diaspora, Indigenous, and Minority Education, 16 (4):246-258.doi:10.1080/15595692.2022.2082405
Barn, R., Sandhu, D. and Mukherjee, U. (2022) ‘Re-imaging everyday routines and educational aspirations under COVID-19 lockdown: Narratives of urban middle-class children in Punjab, India’. Children & Society 37 (1): 254–269. doi: 10.1111/chso.12571
Bradbury, A., Tereshchenko, A. and Mills, M. (2022) 'Minoritised teachers’ experiences of multiple, intersectional racisms in the school system in England: ‘carrying the weight of racism’'. Race Ethnicity and Education. pp. 1 - 17. ISSN: 1361-3324
Efthymiou, G. and de Vries, M. (2022) 'Teachers reflecting on teaching global issues: “Because I’m also part of the problem”'. Sinergias – diálogos educativos para a transformação social, 13. pp. 41 - 57.
Fogarty, L. (2022) The power of professional confidence. Birth To 5 Matters. Available online at: The power of professional confidence – Birth To 5 Matters.
Garner, P. (2022) Managing classroom behaviour: adopting a positive approach’ in S. Capel, M. Leask, S. Younie, E. Hidson & J. Lawrence, J. Learning to Teach in the Secondary School: A Companion to School Experience (9^th Edition). London: Routledge.
Gillani, A. (2022) Why family engagement is crucial for schools and children. British Education Research Association blog posts. Available online at: Why family engagement is crucial for schools and children | BERA.
Hammond, J., Davies, N., Morrow, E. et al. “Raising the curtain on the equality theatre”: a study of recruitment to first healthcare job post-qualification in the UK National Health Service. Human Resource Health 20, 57 (2022).
Hoskins, K., Genova, C. and Crowe, N. (2022) 'Digital Youth Subcultures Performing 'transgressive' Identities in Digital Social Spaces'. London: Routledge. ISSN 10: 1-003-12968-4 ISSN 13: 978-0-367-65470-2
Hoskins, K., Thu, T., Xu, J., Gao, J. and Zhai, J. (2023) 'Me, my child and Covid-19: Parents’ reflections on their child’s experiences of lockdown in the UK and China'. British Educational Research Journal, 0 (accepted, in press). ISSN: 0141-1926
Laghigna, A., Panzavolta, S., Franco, F. & Garner, P (2022) Use of data in formative assessment. Eminent Conference, 2022. 6-7 December. Dublin: European Schoolnet/Department of Education, Ireland.
Lebbakhar, A., Hoskins, K. and Chappell, A. (2022) 'Equality and diversity in secondary schools: teachers’ agentic and constrained enactments of the curriculum'. London Review of Education, 20 (1). pp. 1 - 14. ISSN: 1474-8460.
Moreau, M.P., Hoskins, K. and McHugh, E. (2022) Precarious transitions? Doctoral students negotiating the shift to academic positions, Research Report to the British Academy.
Mukherjee, U. (2023) Race, Class, Parenting and Children’s Leisure: Children’s Leisurescapes and Parenting Cultures in Middle-class British Indian Families. Bristol: Bristol University Press.
Panzavolta, S., Garner, P. & Nencioni, P. (2022) “Apprendere con le tecnologie tra presenza e distanza” Proceedings del Convegno SIREM 2022. Milan, Italy.
Smith, R., Mansfield, L. and Wainwright, E. (2023) ‘Do know harm’: Examining the intersecting capabilities of young people from refugee backgrounds through community sport and leisure programmes. International Review for the Sociology of Sport, 0 (ahead of print). pp. 1 - 19.
Tereshchenko, A. and Mills, M. (2022) 'Retention of teachers from minority ethnic groups in disadvantaged schools', in Tierney, R., Rizvi, F. and Ercikan, K. (eds.) International Encyclopaedia of Education (Fourth Edition). Elsevier Science. pp. 127 - 133. ISBN 10: 0128186305.
Wainwright, E., Aldridge, D. and Biesta, G. (2023) Navigating the complex space of journal editing: Exploring the tensions between the intellectual and commercial dimensions of academic publishing. British Educational Research Journal, 49 (1). pp. 1 - 4.
Waite, G (2022) Looking at Transgression Through a New Lens, in Kate Hoskins, Carlo Genova, Nic Crowe (eds.) Performing ‘Transgressive’ Identities in Digital Social Spaces,(2023), Routledge, London.

2019 - 2021

Crowe, N. and Waite, G. (2020) 'More than a single (digital) story: Restorative Practice in a Climate of Digital Transgression'. MIOE Journal of Education, Vol 10 (1). pp. 5 - 17.
Crowe, N. and Hoskins, K. (2019) 'Researching Transgression: Ana as a Youth Subculture in the Age of Digital Ethnography'. Societies, 9 (3). pp. 53 - 53. ISSN: 2075-4698
Fogarty, L. (2020) Leading in the Early Childhood Education and Care Sector in England During a Pandemic: Reality, Relationships and Ruminations,.Commonwealth Council of Educational Administration and Management.
Fogarty, L. (2021) ‘Good Leadership in Early Years’: A blueprint for getting your home in order’ in Brown, C and Flood, J (eds.) The research-informed teaching revolution; the Early Years, John Catt Educational Ltd, pp. 149-159.
Hoskins, K. and Barker, B. (2020) 'STEM, Social Mobility and Equality: Avenues for Widening Access'. Hampshire: Palgrave MacMillan.
Hoskins, K., Bradbury, A. and Fogarty, L. (2021) A frontline service? The re/constructed role of nursery schools as local community hubs in a context of austerity Journal of Early Childhood Research.
Jones, C., Chappell, A., and Alldred, P. (2019). Feminist education for university staff responding to disclosures of sexual violence: a critique of the dominant model of staff development. Gender and Education.
Mukherjee, U. and Barn, R. (2021) 'Concerted cultivation as a racial parenting strategy: race, ethnicity and middle-class Indian parents in Britain'. British Journal of Sociology of Education, 42 (4). pp. 521 - 536.
Mukherjee, U. (Accepted/ In Press) '‘Only so that my daughter gets exposure to the culture’: Ethnic leisure practices and intangible cultural heritage in British Indian diasporic families'. Loisir et Société / Society and Leisure.
Parsons, J. and Chappell, A. (2020) (Eds.). The Palgrave Handbook of Auto/Biography. Cambridge: Palgrave Macmillan.
Tereshchenko, A., Mills, M. and Bradbury, A. (2020) 'Making progress? Employment and retention of BAME teachers in England'. Place of publication: UCL. Institute of Education.
Wainwright, E., Chappell, A. and McHugh, E. (2019) ‘Widening participation and a student ‘success’ assemblage: the materialities and mobilities of university, Population, Space and Place, (e2291). ISSN: 1544-8444.
Wainwright, E., Marandet, E. and McHugh, E. (2020) ‘Spatiality and auto/biographical narratives of encounter in social housing’ in Parsons, J. and Chappell, A (eds.) The Palgrave/MacMillan Handbook of Auto/Biography. Palgrave/MacMillan. pp. 1-17