Department of Education
Centre for Research on Education and Social Justice
Leader: Professor Ian Davies
Overview
The Centre (CRESJ) undertakes multi-method research that explores social justice in education. The core of our characterisation of justice in the context of education is located in a sense of ‘fairness’ and expressed through understanding of key concepts including equity, diversity and inclusion.
We pursue research that investigates perceptions of justice in education including the views of individuals and groups as well as the formal elaboration of such positions in policy documents produced by organisations and institutions. Our work is undertaken in a wide range of contexts in schools and elsewhere that include different types of learner, different locations (local to global) and different perspectives (including those that relate directly to social class, gender, ethnicity and disability).
The educational processes of teaching, learning and assessing are central to our better understanding of social justice as well as the differential rates of achievement that apply across individuals and social groups.
Membership
Staff membership
- Citizenship education
- Comparative and international education; Student achievement; Quantitative analysis
- Classroom-based language learning, teaching and assessment; Language teacher education
- Effective teaching; Pupil motivation; Teacher development
- English in secondary education; literacy; drama in education
- Thinking Skills, AFL and Citizenship
-
Shakespeare in education, theatre and museum education, education and popular culture.
- Equity and social justice; Gender; Inclusion
- Higher education; Inequality; Social class
Associates
Mr James Pitt
- Effective teacher behaviour, effective learning community, educational evaluation
- Overcoming the barriers to educational achievement. Improving educational standards for all. Widening participation. using new technologies to improve teaching and learning.
Frank Stoner
- Philosophy, policy and practice in Vocational Education
Publications
Recent Publications
Davies, I. (2011). (Ed.). Debates in history teaching. Abingdon: Routledge.
Arthur, J. & Davies, I. (Eds.). (2010). The Routledge Education Studies Reader. Abingdon: Routledge.
Arthur, J. & Davies, I. (Eds.). (2010). The Routledge Education Studies Textbook. Abingdon: Routledge.
Davies, I. (2010). England: searching for citizenship. In A. Reid, J. Gill and A. Sears (Eds.) Globalisation, the nation-state and the citizen: dilemmas and directions for civics and citizenship education (pp.114-127). Abingdon: Routledge.
Davies, I. (2010). Foreword. In K. J. Kennedy, W. O. Lee & D. L. Grossman (Eds.). Citizenship Pedagogies in Asia and the Pacific (pp.xiii-xvi). Hong Kong: Springer and the Comparative Education Research Centre, The University of Hong Kong.
Davies, I. (2010). Defining Citizenship in Education. In L. Gearon (Ed.) Learning to Teach Citizenship in the Secondary School (pp.22-33). 2nd Edition. Abingdon: Routledge.
Davies, I. & Pitt, J. (2010). Sustainable Democracy: Issues, Challenges and Proposals for Citizenship Education in an Age of Climate Change. In F. Kagawa & D. Selby (Eds.). Education and Climate Change: Living and Learning in Interesting Times (pp.125-140). Abingdon: Routledge.
Davies, I. (2010). Political Literacy – Entwicklung politischer Urteils- und Handlungsfähigkeit an britischen Schulen. In C. Geissler-Jagodzinski & B. Overwien (Hg.): Elemente einer zeitgemäßen historisch-politischen Bildung (pp.73-93). Berlin: Lit Verlag.
Davies, I., Mountford, P., & Gannon, A. (2010). Every Child Matters. In Hayes, D. (Ed.). The Guided Reader to Teaching and Learning (pp. 129-133). London, David Fulton.
Davies, I. and Hearnden, M. (2010). Immigracion y educacion para la ciudadania democratic: una oportunidad para el desarrollo professional (Citizenship, Nationality and Citizenship Education). Ensenanza de la ciencias sociales, 9, 75-86.
Davies, I., & Fülöp, M. (2010). Što građanstvo znači učiteljima pripravnicima u Engleskoj i Mađarskoj? [ ‘Citizenship’: what does it mean to trainee teachers in England and Hungary?] Napredak, 151(1), 8-32.
Davies, I. (2010). 100 ideas for teaching citizenship (translated into Malay). London, Continuum.
Hampden-Thompson, G. & Bennett, J. (2011) Science teaching and learning activities and students' engagement in science. International Journal of Science Education. Available on iFirst.
Hampden-Thompson, G ., Bennett, J., & Lubben, F. (2011) Post 16 Physics and Chemistry Uptake: Combining Large Scale Secondary Analysis with In-Depth Qualitative Methods. International Journal of Research and Method in Education, 34 (3): 279-297.
Bennett, J., Hampden-Thompson, G., & Lubben, F. (2011). Schools that make a difference to post-compulsory uptake of science: final project report to the Astra Zeneca Science Teaching Trust
Kyriacou, C., & Uhlemann, A. (2011). Swiss student-teachers' views of social pedagogy. Pastoral Care in Education, 29(1), 25-33.
Kyriacou, C. (2011). Some thoughts on teacher stress. Education, 42(4), 5-7 (published in Slovenian by the National Education Institute of Slovenia).
Kyriacou, C. (2011). Teacher stress: From prevalence to resilience. In J. Langan-Fox & C. L. Cooper (Eds.), Handbook of stress in the occupations (pp. 161-173). Cheltenham: Edward Elgar.
Kyriacou, C. (2011). Toward professionalism in psychology and education: A response to Raven. Psychology of Education Review, 35(2), 24-25.
Kyriacou, C. (2010). Japanese high school teachers’ views on pupil misbehaviour. Pedagogy, Culture and Society, 18(3), 245-259.
Kyriacou, C. (2010). How should we teach? In J. Arthur & I. Davies (Eds.), Routledge Education Studies Textbook (pp. 166-175). Abingdon: Routledge.
Kyriacou, C., & Cockburn, A. D. (2010). Debate 5: Do traditional and progressive teaching methods exist or are there only effective and ineffective methods? In J. Arthur & I. Davies (Eds.), Routledge Education Studies Textbook (pp. 227-234). Abingdon: Routledge.
Kyriacou, C., & Martín, J. L. O. (2010). Beginning secondary school teachers’ perceptions of pupil misbehaviour in Spain. Teacher Development, 14(4), 415-426.
Wakeling, P., & Kyriacou, C. (2010). Widening participation from undergraduate to postgraduate research degrees. Swindon: NCCPE and ESRC.
McGuinn, N. & Onyett, N. (2010). Secondary English: Planning for Learning in the Classroom. London: Continuum.
Mountford, P. (2010). Literacies and the teaching and learing of history: current approaches to reading the past. In I. Davies (Ed), Debates in History Teaching. London: Routledge.
S. Olive. (2011). 'The Royal Shakespeare Company as "cultural chemist"' in Shakespeare Survey 64, Cambridge: CUP, 251-260.
Rudd P, Poet H, Featherstone G, Lamont E, Durbin B, Bergeron C, Bramley G, Kettlewell K, and Hart R (2011), Evaluation of City Challenge Leadership Strategies: Overview Report. Slough: NFER.
Rudd P (2011), Interventions to Promote Improved Access to Higher Education: Exploratory Paper. This paper has been added as an evidence resource by the Bridge Group.
Rudd P, & Walker M (2010), Children and Young People’s Views on Web 2.0 Technologies. Local Government Association Research Report.
Keating A, Gardiner C, & Rudd P (2009), E-access, E-maturity, E-safety: A Learner Survey. Slough, NFER.
Sundaram, V. (2011). Gender and education: the international perspective. In J. Arthur & A. Peterson (eds), The Routledge Companion to Education. London: Routledge.
Tsouroufli, M., Rees, C.E., Monrouxe, L.V., & Sundaram, V. (2011). Gender, identities and intersectionality in medical education research. Medical Education, Vol. 45 (3): 213-216.
Hearnden, M., & Sundaram, V. (2011). Education for a diverse society: the multicultural classroom in the UK. In Spinthourakis, J.A., Lalor, J. & Berg, W. (eds.), Cultural diversity in the classroom: A European comparison. VS-Verlag: Germany.
Sundaram, V. (2010). Gender and Education. In J. Arthur & I. Davies (Eds.), The Routledge Textbook of Education Studies. London: Routledge.
Barakat, S., Connolly, D., Hardman, F., Sundaram, V., & Zyck, S. (2010). Programme Review cum Evaluability Study: UNICEF’s Education in Emergencies and Post-Crisis Transition Programme. UNICEF/PRDU, University of York.
Sundaram, V., Connolly, D., & Hardman, F. (2010). Programme Review cum Evaluability Study: UNICEF’s Education in Emergencies and Post-Crisis Transition Programme (Kenya country report). UNICEF/PRDU, University of York.
Tsouroufli, M. Ozbilgin, M. Smith, M. (2011). ‘Gendered forms of othering in UK hospital medicine: Nostalgia as resistance against the modern doctor’ Special Issue: ‘Understanding the dynamic of careers and identities through multiple strands of equality’, Equality, Diversity and Inclusion. Vol. 30, No. 6. 498-509. http://www.emeraldinsight.com/journals.htm?issn=2040-7149&volume=30&issue=6
Ozbilgin, M. Tsouroufli, M. Smith, M. (2011) ‘Understanding the interplay of time, gender and professionalism in UK Hospital Medicine, 72, No. 10. pp.1588-94 Social Science and Medicine, Vol. http://dx.doi.org/10.1016/j.socscimed.2011.03.030
Tsouroufli, M. Rees, CE., Monrouxe, L. Sundaram, V. (2011) ‘Gender, Identities and Intersectionality in medical education research, Medical Education, 45, pp. 213-216 http://onlinelibrary.wiley.com/doi/10.1111/j.1365-2923.2010.03908.x/abstract
Tsouroufli, M. (2011) ‘ Routinization and constraints on informed choice in one-stop clinic offering first trimester chromosomal antenatal screening for Down’s syndrome’. Midwifery, 27, pp. 431-436 . Available on line 13th October 2010: http://dx.doi.org/10.1016/j.midw.2010.02.011
Wakeling, P. (2010). Inequalities in postgraduate education. In G. Goastellec (ed.) Inequalities In and By Higher Education. Rotterdam: Sense Publishers.
Wakeling, P., & Kyriacou, C. (2010). Widening Participation from Undergraduate to Postgraduate Research Degrees: a Research Synthesis. Swindon: ESRC and NCCPE.
Projects
Current and recent projects
Very little is known about the background characteristics of doctoral students and whether or not there are inequalities in access to postgraduate study.
This project, funded by the British Academy, comprises a detailed investigation of how and why some graduates came to enter PhD study and others did not. Based on interviews with more than thirty graduates from three English universities, the researchers are probing the effects of social and academic background, finances and student debt on participation at doctoral level.
Contact: Paul Wakeling
Creating Citizenship Communities
Professor Ian Davies and Dr Gillian Hampden-Thompson are leading the major new project ‘Creating Citizenship Communities’ (funded by the Esmée Fairbairn Foundation). The project is a collaborative venture involving Dr Maria Tsouroufli and Dr Vanita Sundaram from the Department of Education and George Bramley from the National Foundation for Educational Research. The project aims for significant impact on understandings of, and practices for, community cohesion by identifying existing relevant work in schools, exploring young people’s perceptions and engagement, and, encouraging the development of new partnerships between professionals and others.
Contact: Ian Davies
Social pedagogy in schools
This project looks at the contribution that social pedagogy in schools can make to meeting the needs of at-risk pupils and in contributing to civic engagement. The project draws on social pedagogic practice in Europe, with a particular focus on Norway and Denmark, in order to identify practice that could usefully be adopted in schools in England.
Contact: Chris Kyriacou
Young people and violence: understandings of violence and discourses of acceptability
This research project, led by Dr Vanita Sundaram and funded by the Society for Educational Studies, aims to explore young people’s views on interpersonal violence. The study seeks specifically to understand how young people define violence and to examine the factors that influence their views on what constitutes violence.
Systematic review of teacher-pupil dialogue in mathematics lessons
This review, funded by the DCSF, looks at studies dealing with the nature of teacher-initiated teacher-pupil dialogue in mathematics lessons, and the extent to which certain types of such dialogue are effective in promoting pupils’ conceptual understanding of mathematics in Key Stages 2 to 4.
Contact: Chris Kyriacou
York-Stavanger project on teacher education
The York-Stavanger research project on teacher education was established in 1998 with the aim of exploring teacher education in England and Norway by focusing on the views and experiences of student teachers at the Universities of York and Stavanger (Norway). Previous studies have explored the nature and role of teacher education; expectations about what the job of being a teacher will be like; and views about the nature of pupil misbehaviour. This project extends further the focus on pupil misbehaviour.
Contact: Chris Kyriacou
Student-teachers’ perceptions of self-efficacy
This project utilises data collected from postgraduate student teachers at three UK universities to identify the nature of their self-efficacy beliefs with a view to exploring how such beliefs may develop during the course of their training year and its impact on their level of self-confidence when they take up their first post as a newly qualified teacher.
Contact: Chris Kyriacou
Social pedagogy in England and Norway
Social pedagogy refers to a concern for the personal development, social education and general well-being of the child as advanced by adults acting alongside or in place of parents in a range of educational and social care settings. At the heart of social pedagogy is the exercise by these adults of adopting a parenting/caring role in meeting the needs of the ‘whole child’. This project seeks to explore how social pedagogy is viewed and practiced in England and Norway, in order to inform the delivery of the Every Child Matters agenda in schools in England.
Contact: Chris Kyriacou/Vanita Sundaram
A Cross National Analysis of Parental Involvement and Adolescent Literacy
Using data from the Programme for International Student Assessment (PISA), this project examines the relationship between parental involvement and student literacy across 21 countries, including the United Kingdom. The project considers how the nature of the relationship between parental involvement and student literacy varies in direction and magnitude across national borders and across multiple dimensions of parental involvement and student literacy. A research collaboration with Child Trends, Washington, DC, USA.
Contact: Gillian Hampden-Thompson
An International Comparison of Multigenerational Families and Children's Mathematics Achievement
This exploratory comparative study uses the Third International Math and Science Study (TIMSS) data to examine the educational implications for children who live in multigenerational households in 18 countries. A research collaboration with Suet-ling Pong (Pennsylvania State University, USA), Peter Moyi (Amherst College, USA), and William Frick ( University of Oklahoma, USA).
Contact: Gillian Hampden-Thompson
A Comparative Study of Achievement Gaps and Family Structure
This project uses data from the Programme for International Student Assessment (PISA) to examine the size of the literacy achievement gap between 15-year-old students from two-parent and those from single-mother households across 18 industrialized nations, including the United Kingdom.
Contact: Gillian Hampden-Thompson
A Look at Teacher Literacy
This project is an examination of the literacy levels of United States teachers compared to the literacy levels of other professional. The project uses data from both the National Adult Literacy Study (NALS) and the National Assessment of Adult Literacy (NAAL) study. A research collaboration with Greg Kienzl (University of Illinois, USA).
Contact: Gillian Hampden-Thompson
Student Attitudes and Science Achievement
This project uses data from the Programme for International Student Assessment 2006 (PISA) to look at the relationship between attitudes towards science and science literacy achievement in England, Wales, Northern Ireland, and Scotland. A research collaboration with Judith Bennett (University of York).
Contact: Gillian Hampden-Thompson
Exploring the work of European PhD students who are researching citizenship. Small-scale project in Spain, Hungary and England about the opportunities and constraints in PhD research and supervision
This project has involved small scale data gathering through interviews with staff and students. A paper (in Spanish) has been published in a special issue of a journal based in South America . We argue there are perceptions of significant and, perhaps, increasing constraints that affect the work of students as they seek to create new knowledge. While recognising the need for transparency and high standards we raise a dilemma by asking how we may guarantee the achievement of valuable new work if in effect we impose more common practice in line with market reforms and heightened quality assurance mechanisms. This work is taking place within the Children’s Identity and Citizenship in Europe (European Thematic Network Project funded by the EU). The full working group, which includes colleagues from Hungary, Spain, Sweden, Italy, UK, met in York (22-24 March) and Malta (25-27 October) to plan conferences for PhD students to be held in Montpellier (2007) and Istanbul (2008), and to prepare publications on ‘citizenship and controversial issues’ and ‘citizenship and globalisation’.
Contact: Ian Davies
What do trainee teachers think when they hear the word 'citizenship'?
Questionnaire data gathered from 100 student teachers in England and 100 student teachers in Hungary. A draft paper has been written with a colleague and will be submitted to a journal in 2008. We suggest that the several marked differences between the respondents from the 2 countries may be explained by perceptions of the differences in civil society in Hungary and England.
Contact: Ian Davies
Trainee teachers’ understandings of Every Child Matters
A conference was organised and held at the University of York in 2007, providing an opportunity for a brief summary of a draft paper based on an analysis of data gathered from initial teacher education trainees. A paper has been written (with colleagues Paula Mountford and Ann Gannon) and submitted to a journal arguing that the willingness of trainees to be very positive about ECM is matched by their openness about their rather superficial understanding of key issues and how to achieve its implementation.
Contact: Ian Davies
The teaching of political literacy in Japan and England
This work builds on a project completed for the Citizenship Foundation and Esmee Fairburn Foundation in 2002. In the original project classroom resources were developed and trialled. Selections from those resources have now been translated into Japanese. A small scale project involving 4 schools in England and 4 in Japan will explore the different approaches and reactions to lessons that focus on political literacy. Funding has already been secured from the Japanese government to support central features of this work (and held by Kyoto University of Education). It is hoped that a larger project will be established on this theme in the future.
Contact: Ian Davies
‘Britishness’ and citizenship education
A small team, led by colleagues from London Metropolitan University and Sheffield Hallam University, are gathering questionnaire and interview data from initial teacher education trainees at several points during their programme of initial teacher education about their understandings of Britishness and how those relate to their experience in schools.
Contact: Ian Davies
Inside Story
Inside Story Project conducted for the British Library in 2005-6: a two phase evaluation of a project run in conjunction with Yorkshire Museums Libraries and Archives Services and three Yorkshire primary schools. Pupils, teachers and artists explored three classical texts from different world cultures: The Golden Haggadah, The Shahname and The Ramayana.
Contact: Nick McGuinn
Virtual Learning and Teacher Education
Nick McGuinn and Nicola Onyett will be conducting a VLE project in the academic year 2008-2009 involving PGCE English trainees and sixth form students. The project will explore the teaching of the Transformational Writing element of the new A Level Literature specifications. This is a York University funded project.
Contact: Nick McGuinn
Exploring SEN pupils’ views on justice: developing inclusive methodologies
Increasingly, educational research has recognised the importance of drawing on pupil voice in order to illuminate barriers to learning, and to help understand the school/class-level circumstances that may shape positive and negative schooling experiences. Researchers have pointed out that in drawing on pupil voice, there may lie the risk of perpetuating existing hierarchies or relations that disadvantage some groups of pupils (or individual pupils) relative to others (eg. Reay 2006) and hence, a call to represent the voices of all pupils, not just those of the more able and articulate, has been made (Rudduck et al. 1996). This project is interested in exploring how all pupils’ voices may be equitably represented by developing an inclusive methodology to investigate fairly abstract ideas about the experiences of fairness and equity among pupils with Special Educational Needs. We recognise and intend to address through this research the heterogeneity of SEN pupils, and how their experiences and views of fairness differ according to impairments. We aim to test the feasibility and appropriateness of using vignettes as prompts with which to facilitate discussions of fairness with SEN pupils. We are concerned to explore how notions of fairness among pupils with Special Educational Needs may differ depending on their impairments, and on the extent of their involvement with, or isolation from, their ‘mainstream’ educated peers.
Contact: Vanita Sundaram
Seminar Series
Summer Seminar Series 2013
Head teachers as policy actors. The case of two secondary schools in the City of Buenos Aires and their antagonistic ways to define “inclusion”
Speaker: Dr Analía Meo, Institute of Education, London/CONICET, Argentina
Friday 10 May 2013, 2.00pm to 3.30pm
As in the UK, recent educational policy in Argentina has included an emphasis on ‘inclusion’, albeit in a very different national political and educational context. In the City of Buenos Aires, inclusion has been enacted through initiatives including the raising of the school leaving age to 18 and the creation of Escuelas de Reingreso (Reintegration Schools) aimed at those aged 16 – 18 who have missed schooling or dropped out. In line with research done in the UK and in Argentina, this presentation shows that inclusive policies are enacted by schools in specific and contextualised manners. It compares the organisation and ethos of two such schools, focussing particularly on the role of headteachers as policy actors. Despite sharing a critical stance towards the exclusionary character of traditional secondary schooling, the headteachers nevertheless adopt antagonistic approaches to inclusion, drawing on different policy discourses. While one school stresses teaching and learning, the other situates itself as part of a broader social welfare network. The presentation will account for the different trajectories of the schools through their different locations in the school system, the biographies of their headteachers, staff composition, and their different material conditions.
Location: A/D017, Science Education Building, Alcuin D Block
CRESJ Summer Seminar
Laddism in Higher Education
Speaker: Professor Carolyn Jackson, University of Lancaster
Tuesday 11th June at 2pm in A/D/017. A buffet lunch will be hosted from 1pm and the seminar will be followed by a wine reception from 3.30pm.
Professor Carolyn Jackson, University of Lancaster will be speaking about laddism in higher education and its impact on the social and academic experiences of female students in particular. Female students' experiences of harassment and violence, including via the 'Uni lads' website, have been the subject of much recent media attention. Research suggests that violence is a pervasive aspect of the HE experience for a large proportion of female students. This seminar provides an excellent opportunity to explore and debate a topical and important educational issue.
Professor Jackson has conducted extensive research on laddism in education, the implications for boys' engagement and achievement with school, and the impact on girls' experiences of education. Dr Barbara Read, University of Glasgow will act as discussant and will be drawing on her vast experience of researching gender and educational cultures, gendered learner identities and students' experiences of higher education.
Please email Helen Parker at education-research-administrator@york.ac.uk to register for the seminar and confirm if you would like lunch, by 24 May 2013.
_________________________________
A Meaningful Education for Language Minority Students in the United States: Language, Learning, and Social Justice Perspectives
Tuesday 30 April 2013, 2.00pm to 3.00 pm
Speaker: Professor Joyce Milambiling University of Northern Iowa, Cedar Falls, Iowa, USA
The rights and educational needs of language minority students in the U.S. can be looked at through many different lenses. Historically, laws and court decisions starting in the 1960s and 1970s set the stage for systematically including students’ home languages in education. Since that time, controversy about the use of languages other than English in the public sphere has led to profound differences in how minority languages are regarded and how they are used in U.S. education. Keeping in mind the political, social, and educational consequences for students who speak languages other than English at home, to what extent have U.S. society and schools lived up to the commitment to provide a meaningful and equitable education to all students?
Meaningful Education - Joyce Milambiling 30Apr13 (MS PowerPoint 
, 457kb)
Summer Seminar 2012
How fair is access to more prestigious UK universities?
Dr. Vikki Boliver, University of Durham.
Tuesday 12 June 2012, 2.00pm in Langwith 049
Dr. Vikki Boliver York 12th June 2012 (MS PowerPoint , 661kb)
You are warmly invited to the 2012 CRESJ summer term seminar. We are delighted that our principal speaker is Dr. Vikki Boliver, University of Durham. The seminar will consider an issue of vital significance. It will be of interest to researchers in several departments and more generally in the University. A limited number of spaces are available at the seminar. You are respectfully encouraged to book your place at the seminar as soon as possible by sending an email message to Ian Davies (ian.davies@york.ac.uk).
Programme and summary of Dr Boliver's presentation: CRESJ Summer Seminar 2012 (MS Word 
, 705kb)
2011
From Broken Britain to Big Society and back again
What stance should the Citizenship Education and Community Cohesion communities take in light of the ‘riots’ of summer 2011?
Tony Breslin, Director, Breslin Public Policy Limited
Presented at York on 11 November, 2011
Summer Seminar 2011
Principal speaker: Nick Johnson (Research Fellow, the Smith Institute; Principal Associate , Institute of Community Cohesion; Director, Nick Johnson Associates, Policy and Research Consultancy).
This seminar will provide an opportunity to consider ideas and issues in research, policy and practice relating to community, education and cohesion.
For further information please see Summer Seminar 2011 (MS Word , 835kb)
Previous Seminars
Society for Educational Studies
CIVIC ENGAGEMENT SEMINAR
Held by the Department of Educational Studies at the National Science Learning Centre on 18 June 2010
The problem with autonomy: an ethnographic study of neoliberalism in practice at an Australian high school.
Dr. Martin Forsey, School of Social and Cultural Studies, University of Western Australia
Presented at York on 11 May 2010
Improving Educational Outcomes for Gypsy, Roma and Traveller Children
Professor Anne Wilkin and Kerry Martin, National Foundation for Educational Research Northern Office.
Presented at York on 9th March 2010
The Social Pedagogue in Practice
Professor Ewan Anderson, Faculty of Education and Theology, York St. John University
Presented at York on 26 January 2010.
Zafar, so good. Middle class students, school habitus and secondary schooling in the city of Buenos Aires
Dr. Analía Meo, Institute of Education, University of London
Presented at York on Tuesday 8 December 2009
Underachievement, failing boys and moral panics
Dr. Emma Smith, University of Birmingham
Presented at York on 30th November 2009
Teachers' Experiences of Initial Teacher Preparation, Induction and Early Professional Development in England: Some Key Findings from the Becoming a Teacher (BaT) Project
Dr. Louise Tracey, Institute for Effective Education
Presented at York on 3 November 2009
Human Rights and Social Justice at York
Professor Paul Gready, Director
Centre for Applied Human Rights, University of York
Presented at York on 26 May 2009
Citizenship Education in Japan
Mitsuharu Mizuyama
Kyoto University of Education
Presented at York, 26 November 2008
Current perspectives in the Spanish educational system
Dr Claudia Messina
Universidad Autonoma de Madrid, Spain
Presented at York on 15 October 2008
- Current perspectives in the Spanish educational system (MS PowerPoint , 481kb)
- Dr Claudia Messina (MS Word , 25kb)
Students’ Thinking About Citizenship in Canada and Russia
Professor Alan Sears
University of New Brunswick
Presented at York on 13 May 2008
Building a System-wide Culture of Inquiry
Professor Alan Reid
University of South Australia
Presented at York on 25 April 2008
Further information
- CRESJ Seminar series
Speaker: Dr Analía Meo, Institute of Education, London/CONICET, Argentina
Friday 10 May 2013, 2.00pm to 3.30pm
Location: A/D017, Science Education Building, Alcuin D Block
CRESJ Summer Seminar
Speaker: Professor Carolyn Jackson, University of Lancaster
Tuesday 11th June at 2pm in A/D/017. A buffet lunch will be hosted from 1pm and the seminar will be followed by a wine reception from 3.30pm. Please email education-research-administrator@york.ac.uk to register for seminar and lunch.
Location: A/D017, Science Education Building, Alcuin D Block
Creating Citizenship Communities project
Project Research Brief 4 - May 2012 (PDF
, 225kb)
Project Research Brief 3 - February 2012.pdf (PDF
Project Research Brief 2 - December 2011 (PDF
Project Research Brief 1 - June 2011.pdf (PDF