Research Repository

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The pedagogical logics of arts rich schools: a Bourdieusian analysis (2019)
Journal Article
Thomson, P., Hall, C., Eearl, L., & Geppert, C. (2019). The pedagogical logics of arts rich schools: a Bourdieusian analysis. British Journal of Sociology of Education, doi:10.1080/01425692.2018.1554474

The arts are under threat in English schools. But some schools and teachers work against the trend. To understand how they continue to offer rich arts experiences to students, we bring Bourdieusian thinking to arts teacher practices that were common... Read More

Barriers to the inclusion of refugee and asylum children in schools in England (2018)
Journal Article
McIntyre, J., & Hall, C. (2018). Barriers to the inclusion of refugee and asylum children in schools in England. Educational Review, doi:10.1080/00131911.2018.1544115

This article reports a study of the barriers faced by headteachers seeking to include young people categorised as asylum seekers and refugees into secondary schools in England. We trace the new discourses and assemblages of authority created at city... Read More

Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts (2018)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2018). Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts. Critical Studies in Education, doi:10.1080/17508487.2018.1525754

High school students are expected to make choices about which subjects they study. These choices are not completely open but steered by what is on offer, previous achievement and conversations with teachers, family and friends; choices are patterned... Read More

Creativity in teaching: what can teachers learn from artists? (2016)
Journal Article
Hall, C., & Thomson, P. (in press). Creativity in teaching: what can teachers learn from artists?. Research Papers in Education, 32(1), doi:10.1080/02671522.2016.1144216. ISSN 0267-1522

Since the turn of the century, there have been frequent expressions of concern about a perceived lack of creativity in UK schools, in both curriculum content and in teaching. Recently, as the emphasis on mathematics, science and technology has streng... Read More

Motivations, expectations, and experiences of expatriate academic staff on an international branch campus in China (2015)
Journal Article
academic staff on an international branch campus in China. Journal of Studies in International Education, 20(3), doi:10.1177/1028315315623055. ISSN 1028-3153

This article explores the experiences of non-Chinese academic staff working on an international branch campus in China. The article presents findings from an interview study that explored the expectations of expatriate staff and what motivated them t... Read More

Making sense in the city: Dolly Parton, early reading and educational policy-making (2015)
Journal Article
Hall, C., & Jones, S. (2016). Making sense in the city: Dolly Parton, early reading and educational policy-making. Literacy, 50(1), doi:10.1111/lit.12069. ISSN 1741-4350

In this paper, we present a case study of a philanthropic literacy initiative, Dolly Parton's Imagination Library, a book-gifting scheme for under 5s, and consider the impact of the scheme on literacy policy in the English city where it was introduce... Read More

‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms (2015)
Journal Article
Thomson, P., & Hall, C. (2015). ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms. Education 3-13, 43(4), doi:10.1080/03004279.2015.1020660. ISSN 0300-4279

What do artists do when they work in schools? Can teachers do the same? These were the questions at the heart of our recent research, investigating the work of 12 artists working in primary and secondary schools in England. Funded by Creativity, Cult... Read More

School self-evaluation and its impact on teachers’ work in England (2009)
Journal Article
Hall, C., & Noyes, A. (2009). School self-evaluation and its impact on teachers’ work in England. Research Papers in Education, 24(3), doi:10.1080/02671520802149873. ISSN 0267-1522

This study, based on in-depth interview data from a sample of schools in the midlands of England, offers an analysis of UK teachers’ perceptions and understandings of school self evaluation at a point when national accountability procedures have requ... Read More