All Outputs (21)

Collectivity and agency for hope to progress anti-racist change in the academy (2025)
Preprint / Working Paper
Madriaga, M. (2025). Collectivity and agency for hope to progress anti-racist change in the academy

Despair is global antiblackness manifesting itself in our universities. This paper pivots from this despair, without discounting it, to foreground hope for anti-racist change. Drawing on data from 30 semi-structured interviews with anti-racist univer... Read More about Collectivity and agency for hope to progress anti-racist change in the academy.

University s/cyborgs widening undergraduate access (2024)
Journal Article
Madriaga, M. (2024). University s/cyborgs widening undergraduate access. Educational Review, https://doi.org/10.1080/00131911.2024.2364704

This study sought to examine questions of race in higher education widening access policy and practice in England. I was keen on seeking perceptions and stories of those who do work in this area, raising awareness of higher education opportunities to... Read More about University s/cyborgs widening undergraduate access.

Breathing space amidst the permanence of racism in the academy (2024)
Journal Article
Madriaga, M., & Blaisdell, B. (2025). Breathing space amidst the permanence of racism in the academy. International Studies in Sociology of Education, 34(2), 217-234. https://doi.org/10.1080/09620214.2024.2369887

This paper presents evidence that sheds light on both the limitations and the possibilities of race-focused staff forums that have formed across UK higher education as part of a response to equality legislation. Based on interviews conducted with thi... Read More about Breathing space amidst the permanence of racism in the academy.

Decolonizing assessment of learning in higher education: the journey ahead (2024)
Journal Article
Castillo-Montoya, M., & Madriaga, M. (2025). Decolonizing assessment of learning in higher education: the journey ahead. Teaching in Higher Education, 30(2), 555-564. https://doi.org/10.1080/13562517.2024.2350006

This Point of Departure ponders the question of decolonizing assessment of learning in higher education. In addressing this question, we, as scholars of color who work in the academy in the US and the UK, have leaned on the work of Shahjahan, Estera,... Read More about Decolonizing assessment of learning in higher education: the journey ahead.

Countering whiteness and the culture trap in education: Racism in education in Britain: addressing structural oppression and the dominance of racism, by Gill Crozier, Cham, Switzerland: Springer Nature, 2023. 284pp, Price £34.15, ISBN 978-3-031-18930-2 The culture trap: ethnic expectations and unequal schooling for black youth, by Derron Wallace, New York, NY: Oxford University Press, 2023. 290 pp, Price £19.00 ISBN 9780197531471 (2023)
Journal Article
Madriaga, M. (2023). Countering whiteness and the culture trap in education: Racism in education in Britain: addressing structural oppression and the dominance of racism, by Gill Crozier, Cham, Switzerland: Springer Nature, 2023. 284pp, Price £34.15, ISBN 978-3-031-18930-2 The culture trap: ethnic expectations and unequal schooling for black youth, by Derron Wallace, New York, NY: Oxford University Press, 2023. 290 pp, Price £19.00 ISBN 9780197531471. British Journal of Sociology of Education, 44(7), 1222-1228. https://doi.org/10.1080/01425692.2023.2269501

Reframing race and widening access into higher education (2022)
Journal Article
Madriaga, M. (2023). Reframing race and widening access into higher education. Higher Education, 86(6), 1455-1470. https://doi.org/10.1007/s10734-022-00981-y

This paper draws attention to empirical work on widening access to understand the silence on race matters in English higher education. This work repurposes a critical race theoretical framework that offers a glimpse of how the issue of unequal acces... Read More about Reframing race and widening access into higher education.

Colour-evasiveness and higher education: Synthesis of literature on race and widening access (2022)
Report
MADRIAGA, M. (2022). Colour-evasiveness and higher education: Synthesis of literature on race and widening access. London: Society for Research into Higher Education

Widening access policy and initiatives in English higher education (HE) have largely been colour evasive rather than colour-focused. The paper draws attention to the literature - empirical work on widening access specifically - to understand the sil... Read More about Colour-evasiveness and higher education: Synthesis of literature on race and widening access.

Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy (2021)
Journal Article
Caine, J., Gilroy, J., Greaves, M., & Madriaga, M. (2022). Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy. Social Policy and Society, 21(1), 106-122. https://doi.org/10.1017/s1474746421000658

University staff from African, Asian and other Minoritised Groups (AAMG) are not resigned to the pervasiveness of white supremacy in the corridors, classrooms, and lecture theatres of the academy. This article articulates a self-study, where we emplo... Read More about Principles of Success: Facilitating Sustainable Transformation through a Progressive Relational Pedagogy.

No love found: how female students of colour negotiate and repurpose university spaces (2021)
Journal Article
Samatar, A., Madriaga, M., & McGrath, L. (2021). No love found: how female students of colour negotiate and repurpose university spaces. British Journal of Sociology of Education, 42(5-6), 717-732. https://doi.org/10.1080/01425692.2021.1914548

This study explores the lived experiences on campus of five female undergraduate students of colour. Drawing on a critical race theory perspective and inspired by CRiT walking, walking interviews were conducted to give voice to the students’ experien... Read More about No love found: how female students of colour negotiate and repurpose university spaces.

The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times (2020)
Journal Article
Doharty, N., Madriaga, M., & Joseph-Salisbury, R. (2021). The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times. Educational Philosophy and Theory, 53(3), 233-244. https://doi.org/10.1080/00131857.2020.1769601

UK Higher Education is characterised by structural and institutional forms of whiteness. As scholars and activists are increasingly speaking out to testify, whiteness has wide-ranging implications that affect curricula, pedagogy, knowledge production... Read More about The university went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times.

How international students of colour become Black: a story of whiteness in English higher education (2019)
Journal Article
Madriaga, M., & McCaig, C. (2022). How international students of colour become Black: a story of whiteness in English higher education. Teaching in Higher Education, 27(1), 84-98. https://doi.org/10.1080/13562517.2019.1696300

This article highlights how international students of colour are racialised in English higher education. Key performance indicators of racial inequality in the sector like achievement outcomes currently discount experiences of international students... Read More about How international students of colour become Black: a story of whiteness in English higher education.

NCOP: end of phase one report for the national formative and impact evaluations (2019)
Report
Bowes, L., Tazzyman, S., Sandhu, J., Moreton, R., Birkin, G., McCaig, C., Madriaga, M., Kozman, E., & Wright, H. (2019). NCOP: end of phase one report for the national formative and impact evaluations. Office for Students

This report presents the findings from the national formative and impact evaluations of phase one of the National Collaborative Outreach Programme (NCOP), which ended in July 2019.

Antiblackness In English higher education (2018)
Journal Article
Madriaga, M. (2018). Antiblackness In English higher education. International Journal of Inclusive Education, 24(11), 1143-1157. https://doi.org/10.1080/13603116.2018.1512660

This article highlights antiblackness pervading English higher education. This antiblackness is attributed to a majoritarian view, which not only upholds the view that education is value-neutral, meritocratic, colour-blind, but also has a cultural di... Read More about Antiblackness In English higher education.

Measurement Imperatives and Their Impact: Academic Staff Narratives on Riding the Metric Tide (2018)
Book Chapter
Taylor, C., Harris-Evans, J., Garner, I., Fitzgerald, D., & Madriaga, M. (2018). Measurement Imperatives and Their Impact: Academic Staff Narratives on Riding the Metric Tide. In Equality and Differentiation in Marketised Higher Education: A New Level Playing Field? (171-194). Springer Nature. https://doi.org/10.1007/978-3-319-78313-0_8

Higher education (HE) is in the grip of an unprecedented level of attention to quantitative performance indicators. Measurement imperatives are positioned in policy discourses as key to the generation of market competition and institutional different... Read More about Measurement Imperatives and Their Impact: Academic Staff Narratives on Riding the Metric Tide.

Evaluation of the National Networks for Collaborative Outreach (NNCOs) (2017)
Report
Stevenson, J., McCaig, C., & Madriaga, M. (2017). Evaluation of the National Networks for Collaborative Outreach (NNCOs). HEFCE

Awarding teaching excellence: 'what is it supposed to achieve?' Teacher perceptions of student-led awards (2016)
Journal Article
Madriaga, M., & Morley, K. (2016). Awarding teaching excellence: 'what is it supposed to achieve?' Teacher perceptions of student-led awards. Teaching in Higher Education, 21(2), 166-174. https://doi.org/10.1080/13562517.2015.1136277

Although there is lack of agreement as to what constitutes teaching excellence, there remains a steady effort to make an intangible, ambiguous, multifaceted concept incarnate in the form of 'student-led' teaching awards schemes within higher educatio... Read More about Awarding teaching excellence: 'what is it supposed to achieve?' Teacher perceptions of student-led awards.

Marking-out normalcy and disability in higher education (2011)
Journal Article
Madriaga, M., Hanson, K., Kay, H., & Walker, A. (2011). Marking-out normalcy and disability in higher education. British Journal of Sociology of Education, 32(6), 901-920. https://doi.org/10.1080/01425692.2011.596380

This article advocates for socially just pedagogies in higher education to challenge senses of normalcy that perpetuate elitist academic attitudes towards the inclusion of disabled students. Normalcy is equated here with an everyday eugenics, which h... Read More about Marking-out normalcy and disability in higher education.

Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences (2010)
Journal Article
Madriaga, M., Hanson, K., Heaton, C., Kay, H., Newitt, S., & Walker, A. (2010). Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences. Studies in Higher Education, 35(6), 647-658. https://doi.org/10.1080/03075070903222633

The article presents evidence from a systematic survey of disabled (n = 172) and non-disabled (n = 312) students regarding their learning and assessment experiences within one higher education institution in the UK. This study builds upon previous wo... Read More about Confronting similar challenges? Disabled and non‐disabled students’ learning and assessment experiences.

Images of Criminality, Victimization, and Disability (2010)
Book Chapter
Madriaga, M., & Mallett, R. (2010). Images of Criminality, Victimization, and Disability. In S. Giora Shoham, P. Knepper, & M. Kett (Eds.), International Handbook of Victimology. Routledge. https://doi.org/10.1201/ebk1420085471-c22

This chapter aims to open up discussion about the relationship between disability and notions of criminality and victimhood. Th is discussion is underpinned with a radical-critical victimological stance [Mawby and Walklate, 1994] that sees the victim... Read More about Images of Criminality, Victimization, and Disability.

‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces (2010)
Journal Article
Madriaga, M. (2010). ‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces. Children's Geographies, 8(1), 39-50. https://doi.org/10.1080/14733280903500166

Research was conducted to gain insight into the lives of students with Asperger Syndrome (AS) during their transitions into higher education. Eight students were recruited from across the United Kingdom to partake in a year-long longitudinal study th... Read More about ‘I avoid pubs and the student union like the plague’: Students with Asperger Syndrome and their negotiation of university spaces.