All Outputs (46)

Changing play – writing, researching and learning in an early years arts project (2019)
Journal Article
Franks, A., & Thomson, P. (2019). Changing play – writing, researching and learning in an early years arts project. Ethnography and Education, https://doi.org/10.1080/17457823.2019.1579659

'Changing Play' is an ongoing project initiated by education curators from the Serpentine, a prestigious London art gallery, working with the Portman children's centre nursery. Viewed by curators as a collaboration between artist, children's centre s... Read More about Changing play – writing, researching and learning in an early years arts project.

The pedagogical logics of arts-rich schools: a Bourdieusian analysis (2019)
Journal Article
Thomson, P., Hall, C., Earl, L., & Geppert, C. (2019). The pedagogical logics of arts-rich schools: a Bourdieusian analysis. British Journal of Sociology of Education, 40(2), 239-253. https://doi.org/10.1080/01425692.2018.1554474

© 2018, © 2018 Informa UK Limited, trading as Taylor & Francis Group. 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... Read More about The pedagogical logics of arts-rich schools: a Bourdieusian analysis.

Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools (2018)
Book Chapter
Whiteoak, D., & Thomson, P. (2018). Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools. In R. McGinity, S. J. Courtney, & H. M. Gunter (Eds.), Educational Leadership: Theorising Professional Practice in Neoliberal Times. Abingdon, Oxfordshire, UK: Routledge

Understanding why headteachers leave their posts and leave headship before retirement is crucial to limit the haemorrhaging of headteachers from the system. We utilise the communities of practice framework to examine the identity work of Anglican hea... Read More about Negotiating meaning in multiple communities of practice: reconciliation and dis-identification in the identity work of headteachers leaving Anglican primary schools.

Thinking about the school most of the time: studio as generative metaphor for critical reflection (2018)
Journal Article
Thomson, P. (2018). Thinking about the school most of the time: studio as generative metaphor for critical reflection. Journal of Educational Administration and History, https://doi.org/10.1080/00220620.2018.1536039

Busy leaders need time to reflect and renew. They need to consider the particularities of their school and the ways in which they can work with others in the school community to address pressing issues, as well as to make future plans. The metaphor o... Read More about Thinking about the school most of the time: studio as generative metaphor for critical reflection.

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. (2020). Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts. Critical Studies in Education, 61(5), 545-560. https://doi.org/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 about Subject choice as everyday accommodation/resistance: why students in England (still) choose the arts.

Alternative Programmes, Alternative Schools, and Social Justice (2018)
Book
McGregor, G., Mills, M., Thomson, P., & Pennacchia, J. (Eds.). (2018). Alternative Programmes, Alternative Schools, and Social Justice. Abingdon: Routledge

Alternative provision in England: problematising quality and vulnerability (2018)
Book Chapter
Thomson, P., & Pennacchia, J. (2018). Alternative provision in England: problematising quality and vulnerability. In M. Mills, & G. McCluskey (Eds.), International perspectives on alternative education: policy and practice. UCL IOE Press

A long goodbye to the 'good girl': An auto ethnographic account (2018)
Book Chapter
Thomson, P. (2018). A long goodbye to the 'good girl': An auto ethnographic account. In Feeling academic in the neoliberal university: Feminist flights, fights and failures (243-260). Palgrave Macmillan. https://doi.org/10.1007/978-3-319-64224-6_11

The contemporary university relies on academic staff who are ready and willing to be highly productive on a number of fronts—publish widely and for a range of audiences, publish for audit purposes, attract funding, work in interdisciplinary teams, pr... Read More about A long goodbye to the 'good girl': An auto ethnographic account.

Literacy, Leading and Learning: Beyond Pedagogies of Poverty (2017)
Book
Hayes, D., Hattam, R., Comber, B., Kerkham, L., Lupton, R., & Thomson, P. (2017). Literacy, Leading and Learning: Beyond Pedagogies of Poverty. (1). Routledge. https://doi.org/10.4324/9781315180014

Drawing on long-term case studies of four primary schools located in these communities, this book describes the difference between what is commonly practiced and those practices that have a greater chance of supporting young people's literacy learnin... Read More about Literacy, Leading and Learning: Beyond Pedagogies of Poverty.

Inspiring school change: transforming education through the creative arts (2017)
Book
Hall, C., & Thomson, P. (2017). Inspiring school change: transforming education through the creative arts. Taylor & Francis (Routledge)

A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research (2017)
Journal Article
Thomson, P. (in press). A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research. Journal of Educational Administration and History, 49(3), https://doi.org/10.1080/00220620.2017.1315381

The field of educational leadership, management and administration (ELMA) uses methods drawn primarily from cognate educational disciplines. But does this matter? This paper explores the methods used in recently published papers through a snapshot of... Read More about A little more madness in our methods?: a snapshot of how the educational leadership, management and administration field conducts research.

Place-Based Methods for Researching Schools (2016)
Book
Thomson, P., & Hall, C. (2016). Place-Based Methods for Researching Schools. Bloomsbury Publishing

Educational leadership and Pierre Bourdieu (2016)
Book
Thomson, P. (2016). Educational leadership and Pierre Bourdieu. Taylor & Francis (Routledge)

Pierre Bourdieu was one of the most important thinkers of the twentieth century. He argued for, and practiced, rigorous and reflexive scholarship, interrogating the inequities and injustices of modern societies. Through a lifetime’s explication of th... Read More about Educational leadership and Pierre Bourdieu.

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), https://doi.org/10.1080/02671522.2016.1144216

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 about Creativity in teaching: what can teachers learn from artists?.

Poverty, schooling, and beginning teachers who make a difference: a case study from England (2016)
Book Chapter
McIntyre, J., & Thomson, P. (2016). Poverty, schooling, and beginning teachers who make a difference: a case study from England. In J. Lampert, & B. Burnett (Eds.), Teacher education in high poverty schools. Springer. https://doi.org/10.1007/978-3-319-22059-8_9

Education policy makers in England have, over the last thirty years, radically changed schooling. The introduction of a national curriculum, national testing re-gimes, school inspections and school league tables has been at the heart of these changes... Read More about Poverty, schooling, and beginning teachers who make a difference: a case study from England.

Disciplinary regimes of ‘care’ and complementary alternative education (2015)
Journal Article
Thomson, P., & Pennacchia, J. (2016). Disciplinary regimes of ‘care’ and complementary alternative education. Critical Studies in Education, 57(1), 84-99. https://doi.org/10.1080/17508487.2016.1117506

In schools, the notion of ‘care is often synonymous with welfare and disciplinary regimes. Drawing on Foucault, and a study of alternative education across the UK, and looking in depth at two cases of complementary alternative education, we identify... Read More about Disciplinary regimes of ‘care’ and complementary alternative education.

Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth (2015)
Journal Article
Thomson, P., & Pennacchia, J. (2016). Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth. International Journal of Inclusive Education, 20(6), 622-640. https://doi.org/10.1080/13603116.2015.1102340

© 2015 Taylor & Francis. In England, alternative education (AE) is offered to young people formally excluded from school, close to formal exclusion or who have been informally pushed to the educational edges of their local school. Their behaviour i... Read More about Hugs and behaviour points: alternative education and the regulation of ‘excluded’ youth.

Beyond records and representations: inbetween writing in educational ethnography (2015)
Journal Article
Coles, R., & Thomson, P. (2015). Beyond records and representations: inbetween writing in educational ethnography. Ethnography and Education, 11(3), 253-266. https://doi.org/10.1080/17457823.2015.1085324

Ethnographers are particularly interested in writing. They have paid particular attention to the practices of making field notes and to the ways in which their public texts represent those that they have encountered and studied. To date there has bee... Read More about Beyond records and representations: inbetween writing in educational ethnography.

‘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), https://doi.org/10.1080/03004279.2015.1020660

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 about ‘Everyone can imagine their own Gellert’: the democratic artist and ‘inclusion’ in primary and nursery classrooms.

Bringing installation art to reconnaissance to share values and generate action (2015)
Journal Article
with the ‘Get Wet’ team, Townsend, A., & Thomson, P. (2015). Bringing installation art to reconnaissance to share values and generate action. Educational Action Research, 23(1), 36-50. https://doi.org/10.1080/09650792.2014.994013

The English education system has recently seen something of a revival of enthusiasm for the use of research both to develop educational practices and to gather evidence about their effectiveness. These initiatives often present action research as a m... Read More about Bringing installation art to reconnaissance to share values and generate action.