2022 Annual Conference
17th Annual Conference Manchester Education & Social Justice 23–24 June 2022
The International Education Studies Association
Supporting research in Education Studies
The International Education Studies Association
Supporting research in Education Studies
Conference Year 2022
Doctor Alan Hodkinson
Associate Professor, Centre for Cultural and Disability Studies, Liverpool Hope University
Doctor Marie Morgan
Head of Department of Education and Liberal Arts, University of Winchester
Doctor Mark Murphy
Reader in Education and Public Policy, School of Education, University of Glasgow
Doctoral students’ experiences of academic (non-)belonging within the neoliberal higher education environment: a comparative institutional case study of two English universities
In the UK and many other countries globally, university culture today is shaped by the wider ‘neoliberal’ policy context, and is dominated by corporate values of competitiveness, performance and profitability. This culture often conflicts with traditional educational values and antagonises…
Recognising Religious Education as Social Justice in Action: The Scottish Situation
This paper argues that the provision of Religious and Moral Education (RME) in Scottish non-denominational secondary schools could be enhanced by reconsidering its contribution to achieving social justice aims and challenging the dominance of attainment-centric practice. RME is the only…
Student engagement and motivation in Higher Education: the contribution of a level 4 residential upon university experience.
This paper is the result of a research project carried out by a team of lecturer and undergraduate student researchers as part of the University Teaching Fellowship scheme. The research took the form of an explorative case study with the…
Death, Bereavement and Grief: The role of the teacher in supporting a child experiencing the death of a parent
This paper is the result of an undergraduate research project which was later written up in collaboration between the student and their supervisor and accepted for publication. The research aimed to explore the teacher’s role in supporting a child bereaved…
From on-campus to online: the impact of the pandemic on the experiences of International students
The onset of COVID-19 has triggered a quick transition in HE to online environments. This has had consequences for academic staff, but it also has real implications for students, many of whom have never experienced online education before. Little is…
The use of restorative practices in schools: Reasons, risks and reflections.
This paper presents emerging findings from qualitative data collection examining the use of restorative practices in Welsh schools (Spring 2022). Discussion explores the roots of restorative practices in Welsh schools and the routes such practices took, from Canada, New Zealand,…
Understanding post-16 subject choices: an empirical study into the role of student rank order
Students’ post-16 pathways matter: different subjects as well as qualifications are associated with variable future opportunities in higher education, training, and careers, and differing labour market returns (Hupkau et al., 2017). Known influences on post-16 subject choices include perceptions of…
The Role of Virtual Experiences in Increasing Knowledge, Motivation, Independence and Cultural Capital from Disadvantaged Pupils in England
Objective: To investigate the impact of virtual learning experiences (VLEs) in school amongst disadvantaged 9 to 11-year-olds: specifically, do virtual experiences increase their knowledge, motivation and independence in learning about a topic, and does this increase their cultural capital. Methodology:…