Julie has supervised to completion a large number of EdD and PhD students. Their research has focused on a wide range of areas within education, including students with profound and multiple learning difficulties, disaffected learners, professional education, curriculum, speech and language therapists, art education and homework. She has also supervised doctoral students investigating other professional contexts including cultural policy, medical handover, nurse education, and hospitality.
Julie is currently supervising doctoral students working on the kinaesthetic in education, curriculum and creativity, parent-teacher consultation and FE cultures.
Prospective doctoral students working in inclusion, disability and children’s rights would be particularly welcome, as would those with a focus on other aspects of education but who wish to engage with educational theory.
Allan, J (2015) Critiquing policy: Limitations and possibilities. In D Connor, J Valle and C Hale (eds) Practicing disability studies in education: Acting towards social change. New York: Peter Lang.
Allan, J (2015) Waiting for inclusive education? An exploration of conceptual confusions and political struggles. In F Kiuppis and R S Hausstätter (eds) Inclusive education twenty years after Salamanca. New York: Peter Lang.
Harwood, V and Allan, J (2014) Psychopathology at school: Theorizing mental disorder in schools. London: Routledge.
Allan, J (2014) Making a difference – in theory – in Sweden and the UK. Education Inquiry, 5 (3), http://www.education-inquiry.net/index.php/edui/article/view/24609
Allan, J (2014) Inclusive education and the arts. Cambridge Journal of Education, 44 (4), 511-523.
Allan, J and Catts, R. (2014) Schools, space and social capital. Cambridge Journal of Education. DOI: 10.1080/0305764X.2013.863829
Allan, J, and Harwood, V (2013) Medicus interruptus in the behaviour of children in disadvantaged contexts in Scotland. British Journal of Sociology of Education. DOI: 10.1080/01425692.2013.776933
Biesta, G, Allan, J and Edwards, R (2013) (Eds) Making a difference in theory: The theory question in education and the education question in theory. London: Routledge.
Fox, A and Allan, J (2013) Doing reflexivity: Moments of unbecoming and becoming. International Journal of Research and Method in Education. DOI: 10.1080/1743727X.2013.787407
Allan J and Catts R (2012) (eds) Social capital, children and young people: Implications for practice, policy and research. Bristol: Policy Press.
Allan, J (2012) Introduction in Persson, B and Persson, E Includering och måluppfyllelse: all nå framgång med alla elever (Inclusion and achievement: The success of all students). Stockholm: Liber.
Allan, J (2012) Foucault and his acolytes: Discourse, power and ethics. In M. Murphy (ed) Social Theory and Education Research: Understanding Foucault, Habermas, Bourdieu and Derrida. London: Routledge.
Allan, J (2011) Responsibly competent: Teaching, ethics and diversity, Policy Futures in Education, 9 (1), 152-159. DOI :10.2304/pfie.2011.9.1.130
Allan, J (2011) Complicating, not explicating: Taking up philosophy in learning disability research, Learning Disability Quarterly, 34 (2), 153-161.
Allan, J (2011) Civilising teacher education? Learning with diversity, Teacher Education Practice, 24 (3), 351-353.
Biesta, J, Allan, J and Edwards, R (2011) The theory question in research capacity building in education: Towards an agenda for research and practice, British Journal of Educational Studies, 59 (3), 225-239. DOI:
Allan, J (2010) The sociology of disability and the struggle for inclusive education, British Journal of Sociology of Education, 31 (5), 603-619. DOI:10.1080/01425692.2010.500093
Allan, J, Ozga, J and Smyth, G (2009) (eds) Social capital, professionalism and diversity. Rotterdam: Sense.
Allan, J (2008) Rethinking inclusion: The philosophers of difference in practice. Dordrecht: Springer.
Allan, J and Slee, R (2008) Doing inclusive education research. Rotterdam: Sense
Allan, J, Duffy, C, Loening, G and Moran, N (2010) Knowledge exchange with Sistema Scotland, Journal of Educational Policy, 25 (3), 335-347. DOI: 10.1080/02680931003646196