Doctoral Researcher (EdD)
Educational Equalities and the 'Self-Improving School System' in England.
My research aims at providing a clearer understanding of the positions adopted relating to equitability and social justice by executive and senior leaders in what is increasing referred to as a ‘self-improving school system’ in England. It explores these positions via the lenses of Bourdieuian theory (particularly of habitus) and Engeström’s Activity Theory and via the juxtaposition of analysed discourses with findings from personal history interviews.
Executive Headteacher and Headteacher Positioning and Responses to the 'Self-Improving School System.
Professor Jane Martin
Membership of research and professional organisations
Publications and conference presentations
Asquith. S. (2017) Equality of access to a primary geographical education within a self-improving school system in England. In: Catling, S. (Ed) Reflections on Primary Geography. Sheffield: Register of Research in Primary Geography/ Geographical Association. 65-67