Professor Julie Allan

Professor Julie Allan

School of Education
Professor of Equity and Inclusion

Contact details

Telephone
+44 (0)121 414 4853
Email
j.allan.1@bham.ac.uk
View my research portal
Address
School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Julie Allan is Professor of Equity and Inclusion and was formerly the Head of the School of Education. Her work encompasses inclusive education, disability studies and children’s rights and is both empirical and theoretical. She has a particular interest in educational theory and the insights offered through poststructural and social capital analyses. Julie has been advisor to the Scottish Parliament, the Welsh Assembly and the Dutch and Queensland Governments and has worked extensively with the Council of Europe.

Julie is an Honorary Network Member of the European Educational Research Association (EERA).

Qualifications

  • PhD (Stirling)
  • BEd (Moray House, Edinburgh)

Teaching

Postgraduate supervision

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.

Publications

Recent publications

Book

Allan, J, Harwood, V & Jørgensen, C (eds) 2019, World Yearbook of Education 2020: Schooling, Governance and Inequalites. Routledge, Abingdon, Oxon.

Allan, J & Artiles, A (eds) 2016, World Yearbook of Education 2017: Assessment Inequalities. World Yearbook in Education, vol. 2017, Routledge, London/New York.

Article

Jørgensen, C & Allan, J 2021, 'Free and comprehensive? Admissions and mixed attainment teaching in an English free school', Forum: for promoting 3-19 Comprehensive Education, vol. 63, no. 1, pp. 29-38. https://doi.org/10.3898/forum.2021.63.1.29

Allan, J & Jørgensen, C 2021, 'Inclusion, social capital and space within an English secondary free school', Children's Geographies, vol. 19, no. 4, pp. 419-431. https://doi.org/10.1080/14733285.2020.1807463

Jørgensen, C & Allan, J 2020, 'Education, Schooling and Inclusive Practice at a Secondary Free School in England', British Journal of Sociology of Education.

Allan, J & Persson, E 2018, 'Social capital and trust for inclusion in school and society', Education, Citizenship and Social Justice, pp. 1-11. https://doi.org/10.1177/1746197918801001

Allan, J & Youdell, D 2017, 'Ghostings, materialisations and flows in Britain’s special educational needs and disability assemblage', Discourse, vol. 38, no. 1, pp. 70-82. https://doi.org/10.1080/01596306.2015.1104853

MacLeod, A, Allan, J, Lewis, A & Robertson, C 2017, '‘Here I come again’: the cost of success for higher education students diagnosed with autism', International Journal of Inclusive Education, pp. 1-15. https://doi.org/10.1080/13603116.2017.1396502

Allan, J & Persson, E 2016, 'Students’ perspectives on raising achievement through inclusion in Essunga, Sweden', Educational Review, vol. 68, no. 1, pp. 82-95. https://doi.org/10.1080/00131911.2015.1058752

Chapter (peer-reviewed)

Jørgensen, C & Allan, J 2020, Free schools, Inclusion and Social Capital of Children with Special Educational Needs and Disabilities. in C Kulz, R McGinity & K Morrin (eds), Inside the Education Lab: Critical Ethnographic Perspectives on the Academies Experiment. Manchester University Press, Manchester.

Allan, J & Jørgensen, C 2020, Inclusive school development: the first years of an English free school. in A Köpfer, J Powell & R Zahnd (eds), Handbook Inclusion International: Global, National and Local Perspectives on Inclusion Education. Verlag Barbara Budrich.

Allan, J 2016, At tænke inclusion anderledes. in B Hamre & V Larson (eds), Inklusion, udsathed og tvaerprogessionelt samarbejde. Frydenlund Academic, Frederiksberg, pp. 19-30.

Allan, J 2016, The risk factors for psy-diagnosis? Gender, racialization and social class. in EB Peterson & Z Millei (eds), Interrupting the psy-disciplines in education. Palgrave Macmillan, London, pp. 185-202. https://doi.org/10.1057/978-1-137-51305-2

Allan, J 2015, Critiquing policy: Limitations and possibilities. in D Connor, J Valle & C Hale (eds), Practicing disability studies in education: Acting toward social change. Disability Studies in Education, vol. 17, Peter Lang, New York, pp. 179-196.

Barow, T, Persson, B & Allan, J 2015, Inclusive education in Großbritannien und Skandinavien. in I Hedderich, G Biewer, J Hollengweger & R Markowetz (eds), Handbuch Inklusion und Sonderpädagogik. UTB, Bad Heilbrunn, pp. 189-193.

View all publications in research portal

Expertise

Education

Disability in education and special educational needs; all aspects of diversity and education policy.

Policy experience

Expert adviser to Council of Europe on educational policy; organised several European ministerial conferences and high level meetings relating to educational policy; adviser to the Scottish Parliament on special educational needs; adviser to the Welsh Assembly on special educational needs; adviser to the Queensland Government on education and inclusion.

Other information: School Governor.