Dr Clara Jørgensen

Dr Clara Jørgensen

School of Education
Assistant Professor

Contact details

School of Education
University of Birmingham
Edgbaston, Birmingham
B15 2TT, United Kingdom

Clara R. Jørgensen is an Assistant Professor within the Department of Disability, Inclusion and Special Needs. She is a social anthropologist of background and has done qualitative and ethnographic research in a range of educational settings including in the UK, Spain and Latin America, where she has explored educational inequalities, school policies and practices, inclusive teaching strategies, and children and young people’s schooling experiences and friendships. She also has extensive experience of involving service users, carers and young people in research and has facilitated training for involvement in a range of contexts. Before joining the University of Birmingham, Clara worked as Lecturer of Childhood, Youth and Education at Coventry University and Senior Teaching Fellow/Research Fellow at the University of Warwick.

Her areas of interest and expertise are: Childhood and Youth, Race and Ethnicity, Migration and Education, Inclusive Education, User-involvement and Co-creation of Knowledge, Participation, and Comparative research. 


BA Social Anthropology, University of Copenhagen, Denmark

MA Social Anthropology, University of Copenhagen, Denmark

PhD in Ethnic Relations, University of Warwick, UK


Recent publications


Jørgensen, C & Wyness, M 2021, Kid Power, Inequalities and Intergenerational Relations. Anthem Press. <https://anthempress.com/kid-power-inequalities-and-intergenerational-relations-hb>


Dobson, G & Jørgensen, C 2024, 'The Complex Ecologies of Migrant Children with Special Educational Needs: Practitioner Perspectives of Information Needs and Implications for Education', Journal of Research in Special Educational Needs. https://doi.org/10.1111/1471-3802.12676

Jørgensen, C, Perry, T & Lea, R 2023, 'The enactment of cognitive science-informed approaches in the classroom: – teacher experiences and contextual dimensions', British Journal of Educational Studies, pp. 1-20. https://doi.org/10.1080/00071005.2023.2245438

Jørgensen, CR & Allan, J 2022, 'Our school: our space–inclusion and young people’s experiences of space within an English secondary free school', International Journal of Inclusive Education. https://doi.org/10.1080/13603116.2022.2073059

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, CR & Perry, T 2021, 'Understanding school mobility and mobile pupils in England', British Educational Research Journal, vol. 47, no. 5, pp. 1139-1157. https://doi.org/10.1002/berj.3718

Jørgensen, CR & Allan, J 2020, 'Education, schooling and inclusive practice at a secondary free school in England', British Journal of Sociology of Education, vol. 41, no. 4, pp. 507-522. https://doi.org/10.1080/01425692.2020.1726171

Jørgensen, C, Perry, T & Dobson, G 2020, 'Migrant Children with Special Educational Needs: Emerging findings from a recent review and their implications for educational practice', The Education Exchange. <https://theeducation.exchange/>

Dobson, G, Jørgensen, C & Perry, T 2020, 'Migrant children with SEN', NASEN Connect, no. 23, pp. 28-30. <https://nasen.org.uk/resource/nasen-connect-september20-final-pdf.html>

Jørgensen, C, Dobson, G & Perry, T 2020, 'Migrant children with Special Educational Needs in European schools – a review of current issues and approaches', European Journal of Special Needs Education. https://doi.org/10.1080/08856257.2020.1762988

Chapter (peer-reviewed)

Jørgensen, CR & Allan, J 2022, Free schools, inclusion and social capital of children with special educational needs and disabilities. in C Kulz, K Morrin & R McGinity (eds), Inside the English Education Lab: Critical Qualitative and Ethnographic Perspectives on the Academies Experiment. Manchester University Press, Manchester, pp. 89-108. https://doi.org/10.7765/9781526145390.00012

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.


Jørgensen, C & Dobson, G 2023, Migrant Children with Special Educational Needs: Dynamic and Complex Ecologies and their Implications for Educational Practice. in G Niolaki, K Carr-Fanning & A Terzopoulos (eds), Psychology and Educational Inclusion: Identifying and Supporting Learners with SEN. 1st edn, McGraw-Hill/Open University Press, pp. 47-60. <https://www.mheducation.co.uk/psychology-and-educational-inclusion-identifying-and-supporting-learners-with-sen-9780335251780-emea-group>

Other report

Jørgensen, C, Dobson, G & Perry, T 2021, Supporting migrant children with special educational needs: What information do schools need and how can it be collected? University of Birmingham. <https://www.birmingham.ac.uk/documents/college-social-sciences/education/publications/migrant-children.pdf>

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