Equity, Inclusion and Community

We are an interdisciplinary collaborative research centre with a broad range of colleagues whose research aims to transform learning and lives

The Centre for Research into Equity, Inclusion and Community (CREIC) interrogates the conditions that lead to marginalisation and exclusion from education, and our research aims to develop theories and practices of inclusion, equity and social justice.

Our work focuses on issues such as disability, race, gender and sexuality, as well as looked-after children and children who have experienced trauma.

Our members draw from a variety of disciplines such as sociology, anthropology and philosophy, and we utilise a broad array of methodologies in our research. We often conduct research in partnership with local communities and our work has significant impact on the lives of disadvantaged individuals and groups.

Members

Projects

2019-2020: Helen Curran (PI). The time is now: Addressing missed opportunities for SEN provision and coordination in our schools. Bath Spa in conjunction with nasen.
2019-2020: Mel Macer (PI) Stuart Read and Anne Parfitt. National Association of Virtual School Heads (NAVSH). Effective use of PP+ to improve educational outcomes for Looked After Children.
2018: Tilly Mortimore (PI) - Exploring the use of a scanning pen for multilingual KS4 students with literacy issues. Funded by ScanningPens.
2018: Helen Curran - National SENCO Workload Survey, Bath Spa University in conjunction with nasen. Funded by The National Education Union.
2016-2020: Martin Levinson (PI), with Co-Is from the universities of Bristol, Bath Spa, UWE, London, Liverpool Hope, Sussex, Manchester Metropolitan, and Louisiana (USA), and non-academic Co-Is from Screen South/Accentuate, Disability Arts Online; New Vic Theatre, Stoke. Connected Communities Large Grant: “D4D” - Disability and Community: Dis/engagement, Dis/enfranchisement, Dis/parity and Dissent. Funded by the AHRC.
2016-2019: Ghazala Bhatti - The EDIC Project (Education for Democratic Intercultural Citizenship) involving post graduates and academics from from University of Humanistics, Utrecht, University of Barcelona, Aristotle University Thessaloniki, University of Helsinki, Charles University Prague, Tallinn University and Bath Spa University. Introduction EDIC+ - University of Humanistic Studies. A free international download of the book is also available.
2015: Richard Parker and Janet Rose (co-PIs). Somerset County Council, Somerset Emotional Coaching Project.
2015-2016: Mel Macer (PI): Forces in Mind Trust, ‘Access to Higher Education Diplomas’ for adults with a military-affiliated. background
2014-2019: Charlotte Chadderton (PI) - A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity, Aldgate and Allhallows Foundation, London.

Contact

Please contact Dr Ben Simmons on b.simmons@bathspa.ac.uk or Ghazala Bhatti on g.bhatti@bathspa.ac.uk for more information.

Recent outputs

Go to ResearchSPAce

Engaging with actor-network theory as a methodology in medical education research

book

Mitchell, B (2021) Engaging with actor-network theory as a methodology in medical education research. Routledge, Abingdon. ISBN 9780367332242

Sociology for education studies: connecting theory, settings and everyday experiences

book

Simon, C.A and Downes, G, eds. (2020) Sociology for education studies: connecting theory, settings and everyday experiences. Routledge, Abingdon. ISBN 9780367028404

How to be a brilliant SENCO : practical strategies for developing and leading inclusive provision

book

Curran, H (2019) How to be a brilliant SENCO : practical strategies for developing and leading inclusive provision. NASEN Spotlight . Routledge, Abingdon, Oxon. ISBN 9781138489653

Developing SENCO resilience: understanding and meeting the challenge of the role

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Curran, H (2021) 'Developing SENCO resilience: understanding and meeting the challenge of the role.' In: Beaton, M.C, Codina, G.N and Wharton, J.C, eds. Leading on inclusion: the role of the SENCO. Routledge, Abingdon, pp. 171-180. ISBN 9780367420505

Dilemmas of self-identification and provision of disability support

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Read, S, Miles, C and Merchant, W (2020) 'Dilemmas of self-identification and provision of disability support.' In: Burke, C and Byrne, B, eds. Social research and disability: developing inclusive research spaces for disabled researchers. Routledge, Abingdon, pp. 64-77. ISBN 9781138387652

Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: a study of belonging

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Simmons, B (2020) 'Exploring the situated social being of children with profound and multiple learning difficulties across educational contexts: a study of belonging.' In: Nind, M and Strnadova, I, eds. Belonging for people with profound intellectual and multiple disabilities: pushing the boundaries of inclusion. Routledge, Abingdon, pp. 27-40. ISBN 9780367202958

Spaces of invisibility and marginalisation in schools

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Levinson, M.P (2020) 'Spaces of invisibility and marginalisation in schools.' In: Simon, C.A and Downes, G, eds. Sociology for education studies: connecting theory, settings and everyday experiences. Routledge, Abingdon, pp. 38-47. ISBN 9780367028404

Enacting the international vision of inclusive education: a UK case study of profound and multiple learning difficulties

book_section

Simmons, B (2020) 'Enacting the international vision of inclusive education: a UK case study of profound and multiple learning difficulties.' In: Simon, C.A and Downes, G, eds. Sociology for education studies: connecting theory, settings and everyday experiences. Routledge, Abingdon, pp. 135-149. ISBN 9780367028404

Pre-service teacher education in English secondary schools: opportunities for intergenerational learning through mentoring

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Parfitt, A (2020) 'Pre-service teacher education in English secondary schools: opportunities for intergenerational learning through mentoring.' In: Dorczak, R and Portela Pruaño, A, eds. Generational diversity and intergenerational collaboration among teachers: perspectives and experience. Jagiellonian University Institute of Public Affairs, Kraków, pp. 45-60. ISBN 9788365688651

Work-based learning

book_section

Simon, C.A (2019) 'Work-based learning.' In: Simon, C.A and Ward, S, eds. A student's guide to education studies. 4th ed. Routledge, Abingdon, pp. 235-245. ISBN 9780367276690

Health education and behaviour

book_section

Mitchell, B (2019) 'Health education and behaviour.' In: Simon, C.A and Ward, S, eds. A student's guide to education studies. 4th ed. Routledge, Abingdon, pp. 224-232. ISBN 9780367276690

Education and social justice

book_section

Simon, C.A (2019) 'Education and social justice.' In: Simon, C.A and Ward, S, eds. A student's guide to education studies. 4th ed. Routledge, Abingdon, pp. 20-28. ISBN 9780367276690

Race, ethnicity and education in England

book_section

Chadderton, C (2019) 'Race, ethnicity and education in England.' In: Simon, C.A and Ward, S, eds. A student's guide to education studies. 4th ed. Routledge, Abingdon, pp. 29-39. ISBN 9780367276690

Quality in an audit society: the work of teacher-educators

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Spina, N, Harris, J, Parfitt, A and Yue, Y (2019) 'Quality in an audit society: the work of teacher-educators.' In: Peters, M.A, ed. Encyclopedia of teacher education. Springer, Singapore. ISBN 9789811311796

Diversity in Teacher Education: policy contexts

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Simon, C.A (2019) 'Diversity in Teacher Education: policy contexts.' In: Sorensen, N, ed. Diversity in Teacher Education: perspectives on a school-led system. UCL IOE Press, London. ISBN 9781782772521

Students’ experiences in EDIC+ intensive programmes

book_section

Bhatti, G (2019) 'Students’ experiences in EDIC+ intensive programmes.' In: Veugelers, W, ed. Education for democratic intercultural citizenship. Brill, Leiden, pp. 184-190. ISBN 9789004411944

Social and educational inclusion in schools and their communities

book_section

Bhatti, G (2019) 'Social and educational inclusion in schools and their communities.' In: Veugelers, W, ed. Education for democratic intercultural citizenship. Brill, Leiden, pp. 61-80. ISBN 9789004411944

Conflicting communication about the ownership and meaning of places in a school in south west England

book_section

Ralph, T and Levinson, M.P (2019) 'Conflicting communication about the ownership and meaning of places in a school in south west England.' In: Collins, P, Igreja, V and Danaher, P.A, eds. The nexus among place, conflict and communication in a globalising world. Palgrave Macmillan, Singapore, pp. 79-98. ISBN 9789811359248

The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis

article

Simmons, B (2021) 'The production of social spaces for children with profound and multiple learning difficulties: a Lefebvrian analysis.' British Journal of Sociology of Education. ISSN 0142-5692

Discovering ‘what works’

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Curran, H (2021) 'Discovering ‘what works’.' Early Years Educator, 22 (10). p. 6. ISSN 1465-931X

From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities

article

Simmons, B (2021) 'From living to lived and being-with: exploring the interaction styles of children and staff towards a child with profound and multiple learning disabilities.' International Journal of Inclusive Education, 25 (6). pp. 657-670. ISSN 1360-3116

The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student

article

Macer, M and Chadderton, C (2021) 'The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student.' Gender and Education, 33 (3). pp. 337-354. ISSN 0954-0253

'It's the best job in the world, but one of the hardest, loneliest, most misunderstood roles in a school'. Understanding the complexity of the SENCO role post-SEND reform

article

Curran, H and Boddison, A (2021) ''It's the best job in the world, but one of the hardest, loneliest, most misunderstood roles in a school'. Understanding the complexity of the SENCO role post-SEND reform.' Journal of Research in Special Educational Needs, 21 (1). pp. 39-48. ISSN 1471-3802

The growth of multi-academy trusts in England: emergent structures and the sponsorship of underperforming schools

article

Simon, C.A, James, C and Simon, A (2021) 'The growth of multi-academy trusts in England: emergent structures and the sponsorship of underperforming schools.' Educational Management Administration & Leadership, 49 (1). pp. 112-127. ISSN 1741-1432

Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities

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Parfitt, A (2020) 'Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities.' Improving Schools. ISSN 1365-4802

The insider view: tackling disabling practices in higher education institutions

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Merchant, W, Read, S, D’Evelyn, S, Miles, C and Williams, V (2020) 'The insider view: tackling disabling practices in higher education institutions.' Higher Education, 80 (2). pp. 273-287. ISSN 0018-1560

The quest for genuinely participatory and inclusive research approaches: exploring and expressing experience through cultural animation and transcription poetry

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Levinson, M.P (2020) 'The quest for genuinely participatory and inclusive research approaches: exploring and expressing experience through cultural animation and transcription poetry.' International Review of Qualitative Research, 13 (2). pp. 182-199. ISSN 1940-8447

School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity'

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Chadderton, C (2020) 'School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity'.' Power and Education, 12 (2). pp. 173-188. ISSN 1757-7438

Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England

article

Parfitt, A (2020) 'Can the concept of the protean career help us to understand millennial pre-service teacher retention challenges? A study of two pre-service teachers’ career pathways in England.' Journal of Education for Teaching, 46 (3). pp. 324-335. ISSN 0260-7476

Student-Led Improvement Science Projects: a praxiographic, actor-network theory study

article

Mitchell, B (2020) 'Student-Led Improvement Science Projects: a praxiographic, actor-network theory study.' Studies in Continuing Education, 42 (1). pp. 133-146. ISSN 0158-037X

Learning style: snake oil or solid strategy?

article

Mortimore, T (2019) 'Learning style: snake oil or solid strategy?' Patoss Bulletin, 32 (2). pp. 22-40. ISSN 1476-1521

Survival in the badlands: an exploration of disaffected students’ uses of space in a UK secondary school

article

Ralph, T and Levinson, M.P (2019) 'Survival in the badlands: an exploration of disaffected students’ uses of space in a UK secondary school.' British Journal of Sociology of Education, 40 (8). pp. 1188-1203. ISSN 0142-5692

Variations in interaction: examining how social engagement is contingent upon context

article

Simmons, B (2019) 'Variations in interaction: examining how social engagement is contingent upon context.' PMLD Link, 31.2 (90). pp. 7-9. ISSN 2042-5619

Are good intentions enough? The role of the policy implementer during educational reform

article

Curran, H (2019) 'Are good intentions enough? The role of the policy implementer during educational reform.' PRACTICE, 1 (1). pp. 88-93. ISSN 2578-3858

Implementing reasonable adjustments for disabled people in healthcare services

article

Heslop, P, Turner, S, Read, S, Tucker, J, Seaton, S and Evans, B (2019) 'Implementing reasonable adjustments for disabled people in healthcare services.' Nursing Standard. ISSN 0029-6570

Criss-crossing the Irish Sea: shifting Traveller womens’ identities in home and school environments

article

Cavaliero, T and Levinson, M.P (2019) 'Criss-crossing the Irish Sea: shifting Traveller womens’ identities in home and school environments.' Diaspora, Indigenous, and Minority Education, 13 (1). pp. 26-39. ISSN 1559-5692

"The SEND Code of Practice has given me clout": a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms

article

Curran, H (2019) '"The SEND Code of Practice has given me clout": a phenomenological study illustrating how SENCos managed the introduction of the SEND reforms.' British Journal of Special Education, 46 (1). pp. 76-93. ISSN 1467-8578

National SENCO Workforce Survey 2020. Supporting children and young people with special educational needs and their families during the coronavirus (COVID-19) pandemic: a national survey of SENCOs

commissioned_report

Curran, H, Boddison, A and Moloney, H (2021) National SENCO Workforce Survey 2020. Supporting children and young people with special educational needs and their families during the coronavirus (COVID-19) pandemic: a national survey of SENCOs. Bath Spa University and nasen, Bath.

A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity

commissioned_report

Chadderton, C (2020) A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity. Aldgate and Allhallows Foundation, London. ISBN 9781998991419

Effective use of Pupil Premium Plus to improve educational outcomes for looked after children

commissioned_report

Read, S, Macer, M and Parfitt, A (2020) Effective use of Pupil Premium Plus to improve educational outcomes for looked after children. Bath Spa University, Bath, UK.

The time is now: addressing missed opportunities for Special Educational Needs Support and Coordination in our schools

commissioned_report

Curran, H, Moloney, H, Heavey, A and Boddison, A (2020) The time is now: addressing missed opportunities for Special Educational Needs Support and Coordination in our schools. Bath Spa University, Bath.