Centre for Research in 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.
- Ghazala Bhatti (Co-leader)
- Stuart Read (Co-leader)
- Ben Simmons
- Róisín Ní Mhocháin
- Emma Arblaster
- Anne Parfitt
- Helen Curran
- Martin Levinson
- Stephanie Harvey (PhD Student)
- Libby Ford (PhD Student)
- 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 Ghazala Bhatti on g.bhatti@bathspa.ac.uk or Dr Stuart Read on s.read@bathspa.ac.uk for more information.
Recent outputs
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
Social embodiment in early childhood education for children with PMLD
book_section
Simmons, B (2022) 'Social embodiment in early childhood education for children with PMLD.' In: Conn, C and Murphy, A, eds. Inclusive pedagogies for early childhood education: respecting and responding to differences in learning. Routledge, Abingdon, pp. 94-110. ISBN 9780367756130
Developing SENCO resilience: understanding and meeting the challenge of the role
book_section
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
book_section
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
book_section
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
book_section
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
book_section
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
book_section
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
book_section
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
Covid, schooling and race in England: a case of necropolitics
article
Chadderton, C (2022) 'Covid, schooling and race in England: a case of necropolitics.' Race, Ethnicity and Education. ISSN 1361-3324
The experience of SENCOs in England during the COVID-19 pandemic: the amplification and exposure of pre-existing strengths and challenges and the prioritisation of mental health and wellbeing in schools
article
Boddison, A and Curran, H (2022) 'The experience of SENCOs in England during the COVID-19 pandemic: the amplification and exposure of pre-existing strengths and challenges and the prioritisation of mental health and wellbeing in schools.' Journal of Research in Special Educational Needs, 22 (2). pp. 126-136. ISSN 1471-3802
How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties
article
Simmons, B (2021) 'How special are mainstream schools? Reflections on social spaces for children with profound and multiple learning difficulties.' PMLD Link, 33.3 (100). pp. 36-38. ISSN 2042-5619
A call to action for conducting research with people with profound and multiple learning disabilities
article
Read, S, Simmons, B, Levinson, M.P and Bush, T (2021) 'A call to action for conducting research with people with profound and multiple learning disabilities.' PMLD Link, 33.3 (100). pp. 6-7. ISSN 2042-5619
White supremacy in postgraduate education at elite universities in England: the role of the gatekeepers
article
Jackson-Cole, D and Chadderton, C (2021) 'White supremacy in postgraduate education at elite universities in England: the role of the gatekeepers.' Whiteness and Education. ISSN 2379-3406
Where next for people with cognitive disabilities and electronic assistive technology?
article
Clarke, Z, Darley, S, Wright, A, Surridge, J, Martindale, A, Simmons, B, Hunnisett, S and Dukas, T (2021) 'Where next for people with cognitive disabilities and electronic assistive technology?' Communication Matters Journal, 35 (3). pp. 32-34. ISSN 2756-1011
Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities
article
Parfitt, A (2021) 'Turning around coast-based schools: an interpretive narrative analysis of a report on school reform in English coastal communities.' Improving Schools, 24 (3). pp. 245-260. ISSN 1365-4802
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, 42 (5-6). pp. 828-844. ISSN 0142-5692
Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?
article
Parfitt, A, Read, S and Bush, T (2021) 'Can compassion provide a lifeline for navigating Coronavirus (COVID-19) in higher education?' Pastoral Care in Education, 39 (3). pp. 178-191. ISSN 0264-3944
Misfitting and social practice theory: incorporating disability into the performance and (re)enactment of social practices
article
Williams, V, Gall, M, Mason-Angelow, V, Read, S and Webb, J (2021) 'Misfitting and social practice theory: incorporating disability into the performance and (re)enactment of social practices.' Disability & Society. ISSN 0968-7599
Discovering ‘what works’
article
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
The insider view: tackling disabling practices in higher education institutions
article
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
article
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'
article
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.
Narrowed lives: meaning, moral value and profound intellectual disability [book review]
other
Simmons, B (2022) Narrowed lives: meaning, moral value and profound intellectual disability [book review]. British Journal of Learning Disabilities, 50 (3). pp. 448-449. ISSN 1354-4187