Susanne Gannon – författare

This book introduces the reader to collective biography, an innovative research methodology for use in education and the social sciences. The methodology of collective biography overcomes the theory/practice divide, by putting theory to use in everyday life, and using everyday life to understand and to extend theory.

Doing Collective Biography provides guidelines for developing a collective biography project and demonstrates how these guidelines emerged from and were shaped by projects on such topics as subjectivity, power, agency, reflexivity, literacy, gender, and neoliberalism at work. Each chapter gives a detailed example of collective biography in practice, showing how a group of students and/or scholars can work collaboratively to investigate aspects of the production of subjectivity, and clearly demonstrates how poststructural theory can be elaborated and refracted through the experiences of ordinary everyday life.

This is key reading for undergraduate and postgraduate students on Education and social science courses with a research element, as well as for academics and professionals undertaking research projects.

This collection is focused on the possibilities for unbinding people from gendered expectations in and around educational spaces, and accounts for the ways gender is reconstituted in and through education.

This book presents a broad interpretation of gender, of what education might mean, and where educational experiences manifest. It explores more conventional schooling spaces to communally generated inclusive spaces, families and marginalised sites where gender is realised and contested. Alongside more familiar framings, the book incorporates decolonial and Indigenous contestations, theoretical innovations and methodological experiments that pry open the ways that gender binds and limits individuals. The chapters are organised in smaller conceptual clusters, offering multiple and overlapping reading paths according to the interests of the reader. A mapping of clusters and potential reading paths is included at the opening of the book, designed for instructors to expand course content.

Written to enrich reading for preservice teacher education students and to challenge researchers, postgraduate and doctoral candidates, this book provides essential new perspectives on gender, education and the various ways in which they are un/bound together and apart.

This collection is focused on the possibilities for unbinding people from gendered expectations in and around educational spaces, and accounts for the ways gender is reconstituted in and through education.

This book presents a broad interpretation of gender, of what education might mean, and where educational experiences manifest. It explores more conventional schooling spaces to communally generated inclusive spaces, families and marginalised sites where gender is realised and contested. Alongside more familiar framings, the book incorporates decolonial and Indigenous contestations, theoretical innovations and methodological experiments that pry open the ways that gender binds and limits individuals. The chapters are organised in smaller conceptual clusters, offering multiple and overlapping reading paths according to the interests of the reader. A mapping of clusters and potential reading paths is included at the opening of the book, designed for instructors to expand course content.

Written to enrich reading for preservice teacher education students and to challenge researchers, postgraduate and doctoral candidates, this book provides essential new perspectives on gender, education and the various ways in which they are un/bound together and apart.

Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics.

In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas:

Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.

Resisting Educational Inequality examines poverty, social exclusion and vulnerability in educational contexts at a time of rising inequality and when policy research suggests that such issues are being ignored or distorted within neoliberal logics.

In this volume, leading scholars from Australia and across the UK examine these issues through three main focus areas:

Using a range of theories and methodologies, including empirical and theory-building work as well as policy critique, this book opens innovative areas of thinking about the social issues surrounding educational practice and policy. By exploring different explanations and approaches to school change and considering how research, policy and practice might be reframed, this book moves systematically and insightfully through damage towards hope. In combining pedagogy, policy and experience, Resisting Educational Inequality will be a valuable resource for all researchers and students, policymakers and education practitioners.