A selection of our recent publications can be found below.

More information can be found at on our complete list of publications.

Gender justice, equality and education: creating capabilities for girls' and women's development

Melis Cin: Gender justice, equality and education reframes gender and education issues from a feminist and capabilities-based human development perspective through a multi-generational study of women as teachers. It explores how different understandings of gender, equality and education generate a variety of approaches with which to pursue gender equality in education. Through employing the capabilities approach in a critical and innovative way to question justice, agency and well-being  and also to evaluate valued functionings and capabilities, freedoms and lack of opportunities in women’s lives in Turkey, it highlights the need for constructing a gender-just society. The book takes a closer look at these women’s memories, in order to understand how gender roles were created, negotiated and contested, and how the transition to modern ways of socialising and existing was shaped and women’s emancipation was guided by women teachers as social actors, rather than as passive onlookers or oppressed individuals. It provides important insights and critical evidence to be used in the planning and implementation of education and social/gender policies.

The evaluators eye: impact assessment and academic peer review

Gemma Derrick: The Evaluators eye offers an empirical analysis of how academic peer review panels mediate the traditionally non-academic criterion of societal impact. The UK’s 2014 Research Excellence Framework (REF2014) for the first time included an "Impact" criterion that considered how research had influenced society, beyond academia.  Using a series of interviews with REF2014 Main Panel A evaluators, the book explores how a dominant definition of Impact was constructed within panels and how this led to the development of strategies around valuing it as an ambiguous object.  By doing so, Derrick brings a unique perspective to Impact that is currently overlooked in the dominant Impact evaluation discourse. Through examining the evaluation procedure as a dynamic process it is argued that the best models, strategies and insights for Impact evaluation are those constructed in practice, within peer review groups.  By exploring the legitimacy of peer review as a tool to assess the societal impact of research, Derrick states that the future for Impact evaluation is not to seek alternative tools where peer review seemingly fails, but instead to highlight ways in which peer review panels can work smarter. The book will be essential reading for students, academics and policy-makers working in Education, as well as researchers interested in peer review processes and the research evaluation frameworks and audit exercises globally.

Assessment for social justice: perspectives and practices within higher education

Jan McArthurAssessment for social justice takes the established idea of ‘assessment for learning’ and extends it to consider how assessment contributes to social justice within and through higher education. Jan McArthur invites the reader to rethink familiar positions on assessment and fairness and seeks to explore the full complexity of a critical theory-inspired notion of social justice. She positions her work in contrast to more procedural approaches to social justice, such as John Rawls’s influential theorisation of social justice. In contrast McArthur draws on the work of third generation critical theorist, Axel Honneth, and  takes inspiration from Honneth’s three realms of mutual recognition in order to reconsider the nature of assessment relationships and practices.  A further theoretical strand is introduced in the form of social practice theory, and particularly the work of Theodore Shatzki.  McArthur provides a theoretically rigorous understanding of assessment as a social practice, and as a vehicle both for and against social justice.  Together with critical theory this work enables a realizable vision of an alternative approach to assessment in higher education, where the underlying aim is greater social justice. McArthur argues that students must be nurtured to recognise the social contribution that they can make as a result of engaging with knowledge in higher education, rather than defining their achievements in terms of a mark, grade or degree classification.

Understanding case study research: small-scale research with meaning

Malcolm Tight: Understanding case study research

Case studies can provide valuable alternatives to conducting large-scale research.  This book sets out not only key debates and ethical issues surrounding case study research, but also focuses on how you can understand, use, and write about secondary data as the basis for your own research project.  Topics include: types of case studies, advantages and disadvantages to using case studies, the meaning and value of case study research, and the use of case studies in different disciplines and research designs.