This new study by Rebecca Morris, suggests perceptions about the social mix and environment of local mainstream schools make free schools more appealing to parents
Read Dr. Michael Wyness's expert comment on Knife Crime
Dr Jason Arday featured in Guardian today
Dr Jason Arday took part in a round table discussion alongside the Vice Chancellors of Aston University and Birmingham City, on Universities role in preparing graduates for work
Read the full article in the Guardian: tinyurl.com/yyd24dlb
Academic blog 'Conference Inference' celebrates its 2nd anniversary
The academic blog 'Conference Inference: Blogging the World of Conferences' was launched in early 2017 by Dr Emily Henderson (CES, Warwick) and Dr James Burford (La Trove University), as a platform for the sharing of critical commentary on academic conferences. Given the paucity of literature in this field, the blog has provided a key site for the development of this field. The blog includes guest contributions and topics range across care, knowledge production, precarity, bodies and beyond. The blog has celebrated its 2nd anniversary and is now into its third year. With readers in over 100 countries and over 10,000 unique visitors to the site, this blog is making significant inroads into an under-researched area.
New co-edited volume by CES academic is a landmark contribution to the field of higher education research
A new co-edited volume entitled Starting with Gender in International Higher Education Research has recently been published by Routledge in the 'Critical Studies in Gender and Sexuality in Education' series. The book, which is co-edited by Dr Emily Henderson (CES, Warwick) and Dr Z Nicolazzo (Arizona State University), provides a point of reference for students, researchers and consultants who are working on higher education issues and are considering working with gender - or expanding their existing repertoire of gender concepts. Each chapter 'starts with' a concept that is related to gender (eg. women, men, LGBT, Trans), and includes discussions of contestations around the concept and applications of that concept to higher education research.