Rosa Marvell
Biographic Data
| ID | 1266998 |
|---|---|
| NAME | Rosa Marvell |
| GIVEN NAMES | Rosa |
| FAMILY NAME | Marvell |
| SIGNATURE | MARVELL R |
| AFFILIATIONS | University of Portsmouth |
| ORCID | 0000-0002-7653-7301 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 12 |
| WORKS AS AUTHOR | 7 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
The ongoing pleasure paradox
This paper contributes to ongoing conversations about the place of pleasure in Relationships and Sex Education (RSE) in England. It argues that political rhetoric is pushing RSE practitioners to produce three ‘idealised repertoires’ of pleasure. All are compelled by the figurative ‘innocent child’ who should be protected from ‘sexualised’ content. However, pleasure is critical to people’s agency and wellbeing. Thus, pleasure becomes a paradox in …
Identifying a research agenda for postgraduate taught education in the UK
This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. I…
Care‐experienced students in higher education
While the higher education (HE) literature highlights how the sector is designed for a typified imagined student, the issues are particularly acute for care‐experienced students. The dominant HE discourse assumes that all students will be able or want to participate in ‘stereotypical’ aspects of student life and have stable networks to offer emotional, practical and financial support. Here, we deploy Holland et al.'s formative heuristic of figure…
I have some trauma responses, but it’s not my identity’
Care experienced and estranged students encounter profound material inequalities throughout their higher education journeys which demand our attention. However, cultural discriminations also pose problems. Both operate as social injustices which preclude them from being included, valued or seen as ‘ideal’ students, contributing towards inequitable outcomes. Drawing on feminist methodologies, this paper analyses 11 narratives of care experienced a…
Walking through fog
Although postgraduate expansion swiftly followed the massification of undergraduate provision, with classed inequalities in access, postgraduate taught (PGT) education has rarely received the same level of scholarly attention as the critical mass of undergraduate research. To address this partial research lacuna, the paper traces 41 biographical narratives of first-generation students enrolled on taught Master's programmes at four English univers…
Gender back on the agenda in higher education
Higher education practitioners concerned with addressing gender on the curriculum inevitably come up against a complex range of institutional barriers. Research presented here, drawing on in-depth staff interviews, sheds light on such ‘gender work’ and the challenges and its complexities in the current moment in the UK context. Through an institutional case study, we identify multiple ongoing and contemporary challenges arising for those engaged …
It’s not something that we think about with regard to curriculum. ’ Exploring gender and equality awareness in higher education curriculum and pedagogy
In recent years, gender mainstreaming has increasingly been positioned as a central policy imperative in many countries. At the same time, gender as a focus of academic study has come under attack in the USA and Europe, and some suggest there to be a crisis in feminist teaching. This renders it vital to explore in the context of contemporary higher education where gender and feminist content and approaches are present and absent. This research se…
It’s not something that we think about with regard to curriculum. ’ Exploring gender and equality awareness in higher education curriculum and pedagogy
In recent years, gender mainstreaming has increasingly been positioned as a central policy imperative in many countries. At the same time, gender as a focus of academic study has come under attack in the USA and Europe, and some suggest there to be a crisis in feminist teaching. This renders it vital to explore in the context of contemporary higher education where gender and feminist content and approaches are present and absent. This research se…
I have some trauma responses, but it’s not my identity’
Care experienced and estranged students encounter profound material inequalities throughout their higher education journeys which demand our attention. However, cultural discriminations also pose problems. Both operate as social injustices which preclude them from being included, valued or seen as ‘ideal’ students, contributing towards inequitable outcomes. Drawing on feminist methodologies, this paper analyses 11 narratives of care experienced a…
Care‐experienced students in higher education
While the higher education (HE) literature highlights how the sector is designed for a typified imagined student, the issues are particularly acute for care‐experienced students. The dominant HE discourse assumes that all students will be able or want to participate in ‘stereotypical’ aspects of student life and have stable networks to offer emotional, practical and financial support. Here, we deploy Holland et al.'s formative heuristic of figure…
Walking through fog
Although postgraduate expansion swiftly followed the massification of undergraduate provision, with classed inequalities in access, postgraduate taught (PGT) education has rarely received the same level of scholarly attention as the critical mass of undergraduate research. To address this partial research lacuna, the paper traces 41 biographical narratives of first-generation students enrolled on taught Master's programmes at four English univers…
Gender back on the agenda in higher education
Higher education practitioners concerned with addressing gender on the curriculum inevitably come up against a complex range of institutional barriers. Research presented here, drawing on in-depth staff interviews, sheds light on such ‘gender work’ and the challenges and its complexities in the current moment in the UK context. Through an institutional case study, we identify multiple ongoing and contemporary challenges arising for those engaged …
It’s not something that we think about with regard to curriculum. ’ Exploring gender and equality awareness in higher education curriculum and pedagogy
In recent years, gender mainstreaming has increasingly been positioned as a central policy imperative in many countries. At the same time, gender as a focus of academic study has come under attack in the USA and Europe, and some suggest there to be a crisis in feminist teaching. This renders it vital to explore in the context of contemporary higher education where gender and feminist content and approaches are present and absent. This research se…
I have some trauma responses, but it’s not my identity’
Care experienced and estranged students encounter profound material inequalities throughout their higher education journeys which demand our attention. However, cultural discriminations also pose problems. Both operate as social injustices which preclude them from being included, valued or seen as ‘ideal’ students, contributing towards inequitable outcomes. Drawing on feminist methodologies, this paper analyses 11 narratives of care experienced a…
Walking through fog
Although postgraduate expansion swiftly followed the massification of undergraduate provision, with classed inequalities in access, postgraduate taught (PGT) education has rarely received the same level of scholarly attention as the critical mass of undergraduate research. To address this partial research lacuna, the paper traces 41 biographical narratives of first-generation students enrolled on taught Master's programmes at four English univers…
Gender back on the agenda in higher education
Higher education practitioners concerned with addressing gender on the curriculum inevitably come up against a complex range of institutional barriers. Research presented here, drawing on in-depth staff interviews, sheds light on such ‘gender work’ and the challenges and its complexities in the current moment in the UK context. Through an institutional case study, we identify multiple ongoing and contemporary challenges arising for those engaged …
Identifying a research agenda for postgraduate taught education in the UK
This research aimed to describe and evaluate research on the Postgraduate Taught (PGT) sector in the UK from January 2008 to October 2019. The focus on PGT allowed a detailed analysis of an often overlooked part of the HE sector. Methodologically, the research is original in its use of an innovative machine learning approach to a systematic scoping review. The review scrutinised subject areas, topics studied and methodological approaches taken. I…
Care‐experienced students in higher education
While the higher education (HE) literature highlights how the sector is designed for a typified imagined student, the issues are particularly acute for care‐experienced students. The dominant HE discourse assumes that all students will be able or want to participate in ‘stereotypical’ aspects of student life and have stable networks to offer emotional, practical and financial support. Here, we deploy Holland et al.'s formative heuristic of figure…
The ongoing pleasure paradox
This paper contributes to ongoing conversations about the place of pleasure in Relationships and Sex Education (RSE) in England. It argues that political rhetoric is pushing RSE practitioners to produce three ‘idealised repertoires’ of pleasure. All are compelled by the figurative ‘innocent child’ who should be protected from ‘sexualised’ content. However, pleasure is critical to people’s agency and wellbeing. Thus, pleasure becomes a paradox in …
Sociology (7 works) · Pedagogy (6 works) · Political science (5 works) · Gender Studies (4 works) · Higher education (4 works) · Law (4 works) · Curriculum (3 works) · Higher Education Practises and Engagement (3 works) · Psychology (3 works) · Aesthetics (2 works)