Martin Myers
Biographic Data
| ID | 3939243 |
|---|---|
| NAME | Martin Myers |
| GIVEN NAMES | Martin |
| FAMILY NAME | Myers |
| SIGNATURE | MYERS M |
| AFFILIATIONS | University of Nottingham |
| ORCID | 0000-0003-4056-5412 |
| VERIFIED | Yes |
| TOTAL WORKS | 16 |
| TOTAL CITATIONS | 71 |
| AUTHOR COUNT | 16 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 5 |
Being a ‘good’ citizen: White collegiality and academic citizenship
UK Academics face multiple pressures that foster competition. These include, a failing funding model leading to universities cutting academic posts; increasing reliance on short-term, insecure contracts; career progression linked to securing research funding; increasingly nebulous metricisation such as requirements to deliver ‘impact’ through research; and, the emphasis of the Research Excellence Framework to publish 4* publications. Simultaneous…
The impact of Covid‐19 on A Level exams in England: Students as consumers
The recent global outbreak of the COVID‐19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced that results were to be determined by teacher‐assessed grades. This paper draws upon research conducted during this time with A Level students. It is based on a total of 53 Skype interviews with stud…
Capital blanc et diversité dans les universités d'élite: Les Ruses De La Raison Méritocratique
En prenant pour objet d'études les expériences vécues de racisme et les politiques conçues pour y remédier, cet article présente les résultats d'une recherche menée auprès d'étudiants de troisième cycle, inscrits dans une université d'élite au Royaume-Uni et aux États-Unis. Mobilisant les concepts de réalisme racial, convergence des intérêts, blanchité et « blanchité comme propriété », nous analysons la manière dont le racisme continue à être per…
The Unhomely of Homeschooling
Despite increasing global popularity perceptions of homeschooling remain problematic. It resists trends towards mass compulsory education and the promotion of children's rights; it challenges the state's authority to educate citizens; and raises concerns about child protection issues and educational outcomes. Contemporaneously many homeschoolers identify their fears of risks and failings in mainstream schooling as the reason they homeschool. This…
Racism, zero-hours contracts and complicity in higher education
The use of zero-hours contracts (ZHCs) has been associated with the transfer of risk away from corporate employers and towards individual employees. In universities increasing numbers of teaching staff are employed on such contracts. Academics from Black and minority ethnic backgrounds (BME) are disproportionately more likely to be employed on ZHCs. This article draws on the accounts of 21 BME academics to explore their personal experiences of ZH…
Cosmopolitan Brands: Graduate students navigating the social space of elite global universities
Drawing on Pierre Bourdieu’s analysis of the competition for economic, social and cultural capitals within educational fields, this article reports empirical research from 49 in-depth interviews with graduate students at four elite universities in the USA and the UK. It argues the brands of elite global universities work to reproduce social and cultural capital for a small cohort of elite students, and by doing so perpetuate and reinforce systems…
Routes through higher education: BME students and the development of a ‘specialisation of consciousness’
With changing demographics and the advent of mass higher education, there has been a significant impact on graduate transitions which has led to greater inequalities in access to social support during the transitionary period between undergraduate study and entrance into the labour market. This article explores the experiences of students in their final year of undergraduate study by drawing on 43 interviews with Black and Minority Ethnic (BME) s…
Muslims, home education and risk in British society
The number of families who choose to home educate has significantly increased in the last decade. This article explores the experiences of British Muslims who home educate using data from a larger study exploring the views of a diverse range of families. Drawing on the work of Beck, we discuss how ‘risk’ is understood in relation to Muslim home educators. For these families, decisions to home educate were often made in response to identifying ris…
The curse and the blessing of race
In the article “The curse and the blessing of race” (https://doi.org/10.1111/1467-923x.12426),1 published in Wiley Online Library on 15 September 2017 and in The Political Quarterly, 88: 733–735, the following quotations from the book have been presented in the author's own words, rather than being attributed to Reid Miller and/or identified as quotations from the book. p. 734, 1st column, 2nd paragraph “This book does not survey uncharted territ…
Gypsy students in the UK: The impact of ‘mobility’ on education
This paper argues that Gypsy students in primary and secondary education in the UK are marginalised because of ambiguous understandings of their ‘mobility’. Drawing on research conducted on the south coast of England, it examines Gypsy families’ experiences of education. Despite often describing their identity in relation to travelling or mobility, few families’ lifestyles were characterised by actual movement or nomadism. Teachers and educationa…
Racism and bullying in rural primary schools: Protecting White identities post Macpherson
This article examines how two primary schools in rural England with overwhelmingly White populations (of students and teachers) dealt with incidents of racist bullying in relation to their race equality policies. The data are drawn from in-depth interviews with parents, head teachers and teachers. The article draws on the work of Foucault to argue that students are situated in a ‘historical moment’ in which schools acknowledge racism formally and…
The curse and the blessing of race
Marginal groups in marginal times: Gypsy and Traveller parents and home education in England, UK
This article examines the experiences of home education for Gypsy and Traveller groups in England, UK . We argue that home education is perceived in a particular historical ‘moment’ characterised in the media and more generally throughout society by ‘risk’. Against this backdrop this article considers Gypsy and Traveller experiences of home education and their relationships with local education authorities. Drawing on case study data with 10 Gyps…
At the crossroads: Gypsy and Traveller parents’ perceptions of education, protection and social change
This article uses empirical data gathered during a pilot study funded by a local education authority to consider Gypsy and Traveller parents’ perceptions of education. It examines the changing role of education within the lives of Gypsy and Traveller parents and children reflecting changing social circumstances, in particular how many parents now feel schooling has a greater place in their children’s lives than would have been the case a generati…
Gypsy, Roma and Traveller Children in Schools: Understandings of Community and Safety
This paper examines understandings of community and safety for Gypsy, Roma and Traveller (GRT) groups in schools in a metropolitan borough. One school in particular was identified as being the ‘Gypsy school’ and was attended by the majority of GRT children in the borough. The school was recognised as a model of ‘good practice’ reflecting its holistic approach towards the GRT community but it was also successful for wider reasons. A picture of the…
Gypsy, Roma and Traveller pupils in schools in the UK: Inclusion and ‘good practice’
This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educat…
Gypsy, Roma and Traveller pupils in schools in the UK: Inclusion and ‘good practice’
This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educat…
At the crossroads: Gypsy and Traveller parents’ perceptions of education, protection and social change
This article uses empirical data gathered during a pilot study funded by a local education authority to consider Gypsy and Traveller parents’ perceptions of education. It examines the changing role of education within the lives of Gypsy and Traveller parents and children reflecting changing social circumstances, in particular how many parents now feel schooling has a greater place in their children’s lives than would have been the case a generati…
Routes through higher education: BME students and the development of a ‘specialisation of consciousness’
With changing demographics and the advent of mass higher education, there has been a significant impact on graduate transitions which has led to greater inequalities in access to social support during the transitionary period between undergraduate study and entrance into the labour market. This article explores the experiences of students in their final year of undergraduate study by drawing on 43 interviews with Black and Minority Ethnic (BME) s…
Racism and bullying in rural primary schools: Protecting White identities post Macpherson
This article examines how two primary schools in rural England with overwhelmingly White populations (of students and teachers) dealt with incidents of racist bullying in relation to their race equality policies. The data are drawn from in-depth interviews with parents, head teachers and teachers. The article draws on the work of Foucault to argue that students are situated in a ‘historical moment’ in which schools acknowledge racism formally and…
Racism, zero-hours contracts and complicity in higher education
The use of zero-hours contracts (ZHCs) has been associated with the transfer of risk away from corporate employers and towards individual employees. In universities increasing numbers of teaching staff are employed on such contracts. Academics from Black and minority ethnic backgrounds (BME) are disproportionately more likely to be employed on ZHCs. This article draws on the accounts of 21 BME academics to explore their personal experiences of ZH…
Marginal groups in marginal times: Gypsy and Traveller parents and home education in England, UK
This article examines the experiences of home education for Gypsy and Traveller groups in England, UK . We argue that home education is perceived in a particular historical ‘moment’ characterised in the media and more generally throughout society by ‘risk’. Against this backdrop this article considers Gypsy and Traveller experiences of home education and their relationships with local education authorities. Drawing on case study data with 10 Gyps…
Gypsy, Roma and Traveller Children in Schools: Understandings of Community and Safety
This paper examines understandings of community and safety for Gypsy, Roma and Traveller (GRT) groups in schools in a metropolitan borough. One school in particular was identified as being the ‘Gypsy school’ and was attended by the majority of GRT children in the borough. The school was recognised as a model of ‘good practice’ reflecting its holistic approach towards the GRT community but it was also successful for wider reasons. A picture of the…
Gypsy students in the UK: The impact of ‘mobility’ on education
This paper argues that Gypsy students in primary and secondary education in the UK are marginalised because of ambiguous understandings of their ‘mobility’. Drawing on research conducted on the south coast of England, it examines Gypsy families’ experiences of education. Despite often describing their identity in relation to travelling or mobility, few families’ lifestyles were characterised by actual movement or nomadism. Teachers and educationa…
The Unhomely of Homeschooling
Despite increasing global popularity perceptions of homeschooling remain problematic. It resists trends towards mass compulsory education and the promotion of children's rights; it challenges the state's authority to educate citizens; and raises concerns about child protection issues and educational outcomes. Contemporaneously many homeschoolers identify their fears of risks and failings in mainstream schooling as the reason they homeschool. This…
Cosmopolitan Brands: Graduate students navigating the social space of elite global universities
Drawing on Pierre Bourdieu’s analysis of the competition for economic, social and cultural capitals within educational fields, this article reports empirical research from 49 in-depth interviews with graduate students at four elite universities in the USA and the UK. It argues the brands of elite global universities work to reproduce social and cultural capital for a small cohort of elite students, and by doing so perpetuate and reinforce systems…
Muslims, home education and risk in British society
The number of families who choose to home educate has significantly increased in the last decade. This article explores the experiences of British Muslims who home educate using data from a larger study exploring the views of a diverse range of families. Drawing on the work of Beck, we discuss how ‘risk’ is understood in relation to Muslim home educators. For these families, decisions to home educate were often made in response to identifying ris…
The impact of Covid‐19 on A Level exams in England: Students as consumers
The recent global outbreak of the COVID‐19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced that results were to be determined by teacher‐assessed grades. This paper draws upon research conducted during this time with A Level students. It is based on a total of 53 Skype interviews with stud…
Gypsy, Roma and Traveller pupils in schools in the UK: Inclusion and ‘good practice’
This paper examines inclusionary processes and examples of 'good practice' in primary and secondary schools for Gypsy, Roma and Traveller pupils in one inner London Borough in the UK. It will explore the role of the Traveller Education Service (TES) and argue that the support provided by the TES to schools is essential for the development of 'good practice', but at the same time it stresses that the TES is not a substitute for the school's educat…
Gypsy, Roma and Traveller Children in Schools: Understandings of Community and Safety
This paper examines understandings of community and safety for Gypsy, Roma and Traveller (GRT) groups in schools in a metropolitan borough. One school in particular was identified as being the ‘Gypsy school’ and was attended by the majority of GRT children in the borough. The school was recognised as a model of ‘good practice’ reflecting its holistic approach towards the GRT community but it was also successful for wider reasons. A picture of the…
At the crossroads: Gypsy and Traveller parents’ perceptions of education, protection and social change
This article uses empirical data gathered during a pilot study funded by a local education authority to consider Gypsy and Traveller parents’ perceptions of education. It examines the changing role of education within the lives of Gypsy and Traveller parents and children reflecting changing social circumstances, in particular how many parents now feel schooling has a greater place in their children’s lives than would have been the case a generati…
Marginal groups in marginal times: Gypsy and Traveller parents and home education in England, UK
This article examines the experiences of home education for Gypsy and Traveller groups in England, UK . We argue that home education is perceived in a particular historical ‘moment’ characterised in the media and more generally throughout society by ‘risk’. Against this backdrop this article considers Gypsy and Traveller experiences of home education and their relationships with local education authorities. Drawing on case study data with 10 Gyps…
Gypsy students in the UK: The impact of ‘mobility’ on education
This paper argues that Gypsy students in primary and secondary education in the UK are marginalised because of ambiguous understandings of their ‘mobility’. Drawing on research conducted on the south coast of England, it examines Gypsy families’ experiences of education. Despite often describing their identity in relation to travelling or mobility, few families’ lifestyles were characterised by actual movement or nomadism. Teachers and educationa…
Racism and bullying in rural primary schools: Protecting White identities post Macpherson
This article examines how two primary schools in rural England with overwhelmingly White populations (of students and teachers) dealt with incidents of racist bullying in relation to their race equality policies. The data are drawn from in-depth interviews with parents, head teachers and teachers. The article draws on the work of Foucault to argue that students are situated in a ‘historical moment’ in which schools acknowledge racism formally and…
The curse and the blessing of race
Muslims, home education and risk in British society
The number of families who choose to home educate has significantly increased in the last decade. This article explores the experiences of British Muslims who home educate using data from a larger study exploring the views of a diverse range of families. Drawing on the work of Beck, we discuss how ‘risk’ is understood in relation to Muslim home educators. For these families, decisions to home educate were often made in response to identifying ris…
The curse and the blessing of race
In the article “The curse and the blessing of race” (https://doi.org/10.1111/1467-923x.12426),1 published in Wiley Online Library on 15 September 2017 and in The Political Quarterly, 88: 733–735, the following quotations from the book have been presented in the author's own words, rather than being attributed to Reid Miller and/or identified as quotations from the book. p. 734, 1st column, 2nd paragraph “This book does not survey uncharted territ…
Routes through higher education: BME students and the development of a ‘specialisation of consciousness’
With changing demographics and the advent of mass higher education, there has been a significant impact on graduate transitions which has led to greater inequalities in access to social support during the transitionary period between undergraduate study and entrance into the labour market. This article explores the experiences of students in their final year of undergraduate study by drawing on 43 interviews with Black and Minority Ethnic (BME) s…
Cosmopolitan Brands: Graduate students navigating the social space of elite global universities
Drawing on Pierre Bourdieu’s analysis of the competition for economic, social and cultural capitals within educational fields, this article reports empirical research from 49 in-depth interviews with graduate students at four elite universities in the USA and the UK. It argues the brands of elite global universities work to reproduce social and cultural capital for a small cohort of elite students, and by doing so perpetuate and reinforce systems…
Racism, zero-hours contracts and complicity in higher education
The use of zero-hours contracts (ZHCs) has been associated with the transfer of risk away from corporate employers and towards individual employees. In universities increasing numbers of teaching staff are employed on such contracts. Academics from Black and minority ethnic backgrounds (BME) are disproportionately more likely to be employed on ZHCs. This article draws on the accounts of 21 BME academics to explore their personal experiences of ZH…
The impact of Covid‐19 on A Level exams in England: Students as consumers
The recent global outbreak of the COVID‐19 pandemic created significant challenges for society, not least for education. England went into lockdown in March 2020; following this, A Level exams were cancelled and the Department for Education announced that results were to be determined by teacher‐assessed grades. This paper draws upon research conducted during this time with A Level students. It is based on a total of 53 Skype interviews with stud…
Capital blanc et diversité dans les universités d'élite: Les Ruses De La Raison Méritocratique
En prenant pour objet d'études les expériences vécues de racisme et les politiques conçues pour y remédier, cet article présente les résultats d'une recherche menée auprès d'étudiants de troisième cycle, inscrits dans une université d'élite au Royaume-Uni et aux États-Unis. Mobilisant les concepts de réalisme racial, convergence des intérêts, blanchité et « blanchité comme propriété », nous analysons la manière dont le racisme continue à être per…
The Unhomely of Homeschooling
Despite increasing global popularity perceptions of homeschooling remain problematic. It resists trends towards mass compulsory education and the promotion of children's rights; it challenges the state's authority to educate citizens; and raises concerns about child protection issues and educational outcomes. Contemporaneously many homeschoolers identify their fears of risks and failings in mainstream schooling as the reason they homeschool. This…
Being a ‘good’ citizen: White collegiality and academic citizenship
UK Academics face multiple pressures that foster competition. These include, a failing funding model leading to universities cutting academic posts; increasing reliance on short-term, insecure contracts; career progression linked to securing research funding; increasingly nebulous metricisation such as requirements to deliver ‘impact’ through research; and, the emphasis of the Research Excellence Framework to publish 4* publications. Simultaneous…
Sociology (14 works) · Political science (11 works) · Gender Studies (10 works) · Gender Studies (8 works) · Law (7 works) · Pedagogy (6 works) · Critical Race Theory in Education (5 works) · Ethnic group (5 works) · Higher education (5 works) · Economic growth (4 works)