Mathew Barnard
Biographic Data
| ID | 4605854 |
|---|---|
| NAME | Mathew Barnard |
| GIVEN NAMES | Mathew |
| FAMILY NAME | Barnard |
| SIGNATURE | BARNARD M |
| AFFILIATIONS | Keele University |
| ORCID | 0000-0003-0596-5605 |
| VERIFIED | Yes |
| TOTAL WORKS | 7 |
| TOTAL CITATIONS | 6 |
| AUTHOR COUNT | 7 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Activism as technology of the posthuman self
This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue to be eroded, this paper explores possibilities for reintegrating the school as meaningful to the ethico-political development of students. Activism is positioned in this paper as a means by which stu…
Textual space and its importance to school ethos and cultural pedagogy
This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the school and could contribute to social justice and decolonisation efforts beyond the English Literature classroom. This is increasingly important in an age of culturally and politically securitised scho…
A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools
This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools – using England as a representative example – in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO’s potential r…
Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy
This paper looks empirically at how the UK’s policy of securitisation within education impacts on the meso-level space of cultural ethos and pedagogy within two majority non-white secondary schools and one majority non-white further education college. It does so primarily by documenting how British Values and Prevent policies enabled through the British Government’s Counter-Terrorism and Security Act have impacted on institutional ethos both in t…
Re(dis)covering Multicultural Capital in Leicester’s Schools and Colleges
This paper empirically re(dis)covers a moment of conjuncture within Leicester when an opportunity opened up through multicultural/anti-racist education for schools and colleges to develop their ‘multicultural capital’. It does this through the thematic analysis of the key proximate document Report of the Working Party on Multicultural Education as well as drawing on interview data provided by two important agents who helped to implement Leicester…
Cultural capital in non-white majority schools
This is a critical exploration of how and to what extent the embodied cultural capital of non-white students is positioned within the meso-level space of cultural ethos and pedagogy of two majority non-white schools in Leicester. It does this in relation to wider metanarratives of colonial and monocultural ideology and racialised society. Drawing on the postcolonial literature, Bourdieu’s critical sociology and Lefebvre’s concept of ‘spatial code…
Leadership in non-white majority schools
This project explores whether the embodied cultural capital of non-white students is institutionally recognised in majority non-white schools and colleges by staff leaders at various levels. It does this through a postcolonial lens and Bourdieu’s sociology. Cultural capital is the linguistic, artistic, religious, and historic heritage and knowledge of non-white students. The study explored the extent to which this embodied cultural capital is emp…
Cultural capital in non-white majority schools
This is a critical exploration of how and to what extent the embodied cultural capital of non-white students is positioned within the meso-level space of cultural ethos and pedagogy of two majority non-white schools in Leicester. It does this in relation to wider metanarratives of colonial and monocultural ideology and racialised society. Drawing on the postcolonial literature, Bourdieu’s critical sociology and Lefebvre’s concept of ‘spatial code…
A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools
This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools – using England as a representative example – in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO’s potential r…
Re(dis)covering Multicultural Capital in Leicester’s Schools and Colleges
This paper empirically re(dis)covers a moment of conjuncture within Leicester when an opportunity opened up through multicultural/anti-racist education for schools and colleges to develop their ‘multicultural capital’. It does this through the thematic analysis of the key proximate document Report of the Working Party on Multicultural Education as well as drawing on interview data provided by two important agents who helped to implement Leicester…
Cultural capital in non-white majority schools
This is a critical exploration of how and to what extent the embodied cultural capital of non-white students is positioned within the meso-level space of cultural ethos and pedagogy of two majority non-white schools in Leicester. It does this in relation to wider metanarratives of colonial and monocultural ideology and racialised society. Drawing on the postcolonial literature, Bourdieu’s critical sociology and Lefebvre’s concept of ‘spatial code…
Leadership in non-white majority schools
This project explores whether the embodied cultural capital of non-white students is institutionally recognised in majority non-white schools and colleges by staff leaders at various levels. It does this through a postcolonial lens and Bourdieu’s sociology. Cultural capital is the linguistic, artistic, religious, and historic heritage and knowledge of non-white students. The study explored the extent to which this embodied cultural capital is emp…
Re(dis)covering Multicultural Capital in Leicester’s Schools and Colleges
This paper empirically re(dis)covers a moment of conjuncture within Leicester when an opportunity opened up through multicultural/anti-racist education for schools and colleges to develop their ‘multicultural capital’. It does this through the thematic analysis of the key proximate document Report of the Working Party on Multicultural Education as well as drawing on interview data provided by two important agents who helped to implement Leicester…
A critical reconceptualization of the International Baccalaureate as a potential force for democratisation in global-heritage schools
This paper aims to make a conceptual contribution to the role of the International Baccalaureate Organization (IBO) in regard to global education within state global heritage (multicultural) schools – using England as a representative example – in an age characterised by epistemological, historical and cultural securitisation. This paper recruits ideas and concepts taken from Lefebvre and Bourdieu in a discussion focussed on the IBO’s potential r…
Theorising the meso-level space of school ethos and cultural pedagogy in relation to securitisation policy
This paper looks empirically at how the UK’s policy of securitisation within education impacts on the meso-level space of cultural ethos and pedagogy within two majority non-white secondary schools and one majority non-white further education college. It does so primarily by documenting how British Values and Prevent policies enabled through the British Government’s Counter-Terrorism and Security Act have impacted on institutional ethos both in t…
Textual space and its importance to school ethos and cultural pedagogy
This paper theoretically demonstrates the potential of textual space in making an important contribution to school ethos and cultural pedagogy. It demonstrates how culturally-inclusive (representational) textual space can be expanded throughout the school and could contribute to social justice and decolonisation efforts beyond the English Literature classroom. This is increasingly important in an age of culturally and politically securitised scho…
Activism as technology of the posthuman self
This paper aims to make a theoretical contribution to the field of student activism in relation to the school. In an age marked by ecological, economic and technological change, and where certainties based on Humanism and anthropocentricism continue to be eroded, this paper explores possibilities for reintegrating the school as meaningful to the ethico-political development of students. Activism is positioned in this paper as a means by which stu…
Pedagogy (7 works) · Sociology (7 works) · Global Education and Multiculturalism (6 works) · Global Educational Policies and Reforms (6 works) · Political science (6 works) · Social science (6 works) · Law (5 works) · Politics (5 works) · Cultural capital (4 works) · Epistemology (4 works)