Emily Danvers
Biographic Data
| ID | 5240890 |
|---|---|
| NAME | Emily Danvers |
| GIVEN NAMES | Emily |
| FAMILY NAME | Danvers |
| SIGNATURE | DANVERS E |
| AFFILIATIONS | University of Sussex |
| ORCID | 0000-0002-0170-5331 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 25 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 3 |
The homeification of learning in higher education
Homeification refers to the intensification of the home environment through the accelerated lifestyle changes triggered by the COVID-19 pandemic. These changes resulted in blurred and altered boundaries between places and new relations with spaces, things, and technologies. Drawing on multi-modal creative research with UK undergraduate students, this paper interrogates what ‘home’ represents, produces, and excludes for learners and learning in hi…
Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education
The Prevent counter terrorism strategy (‘Prevent’) – specifically the duty to report those deemed vulnerable to, or causing suspicions of, radicalisation – has been intensely criticised within UK higher education for its racialised and colonial agenda; its potential to curb academic freedom; and its reframing of the pedagogical dynamic as one of surveillance. A specific concern is that Prevent limits possibilities for critical teaching and learni…
Contortion, loss and moments for joy
The idealised internationally mobile doctoral student is often presented as seamlessly transitioning across space – translating and neutralising themselves within globalised higher education. However, for those positioned as ‘international’, writing can be experienced as disconnecting. This paper considers the tensions of writing, as experienced by international doctoral students. It draws on 19 semi-structured interviews and a focus group with i…
Marginalisation and mixed feelings
Gypsy, Roma and Travellers (GRT) are a highly marginalised UK higher education minority with patchy targeted policy interventions. Drawing on qualitative interview data with education professionals working with GRT and with GRT young people, families and activists, the article compares attitudes, expectations, and desires around higher education. Firstly, the way in which university outreach can essentialise GRT people and the need to nuance thes…
Individualised and instrumentalised? Critical thinking, students and the optics of possibility within neoliberal higher education
This paper explores the state of critical thinking in higher education’s everyday pedagogical encounters, against the backdrop of increasing commodification and marketisation. Illustrated by observation, focus group and interview data from 15 first-year undergraduate social-science students at a UK research-intensive university, I explore how neoliberal modes of governmentality create, reproduce and legitimate specific forms of critical thinking …
Higher Education Outreach
How should academic staff engage in outreach with communities outside of the university? The need of academics to answer this question has intensified in the UK given the changing priorities of academic job roles, shaped by increasing institutional concern for widening participation, graduate employability and research impact in an era of austerity and high tuition fees. While university outreach professionals, such as those in widening participa…
Roma women’s higher education participation
There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. “The Situation of Roma in 11 EU Member States.” Accessed 3 April 2015. http://issuu.com/undp_in_europe_cis/docs/_roma_at_a_glance_web/1#download]. As the Decade of Roma Inclusion (2005–2015) closes, this ren…
Criticality's affective entanglements
Critical thinking is often understood as a set of tangible, transferrable and measurable skills and competencies. Yet, it is also an intensely affective experience that is complex, contingent and contextualised. Using interview, focus group and observation data conducted with 15 first-year undergraduate social science students at a UK research intensive university, this paper explores how students negotiate the complex knowledge practices that co…
Roma women’s higher education participation
There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. “The Situation of Roma in 11 EU Member States.” Accessed 3 April 2015. http://issuu.com/undp_in_europe_cis/docs/_roma_at_a_glance_web/1#download]. As the Decade of Roma Inclusion (2005–2015) closes, this ren…
Individualised and instrumentalised? Critical thinking, students and the optics of possibility within neoliberal higher education
This paper explores the state of critical thinking in higher education’s everyday pedagogical encounters, against the backdrop of increasing commodification and marketisation. Illustrated by observation, focus group and interview data from 15 first-year undergraduate social-science students at a UK research-intensive university, I explore how neoliberal modes of governmentality create, reproduce and legitimate specific forms of critical thinking …
Criticality's affective entanglements
Critical thinking is often understood as a set of tangible, transferrable and measurable skills and competencies. Yet, it is also an intensely affective experience that is complex, contingent and contextualised. Using interview, focus group and observation data conducted with 15 first-year undergraduate social science students at a UK research intensive university, this paper explores how students negotiate the complex knowledge practices that co…
Marginalisation and mixed feelings
Gypsy, Roma and Travellers (GRT) are a highly marginalised UK higher education minority with patchy targeted policy interventions. Drawing on qualitative interview data with education professionals working with GRT and with GRT young people, families and activists, the article compares attitudes, expectations, and desires around higher education. Firstly, the way in which university outreach can essentialise GRT people and the need to nuance thes…
Higher Education Outreach
How should academic staff engage in outreach with communities outside of the university? The need of academics to answer this question has intensified in the UK given the changing priorities of academic job roles, shaped by increasing institutional concern for widening participation, graduate employability and research impact in an era of austerity and high tuition fees. While university outreach professionals, such as those in widening participa…
Criticality's affective entanglements
Critical thinking is often understood as a set of tangible, transferrable and measurable skills and competencies. Yet, it is also an intensely affective experience that is complex, contingent and contextualised. Using interview, focus group and observation data conducted with 15 first-year undergraduate social science students at a UK research intensive university, this paper explores how students negotiate the complex knowledge practices that co…
Roma women’s higher education participation
There are striking gaps between Roma and non-Roma higher education (HE) participation rates, with less than 1% of Roma possessing a tertiary-level qualification [United Nations Development Programme, World Bank and European Commission. 2011a. “The Situation of Roma in 11 EU Member States.” Accessed 3 April 2015. http://issuu.com/undp_in_europe_cis/docs/_roma_at_a_glance_web/1#download]. As the Decade of Roma Inclusion (2005–2015) closes, this ren…
Individualised and instrumentalised? Critical thinking, students and the optics of possibility within neoliberal higher education
This paper explores the state of critical thinking in higher education’s everyday pedagogical encounters, against the backdrop of increasing commodification and marketisation. Illustrated by observation, focus group and interview data from 15 first-year undergraduate social-science students at a UK research-intensive university, I explore how neoliberal modes of governmentality create, reproduce and legitimate specific forms of critical thinking …
Higher Education Outreach
How should academic staff engage in outreach with communities outside of the university? The need of academics to answer this question has intensified in the UK given the changing priorities of academic job roles, shaped by increasing institutional concern for widening participation, graduate employability and research impact in an era of austerity and high tuition fees. While university outreach professionals, such as those in widening participa…
Contortion, loss and moments for joy
The idealised internationally mobile doctoral student is often presented as seamlessly transitioning across space – translating and neutralising themselves within globalised higher education. However, for those positioned as ‘international’, writing can be experienced as disconnecting. This paper considers the tensions of writing, as experienced by international doctoral students. It draws on 19 semi-structured interviews and a focus group with i…
Marginalisation and mixed feelings
Gypsy, Roma and Travellers (GRT) are a highly marginalised UK higher education minority with patchy targeted policy interventions. Drawing on qualitative interview data with education professionals working with GRT and with GRT young people, families and activists, the article compares attitudes, expectations, and desires around higher education. Firstly, the way in which university outreach can essentialise GRT people and the need to nuance thes…
Prevent/Ing critical thinking? The pedagogical impacts of Prevent in UK higher education
The Prevent counter terrorism strategy (‘Prevent’) – specifically the duty to report those deemed vulnerable to, or causing suspicions of, radicalisation – has been intensely criticised within UK higher education for its racialised and colonial agenda; its potential to curb academic freedom; and its reframing of the pedagogical dynamic as one of surveillance. A specific concern is that Prevent limits possibilities for critical teaching and learni…
The homeification of learning in higher education
Homeification refers to the intensification of the home environment through the accelerated lifestyle changes triggered by the COVID-19 pandemic. These changes resulted in blurred and altered boundaries between places and new relations with spaces, things, and technologies. Drawing on multi-modal creative research with UK undergraduate students, this paper interrogates what ‘home’ represents, produces, and excludes for learners and learning in hi…
Sociology (8 works) · Pedagogy (7 works) · Higher education (5 works) · Political science (5 works) · Psychology (5 works) · Higher Education Practises and Engagement (4 works) · Law (4 works) · Social Psychology (4 works) · Critical thinking (3 works) · Gender Studies (3 works)