Sandra Leaton Gray
Biographic Data
| ID | 6156749 |
|---|---|
| NAME | Sandra Leaton Gray |
| GIVEN NAMES | Sandra Leaton |
| FAMILY NAME | Gray |
| SIGNATURE | GRAY S L |
| AFFILIATIONS | Institute of Education University College London |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 7 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 2 |
Post-schooling the elite
This article examines the rise of platform-based elite education through a sociological analysis of Astra Nova and Synthesis Tutor. We connect the emerging field of digital schooling with established frameworks in the sociology of education: Bernstein’s theory of the pedagogic device and Bourdieu’s concepts of capital, habitus, and symbolic violence. Drawing also on scholarship on elite schooling (Ball, Khan, Maxwell & Aggleton, Cookson & Persell…
Emotional Governance, Digital Compliance and the Restructuring of Professionalism in Schools
This article argues that emotional governance has become a defining mechanism of control in English schools. By this we mean the expectation that teachers and pupils render themselves emotionally legible through digital and managerial systems. Drawing on Foucauldian and post-Foucauldian frameworks (Ball, Rose, Berlant), we show how affective norms are embedded in institutional life through platforms, biometrics, and managerial discourse. We ident…
Colonising and Decolonising
Cultural Colonisation
Beyond Personalization
This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They…
The social construction of time in contemporary education
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein’s ‘conditions for democracy’ as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein’s framework presen…
Peculiar stories
Defining the future
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these mode…
Defining the future
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these mode…
The social construction of time in contemporary education
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein’s ‘conditions for democracy’ as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein’s framework presen…
Defining the future
This paper examines notions of ‘educational time’ with particular reference to the work of Basil Bernstein. It focuses closely on the 1967 Plowden report as a particularly appropriate policy case study to demonstrate how different constructions of time can exist within the same document. It then develops educational models originally mapped out by Bernstein, arguing that a full understanding of the areas of consensus and conflict among these mode…
Peculiar stories
The social construction of time in contemporary education
This article discusses how the introduction of technology has led to a fundamental shift in the relationship between education and time. As a means of analysing the extent of such changes on pupils from different backgrounds, I use Bernstein’s ‘conditions for democracy’ as a framework for evaluating the impact new understandings of time in education are having on disadvantaged social groups in England. I conclude that Bernstein’s framework presen…
Beyond Personalization
This essay explains how, from the theoretical perspective of Basil Bernstein's three “conditions for democracy,” the current pedagogy of artificially intelligent personalized learning seems inadequate. Building on Bernstein's comprehensive work and more recent research concerned with personalized education, Natalia Kucirkova and Sandra Leaton Gray suggest three principles for advancing personalized education and artificial intelligence (AI). They…
Colonising and Decolonising
Cultural Colonisation
Post-schooling the elite
This article examines the rise of platform-based elite education through a sociological analysis of Astra Nova and Synthesis Tutor. We connect the emerging field of digital schooling with established frameworks in the sociology of education: Bernstein’s theory of the pedagogic device and Bourdieu’s concepts of capital, habitus, and symbolic violence. Drawing also on scholarship on elite schooling (Ball, Khan, Maxwell & Aggleton, Cookson & Persell…
Emotional Governance, Digital Compliance and the Restructuring of Professionalism in Schools
This article argues that emotional governance has become a defining mechanism of control in English schools. By this we mean the expectation that teachers and pupils render themselves emotionally legible through digital and managerial systems. Drawing on Foucauldian and post-Foucauldian frameworks (Ball, Rose, Berlant), we show how affective norms are embedded in institutional life through platforms, biometrics, and managerial discourse. We ident…
Global Educational Policies and Reforms (4 works) · Political science (3 works) · Sociology (3 works) · Anthropological Studies and Insights (2 works) · Computer Science (2 works) · Democracy (2 works) · Digital Education and Society (2 works) · Educational Theory and Curriculum Studies (2 works) · Epistemology (2 works) · Law (2 works)