Lisa Russell
Dados Biográficos
| ID | 3637634 |
|---|---|
| NOME | Lisa Russell |
| PRENOMES | Lisa |
| SOBRENOME | Russell |
| ASSINATURA | RUSSELL L |
| AFILIAÇÕES | University of Huddersfield |
| ORCID | 0000-0001-7690-3060 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 24 |
| TOTAL DE CITAÇÕES | 103 |
| TOTAL COMO AUTOR | 23 |
| TOTAL COMO EDITOR | 1 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 1997 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
No other choice
In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’. For others, however, home education is not their desired first option. Drawing on a longitudinal research study that has explored t…
Predicting educational exclusion
Extended periods of exclusion from education and the labour market can have a range of ‘scarring’ effects in later life. Consequently, there is international interest in early identification of young people most at risk of exclusion. Using a PRISMA format, this paper reviews an extensive literature on risk factors associated with three conceptualisations of exclusion: ‘not in education, employment or training’ (NEET); early school leaving (ESL) a…
Playing the game? Young people ‘at risk’ of becoming Neet (not in education, employment or training) and their investment in education
This paper explores how young people identified as ‘at risk’ of not being integrated into education, employment or training orientate themselves towards the education system in England during their final years of school. These years can have long-term consequences for future engagement with the labour market, but not every young person is equally positioned to invest in them. Drawing on findings from an ethnographic study of 81 young people aged …
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
Staff-perceived barriers to nutrition intervention in substance use disorder treatment
Objective: While organisational change in substance use disorder (SUD) treatment has been extensively studied, there is no research describing facility-wide changes related to nutrition interventions. This study evaluates staff-perceived barriers to change before and after a wellness initiative. Design: A pre-intervention questionnaire was administered to participating staff prior to facility-wide changes ( n 40). The questions were designed to a…
Ethnography, ethics and ownership of data
Establishing trust and obtaining informed consent with participants is reliant upon on a process whereby unequally positioned agents constantly re-negotiate (mis)trust and consent during ethnographic encounters. All research has been increasingly subject to an intensification in ethical regulation, within a context whereby Eurocentric norms and ethical guidelines arguably diminish individual accountability under the guise of quasi-contractual rel…
Participatory visual methods
Using visual ethnography as a participatory method that places children’s and young people’s everyday experiences at the centre of research is discussed in this paper. The strengths and challenges of using participatory visual methods as a way of eliciting the thoughts, feelings and identities of young people within various education and training contexts in England are presented through the reflection of two ethnographies’ that encouraged the us…
Perspectives on and from Institutional Ethnography
His doctoral research examines how higher education, academic judgement of quality, metrics and university rankings are co-produced. He is interested in the sociology of knowledge -quantification and categorization, in particular, surveillance, organizations, health, mental health and illness. He considers himself a generalist social scientist, familiar with social theory, quantitative, qualitative, and network analytic methods and uses these to …
The realities of being young, unemployed and poor in post-industrial Britain
Poverty is a complex cultural phenomenon that is very much in existence in contemporary post-industrial Britain. A young person’s poverty-striken situation, in addition to their marginalised hierarchal position, shapes their repetitive life cycle comprising different but interrelated forms of marginality. The young people in this ethnographic study were found to experience marginalisation in their education, training and work spheres, as well as …
Education, disadvantage and place. Making the local matter
Education, disadvantage and place. Making the local matter." Journal of Education Policy, 31(3), pp. 362–363
Complex pathways for young mothers outside employment, education and training
This article explores young mothers’ experiences of turbulent pathways in and out of education and work in Northern England. Data are drawn from an ethnography conducted between 2010 and 2013 that incorporated participant observation, life-story maps, photographs and interviews carried out in young mothers’ homes, parenting classes and employment-based education and training programmes. These particular young women were sometimes directed into in…
Education, Work and Social Change
Drawing on a longitudinal study of the lives of NEET young people, this book looks beyond dominant discourses on youth unemployment to provide a rich, detailed account of young people's experiences of participation and non-participation on the margins of education and employment, highlighting the policy implications of this research
Formerly Neet Young People's Pathways to Work
The recession in the United Kingdom has had a disproportionate effect on young people's employment opportunities, rendering many of them, especially those with low-level qualifications, ensnared in insecure, low-paid work. Findings from two multinational private sector company case studies, incorporating the perspectives of management staff, young people working within them, career support service practitioners and Jobcentre Plus managers, reveal…
Researching marginalised young people
Young people not in employment, education or training (NEET) are not a static, homogenous group. For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn …
Young people and labour market marginality
This paper is based on findings from a longitudinal study of 20 young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on 3 years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to…
Space, place and social exclusion
This paper reports on the first two years of a longitudinal ethnographic study of 20 young people in northern England who have been officially classified as not in education, employment or training (NEET). Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialitie…
Girls and gender in alternative education provision
UK Government policy states that all young people aged 14–19 are entitled to a broad and balanced curriculum, with access to ‘personalised’ education and training pathways. With boys currently leading the statistics on exclusion, girls’ educational and social needs are often sidelined in alternative education provision, as the majority of education and training programmes are populated by and designed for boys. Drawing on ethnographic fieldwork f…
Data, data everywhere – but not all the numbers that count? Mapping alternative provisions for students excluded from school
It is now mandatory for English schools to ensure that young people, under 16 years of age, who are excluded from school are placed in an education and training programme within 12 days. The programme must be at least half time, and should offer a meaningful and balanced curriculum. The Every Child Matters agenda also suggests that schools must coordinate services with other agencies to ensure that young people deemed ‘at risk’ are assisted to st…
If these walls could speak
The first thing a visitor notices when entering Hollytree primary school is the art-work displayed on every wall. This paper, based on a three-year ethnographic study of the school, mobilizes field notes and interview and photographic data to probe the meanings of this visual ‘display’. We argue that the walls (re)produce and promote normative meanings of ‘good work’, the ‘good student’, the ‘good teacher’ and the ‘good school’, which serve both …
Visual methods in researching the arts and inclusion
The use of visual methods has become increasingly significant to ethnographic research. The possibilities and challenges I experienced using visual research methods in the school ethnography are examined. This paper explores some of the ethical, practical and methodological issues that arise from the use of video, photographs, pictures and images developed by participants in a UK, Midlands primary school with resident artists, teachers and primar…
Teaching like an artist
This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist‐led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of ‘competence’ and ‘performance’ pedagogies. These chara…
An arts project failed, censored or … ? A critical incident approach to artist–school partnerships
When a successful primary school engaged a writer to work with children on an arts project, the teachers and the writer thought that the result would be a lively, publishable product. When the writer worked with the children, he thought that he should use the children's experiences and ideas as a basis for meaningful and engaged composition. However, the result was a text which the head‐teacher and her staff felt was inappropriate. They were conc…
It's a question of trust
The experiences encountered as a young, novice, female, white, northern English ethnographer investigating the sensitive topic of student resistance are examined. Research was conducted in two comprehensive secondary schools in Birmingham (England) and a state governed school situated in Sydney (Australia). The implications of investigating student resistance and the importance of how the researchers' personal dispositions influence the research …
United States Information Agency (Usia) website
Space, place and social exclusion
This paper reports on the first two years of a longitudinal ethnographic study of 20 young people in northern England who have been officially classified as not in education, employment or training (NEET). Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialitie…
Ethnography, ethics and ownership of data
Establishing trust and obtaining informed consent with participants is reliant upon on a process whereby unequally positioned agents constantly re-negotiate (mis)trust and consent during ethnographic encounters. All research has been increasingly subject to an intensification in ethical regulation, within a context whereby Eurocentric norms and ethical guidelines arguably diminish individual accountability under the guise of quasi-contractual rel…
It's a question of trust
The experiences encountered as a young, novice, female, white, northern English ethnographer investigating the sensitive topic of student resistance are examined. Research was conducted in two comprehensive secondary schools in Birmingham (England) and a state governed school situated in Sydney (Australia). The implications of investigating student resistance and the importance of how the researchers' personal dispositions influence the research …
Data, data everywhere – but not all the numbers that count? Mapping alternative provisions for students excluded from school
It is now mandatory for English schools to ensure that young people, under 16 years of age, who are excluded from school are placed in an education and training programme within 12 days. The programme must be at least half time, and should offer a meaningful and balanced curriculum. The Every Child Matters agenda also suggests that schools must coordinate services with other agencies to ensure that young people deemed ‘at risk’ are assisted to st…
Visual methods in researching the arts and inclusion
The use of visual methods has become increasingly significant to ethnographic research. The possibilities and challenges I experienced using visual research methods in the school ethnography are examined. This paper explores some of the ethical, practical and methodological issues that arise from the use of video, photographs, pictures and images developed by participants in a UK, Midlands primary school with resident artists, teachers and primar…
Researching marginalised young people
Young people not in employment, education or training (NEET) are not a static, homogenous group. For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn …
Young people and labour market marginality
This paper is based on findings from a longitudinal study of 20 young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on 3 years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to…
Teaching like an artist
This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist‐led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of ‘competence’ and ‘performance’ pedagogies. These chara…
Girls and gender in alternative education provision
UK Government policy states that all young people aged 14–19 are entitled to a broad and balanced curriculum, with access to ‘personalised’ education and training pathways. With boys currently leading the statistics on exclusion, girls’ educational and social needs are often sidelined in alternative education provision, as the majority of education and training programmes are populated by and designed for boys. Drawing on ethnographic fieldwork f…
Participatory visual methods
Using visual ethnography as a participatory method that places children’s and young people’s everyday experiences at the centre of research is discussed in this paper. The strengths and challenges of using participatory visual methods as a way of eliciting the thoughts, feelings and identities of young people within various education and training contexts in England are presented through the reflection of two ethnographies’ that encouraged the us…
The realities of being young, unemployed and poor in post-industrial Britain
Poverty is a complex cultural phenomenon that is very much in existence in contemporary post-industrial Britain. A young person’s poverty-striken situation, in addition to their marginalised hierarchal position, shapes their repetitive life cycle comprising different but interrelated forms of marginality. The young people in this ethnographic study were found to experience marginalisation in their education, training and work spheres, as well as …
Complex pathways for young mothers outside employment, education and training
This article explores young mothers’ experiences of turbulent pathways in and out of education and work in Northern England. Data are drawn from an ethnography conducted between 2010 and 2013 that incorporated participant observation, life-story maps, photographs and interviews carried out in young mothers’ homes, parenting classes and employment-based education and training programmes. These particular young women were sometimes directed into in…
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
Formerly Neet Young People's Pathways to Work
The recession in the United Kingdom has had a disproportionate effect on young people's employment opportunities, rendering many of them, especially those with low-level qualifications, ensnared in insecure, low-paid work. Findings from two multinational private sector company case studies, incorporating the perspectives of management staff, young people working within them, career support service practitioners and Jobcentre Plus managers, reveal…
If these walls could speak
The first thing a visitor notices when entering Hollytree primary school is the art-work displayed on every wall. This paper, based on a three-year ethnographic study of the school, mobilizes field notes and interview and photographic data to probe the meanings of this visual ‘display’. We argue that the walls (re)produce and promote normative meanings of ‘good work’, the ‘good student’, the ‘good teacher’ and the ‘good school’, which serve both …
United States Information Agency (Usia) website
It's a question of trust
The experiences encountered as a young, novice, female, white, northern English ethnographer investigating the sensitive topic of student resistance are examined. Research was conducted in two comprehensive secondary schools in Birmingham (England) and a state governed school situated in Sydney (Australia). The implications of investigating student resistance and the importance of how the researchers' personal dispositions influence the research …
An arts project failed, censored or … ? A critical incident approach to artist–school partnerships
When a successful primary school engaged a writer to work with children on an arts project, the teachers and the writer thought that the result would be a lively, publishable product. When the writer worked with the children, he thought that he should use the children's experiences and ideas as a basis for meaningful and engaged composition. However, the result was a text which the head‐teacher and her staff felt was inappropriate. They were conc…
If these walls could speak
The first thing a visitor notices when entering Hollytree primary school is the art-work displayed on every wall. This paper, based on a three-year ethnographic study of the school, mobilizes field notes and interview and photographic data to probe the meanings of this visual ‘display’. We argue that the walls (re)produce and promote normative meanings of ‘good work’, the ‘good student’, the ‘good teacher’ and the ‘good school’, which serve both …
Visual methods in researching the arts and inclusion
The use of visual methods has become increasingly significant to ethnographic research. The possibilities and challenges I experienced using visual research methods in the school ethnography are examined. This paper explores some of the ethical, practical and methodological issues that arise from the use of video, photographs, pictures and images developed by participants in a UK, Midlands primary school with resident artists, teachers and primar…
Teaching like an artist
This article reports findings from an ethnographic study of the arts curriculum and pedagogy in a British primary school. The policy context for the study is the school's involvement in promoting creative partnerships between teachers and artists. The pedagogies of three different artist‐led projects are analysed, using a Bernsteinian framework, and are characterised in relation to notions of ‘competence’ and ‘performance’ pedagogies. These chara…
Data, data everywhere – but not all the numbers that count? Mapping alternative provisions for students excluded from school
It is now mandatory for English schools to ensure that young people, under 16 years of age, who are excluded from school are placed in an education and training programme within 12 days. The programme must be at least half time, and should offer a meaningful and balanced curriculum. The Every Child Matters agenda also suggests that schools must coordinate services with other agencies to ensure that young people deemed ‘at risk’ are assisted to st…
Girls and gender in alternative education provision
UK Government policy states that all young people aged 14–19 are entitled to a broad and balanced curriculum, with access to ‘personalised’ education and training pathways. With boys currently leading the statistics on exclusion, girls’ educational and social needs are often sidelined in alternative education provision, as the majority of education and training programmes are populated by and designed for boys. Drawing on ethnographic fieldwork f…
Researching marginalised young people
Young people not in employment, education or training (NEET) are not a static, homogenous group. For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn …
Young people and labour market marginality
This paper is based on findings from a longitudinal study of 20 young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on 3 years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to…
Space, place and social exclusion
This paper reports on the first two years of a longitudinal ethnographic study of 20 young people in northern England who have been officially classified as not in education, employment or training (NEET). Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialitie…
Education, Work and Social Change
Drawing on a longitudinal study of the lives of NEET young people, this book looks beyond dominant discourses on youth unemployment to provide a rich, detailed account of young people's experiences of participation and non-participation on the margins of education and employment, highlighting the policy implications of this research
Formerly Neet Young People's Pathways to Work
The recession in the United Kingdom has had a disproportionate effect on young people's employment opportunities, rendering many of them, especially those with low-level qualifications, ensnared in insecure, low-paid work. Findings from two multinational private sector company case studies, incorporating the perspectives of management staff, young people working within them, career support service practitioners and Jobcentre Plus managers, reveal…
Complex pathways for young mothers outside employment, education and training
This article explores young mothers’ experiences of turbulent pathways in and out of education and work in Northern England. Data are drawn from an ethnography conducted between 2010 and 2013 that incorporated participant observation, life-story maps, photographs and interviews carried out in young mothers’ homes, parenting classes and employment-based education and training programmes. These particular young women were sometimes directed into in…
The realities of being young, unemployed and poor in post-industrial Britain
Poverty is a complex cultural phenomenon that is very much in existence in contemporary post-industrial Britain. A young person’s poverty-striken situation, in addition to their marginalised hierarchal position, shapes their repetitive life cycle comprising different but interrelated forms of marginality. The young people in this ethnographic study were found to experience marginalisation in their education, training and work spheres, as well as …
Education, disadvantage and place. Making the local matter
Education, disadvantage and place. Making the local matter." Journal of Education Policy, 31(3), pp. 362–363
Perspectives on and from Institutional Ethnography
His doctoral research examines how higher education, academic judgement of quality, metrics and university rankings are co-produced. He is interested in the sociology of knowledge -quantification and categorization, in particular, surveillance, organizations, health, mental health and illness. He considers himself a generalist social scientist, familiar with social theory, quantitative, qualitative, and network analytic methods and uses these to …
Participatory visual methods
Using visual ethnography as a participatory method that places children’s and young people’s everyday experiences at the centre of research is discussed in this paper. The strengths and challenges of using participatory visual methods as a way of eliciting the thoughts, feelings and identities of young people within various education and training contexts in England are presented through the reflection of two ethnographies’ that encouraged the us…
Ethnography, ethics and ownership of data
Establishing trust and obtaining informed consent with participants is reliant upon on a process whereby unequally positioned agents constantly re-negotiate (mis)trust and consent during ethnographic encounters. All research has been increasingly subject to an intensification in ethical regulation, within a context whereby Eurocentric norms and ethical guidelines arguably diminish individual accountability under the guise of quasi-contractual rel…
Staff-perceived barriers to nutrition intervention in substance use disorder treatment
Objective: While organisational change in substance use disorder (SUD) treatment has been extensively studied, there is no research describing facility-wide changes related to nutrition interventions. This study evaluates staff-perceived barriers to change before and after a wellness initiative. Design: A pre-intervention questionnaire was administered to participating staff prior to facility-wide changes ( n 40). The questions were designed to a…
Predicting educational exclusion
Extended periods of exclusion from education and the labour market can have a range of ‘scarring’ effects in later life. Consequently, there is international interest in early identification of young people most at risk of exclusion. Using a PRISMA format, this paper reviews an extensive literature on risk factors associated with three conceptualisations of exclusion: ‘not in education, employment or training’ (NEET); early school leaving (ESL) a…
Playing the game? Young people ‘at risk’ of becoming Neet (not in education, employment or training) and their investment in education
This paper explores how young people identified as ‘at risk’ of not being integrated into education, employment or training orientate themselves towards the education system in England during their final years of school. These years can have long-term consequences for future engagement with the labour market, but not every young person is equally positioned to invest in them. Drawing on findings from an ethnographic study of 81 young people aged …
How time is experienced and conceptualised when conducting ethnography mapping Neet interventions in education settings
The importance of 'time' is well-established within ethnography, yet how time is experienced and conceptualised in specific research settings remains embryonic. Duncheon and Tierney's (2013) theory of time is developed to understand how time is accepted, valued and recorded by both the ethnographer and the participants in a neoliberal, post-covid era where virtual means of communicating are fast developing. Data mapping interventions for young pe…
No other choice
In England, education is compulsory, but schooling is not: it is legal for families to home educate their children. This form of education is officially termed by the Department for Education as ‘Elective Home Education’. As this designation implies, many families home educate as a positive and preferential ‘choice’. For others, however, home education is not their desired first option. Drawing on a longitudinal research study that has explored t…
Sociology (19 obras) · Ethnography (15 obras) · Political science (13 obras) · Anthropology (11 obras) · Youth Education and Societal Dynamics (11 obras) · Pedagogy (10 obras) · Psychology (10 obras) · Gender Studies (9 obras) · Public relations (9 obras) · Education Systems and Policy (8 obras)