Kate Hoskins
Dados Biográficos
| ID | 759580 |
|---|---|
| NOME | Kate Hoskins |
| PRENOMES | Kate |
| SOBRENOME | Hoskins |
| ASSINATURA | HOSKINS K |
| AFILIAÇÕES | University of Roehampton |
| ORCID | 0000-0001-6360-8898 |
| VERIFICADO | Sim |
| TOTAL DE OBRAS | 31 |
| TOTAL DE CITAÇÕES | 276 |
| TOTAL COMO AUTOR | 31 |
| TOTAL COMO EDITOR | 0 |
| PRIMEIRO ANO DE PUBLICAÇÃO | 2010 |
| ANO MAIS RECENTE DE PUBLICAÇÃO | 2026 |
| ÍNDICE H | 7 |
Migrant success in UK Education
The school achievement and career aspirations of 23 sixth form students at a multi‐cultural urban academy in the UK are explored through interviews. The sample includes 16 s‐generation migrants, 6 UK‐born students with migrant parents and 1 UK‐born student, selected to represent a cohort of over 300 post‐16 learners. The aim is to better understand the educational success and upward mobility of G2 migrants, who are reported to outperform their na…
Researching the Everyday Educational Lives of Low-Income Families
This paper highlights the importance of considering both researcher and participant contexts when exploring everyday educational lives. It emerges during a period of increasing and sustained social inequality in England, and against a backdrop of increasingly tight research timeframes and resources in higher education. Drawing on a project engaging low-income families in Greater London, the paper takes the everyday as its conceptual focus and que…
Spatial–temporal enactments of home-schooling among low-income families of primary-aged children
This paper focuses on spatial-temporal enactments of homeschooling among low-income families of primary-aged children in England.COVID-19 re-set boundaries and spaces of formal education for children across the globe, bringing it directly into homes and shifting the involvement of parents/carers in their children's education.In England, "home-school" engagement was brought into sharp focus as "home" became a more visible quasipublic space through…
Engaging low-income families in education research
This comparative paper considers the similar challenges encountered in Beijing (China) and Greater London (England) when engaging low-income families in education research. Through semi-structured interviews with 10 parents/caregivers in Beijing and 13 parents in Greater London, we explored perceptions of the barriers to participation, the influence of identity on involvement, and ways to better enable their contribution to education research. We…
Educational research in the global north and south; reflections on the field and future directions
Editorial
The explanatory power of examining race and class in educational settings
Editorial
Intersectional solidarities and inter-individual affinities
This article draws on a research project about the transition from PhD student to academic (British Academy-Leverhulme research grant, 2020–2022). Semi-structured interviews were conducted with 26 recent PhD graduates and six PhD supervisors. Transcripts were subjected to a thematic analysis. On a theoretical level, the article is informed by Bourdieu’s concepts of cultural and social capital, with a focus on the differential cultural and social …
Children and young people's perspectives on and experiences of Covid ‐19 in global contexts
Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Me, my child and Covid‐19
Over the past 2 years, the world has been living through the unprecedented Covid‐19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co‐researchers to ask their child to phot…
Digital Youth Subcultures
This book draws together both primary and secondary empirical research and existing literature to examine transgressive subcultural activities and engagement in digital social spaces (DSS). The book addresses four objectives: 1. To understand how young peoples’ subcultures arise online and they are constructed and experienced in DSS 2. To understand how and why DSS matter to young people 3. To understand if any DSS controls exist in these online …
Unleashing the ‘undergraduate monster’? The second-order policy effects of the 1988 Education Reform Act for higher education in England
What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called ‘undergraduate monster’? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their p…
Digital Youth Subcultures
A frontline service? Nursery Schools as local community hubs in an era of austerity
Nursery Schools in the UK have been described as the ‘jewel in the crown’ of early years provision because of the quality of education and a wide range of other support services that they provide, particularly for children from socio-economically disadvantaged families and those with complex special educational needs (SEN). In this paper, we explore the role of Nursery Schools in the local community, arguing that they have been re/constructed as …
STEM, Social Mobility and Equality
Researching Transgression
In this paper, we explore the contribution of material and digital ethnography to providing a deeper understanding of youth subcultures. We provide the context by reviewing some of the research carried out by the Centre for Contemporary Cultural Studies (CCCS) to provide a historical overview of cultural studies and critically appraise how they have drawn on ethnography as a way of deepening our understanding of young people’s subculture. We then…
Social mobility
This article highlights the potential of taking a genealogical approach to researching social mobility based on empirical insights generated from a qualitative case study in a secondary school located in the South East of England. The study involved interviews with 42 students and the data lead to a deeper understanding of the role of families in inter‐ and intra‐generational social movement. We begin by highlighting some limitations in existing …
Protecting and extending Froebelian principles in practice
The current early years emphasis on ensuring young children achieve ‘school readiness’ has contributed to a context of academic pressure in early years settings in England. The debated term ‘school readiness’ is vaguely expressed in England’s early years curriculum as ‘Children reaching a good level of development in the prime areas of literacy and mathematics’. Opportunities for play, self-directed and adult initiated, are impacted by the academ…
Youth Identities, Education and Employment
This book investigates how policy, family background, social class, gender and ethnicity influence young people's post-16 and post-18 employment and education access. It draws on existing literature
Can high-performing academies overcome family background and improve social mobility
This article investigates whether schools that match Coalition Government criteria for excellence can enable hardworking students, regardless of background, to achieve good examination results and improved chances of social mobility. Students at two case-study academies were interviewed about family influences on their development and choice of education and employment pathways. In a ‘best case’ scenario, where prototype academies have rigorously…
Aspirations and Young People’s Constructions of Their Futures
The United Kingdom’s Coalition government has introduced an education policy that is focused on increasing the opportunities to promote and advance social mobility for all children within state education. Raising young people’s aspirations through school-based initiatives is a prominent theme within recent policy texts, which are focused on improving educational outcomes and thus advancing social mobility. This article draws on qualitative data f…
Researching female professors
This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professorsFootnote1 and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An …
Senior female academics in the UK academy
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents’ stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents’ stories and experiences of their career success is inadequate because it has historically neglected to take account of women’s position i…
Changing lives
In many ways, this is an unusual book for the Journal of Education Policy to review. This is because this book is not immediately or obviously concerned with policy in any conventional sense. The book does not centre directly on a piece of policy-making or national legislation. In contrast, ‘Changing lives: women, inclusion and the PhD’s a collection of six narratives prepared by women academics in the UK to account for their experiences of compl…
Assessment technologies in schools
This paper, based on ESRC‐funded research work in four case study schools, explores the ‘pressures’ to ‘deliver’ which bear upon English secondary schools in relation to GCSE performance. It further illustrates the ways in which pressure is transformed into tactics which focus on particular students, with the effect of ‘rationing’ education in the schools. Foucault’s analysis from Discipline and Punish is deployed to examine these tactics and to …
Raising standards 1988 to the present
This article explores the context of the period following the Education Reform Act 1988 in terms of the efforts by successive governments to raise academic standards. These attempts are illustrated by discussion of the impact of the introduction of market forces and parental choice, a centralised National Curriculum and associated assessment regime, the increasing cultures of performativity and surveillance in schools and the resulting commercial…
Policy actors
This paper considers the ‘policy work’ of teacher actors in schools. It focuses on the ‘problem of meaning’ and offers a typology of roles and positions through which teachers engage with policy and with which policies get ‘enacted’. It argues that ‘policy work’ is made up of a set of complex and differentiated activities which involve both creative and disciplinary relations between teachers and are infused with power. This is the paradox of ena…
Taking context seriously
This first paper in the series concentrates on school context and outlines a framework which identifies and relates a variety of factors that influence differences in policy enactments between similar schools. In taking context seriously in our four case-study schools we argue that policies are intimately shaped and influenced by school-specific factors, even though in much central policy making, these sorts of constraints, pressures and enablers…
Policy subjects and policy actors in schools
This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects – as producers and consumers of policy, as readers and writers of policy. On the other, it begins to conceptualise the hermeneutics of policy, that is the ways in which policies in schools are subject to complex proces…
Assessment technologies in schools
This paper, based on ESRC‐funded research work in four case study schools, explores the ‘pressures’ to ‘deliver’ which bear upon English secondary schools in relation to GCSE performance. It further illustrates the ways in which pressure is transformed into tactics which focus on particular students, with the effect of ‘rationing’ education in the schools. Foucault’s analysis from Discipline and Punish is deployed to examine these tactics and to …
Disciplinary texts
Drawing on ESRC-funded research this paper considers some characteristics of the policy process in schools using the construction of behaviour policy in four English secondary schools as a case in point. It argues that behavior policy, like other policies, is enacted in particular and distinct institutional contexts with their own histories; that behaviour policy at the school level is an ensemble of issues/fragments, principles, directives/imper…
The price of success? The experiences of three senior working class female academics in the UK
Policy discourses in school texts
In this paper, we focus on some of the ways in which schools are both productive of and constituted by sets of ‘discursive practices, events and texts’ that contribute to the process of policy enactment. As Colebatch (2002: 2) says, ‘policy involves the creation of order – that is, shared understandings about how the various participants will act in particular circumstances’. In schools, part of the ‘creation of order’ takes place around the prod…
Aspirations and Young People’s Constructions of Their Futures
The United Kingdom’s Coalition government has introduced an education policy that is focused on increasing the opportunities to promote and advance social mobility for all children within state education. Raising young people’s aspirations through school-based initiatives is a prominent theme within recent policy texts, which are focused on improving educational outcomes and thus advancing social mobility. This article draws on qualitative data f…
Researching female professors
This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professorsFootnote1 and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An …
Can high-performing academies overcome family background and improve social mobility
This article investigates whether schools that match Coalition Government criteria for excellence can enable hardworking students, regardless of background, to achieve good examination results and improved chances of social mobility. Students at two case-study academies were interviewed about family influences on their development and choice of education and employment pathways. In a ‘best case’ scenario, where prototype academies have rigorously…
Raising standards 1988 to the present
This article explores the context of the period following the Education Reform Act 1988 in terms of the efforts by successive governments to raise academic standards. These attempts are illustrated by discussion of the impact of the introduction of market forces and parental choice, a centralised National Curriculum and associated assessment regime, the increasing cultures of performativity and surveillance in schools and the resulting commercial…
Me, my child and Covid‐19
Over the past 2 years, the world has been living through the unprecedented Covid‐19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co‐researchers to ask their child to phot…
Senior female academics in the UK academy
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents’ stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents’ stories and experiences of their career success is inadequate because it has historically neglected to take account of women’s position i…
Spatial–temporal enactments of home-schooling among low-income families of primary-aged children
This paper focuses on spatial-temporal enactments of homeschooling among low-income families of primary-aged children in England.COVID-19 re-set boundaries and spaces of formal education for children across the globe, bringing it directly into homes and shifting the involvement of parents/carers in their children's education.In England, "home-school" engagement was brought into sharp focus as "home" became a more visible quasipublic space through…
Educational research in the global north and south; reflections on the field and future directions
Editorial
Unleashing the ‘undergraduate monster’? The second-order policy effects of the 1988 Education Reform Act for higher education in England
What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called ‘undergraduate monster’? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their p…
The price of success? The experiences of three senior working class female academics in the UK
Disciplinary texts
Drawing on ESRC-funded research this paper considers some characteristics of the policy process in schools using the construction of behaviour policy in four English secondary schools as a case in point. It argues that behavior policy, like other policies, is enacted in particular and distinct institutional contexts with their own histories; that behaviour policy at the school level is an ensemble of issues/fragments, principles, directives/imper…
Taking context seriously
This first paper in the series concentrates on school context and outlines a framework which identifies and relates a variety of factors that influence differences in policy enactments between similar schools. In taking context seriously in our four case-study schools we argue that policies are intimately shaped and influenced by school-specific factors, even though in much central policy making, these sorts of constraints, pressures and enablers…
Policy actors
This paper considers the ‘policy work’ of teacher actors in schools. It focuses on the ‘problem of meaning’ and offers a typology of roles and positions through which teachers engage with policy and with which policies get ‘enacted’. It argues that ‘policy work’ is made up of a set of complex and differentiated activities which involve both creative and disciplinary relations between teachers and are infused with power. This is the paradox of ena…
Policy subjects and policy actors in schools
This paper explores two different ontological positions from which policy in schools and teachers can be viewed. On the one hand, it explores the ways in which policies make up and make possible particular sorts of teacher subjects – as producers and consumers of policy, as readers and writers of policy. On the other, it begins to conceptualise the hermeneutics of policy, that is the ways in which policies in schools are subject to complex proces…
Policy discourses in school texts
In this paper, we focus on some of the ways in which schools are both productive of and constituted by sets of ‘discursive practices, events and texts’ that contribute to the process of policy enactment. As Colebatch (2002: 2) says, ‘policy involves the creation of order – that is, shared understandings about how the various participants will act in particular circumstances’. In schools, part of the ‘creation of order’ takes place around the prod…
Changing lives
In many ways, this is an unusual book for the Journal of Education Policy to review. This is because this book is not immediately or obviously concerned with policy in any conventional sense. The book does not centre directly on a piece of policy-making or national legislation. In contrast, ‘Changing lives: women, inclusion and the PhD’s a collection of six narratives prepared by women academics in the UK to account for their experiences of compl…
Assessment technologies in schools
This paper, based on ESRC‐funded research work in four case study schools, explores the ‘pressures’ to ‘deliver’ which bear upon English secondary schools in relation to GCSE performance. It further illustrates the ways in which pressure is transformed into tactics which focus on particular students, with the effect of ‘rationing’ education in the schools. Foucault’s analysis from Discipline and Punish is deployed to examine these tactics and to …
Raising standards 1988 to the present
This article explores the context of the period following the Education Reform Act 1988 in terms of the efforts by successive governments to raise academic standards. These attempts are illustrated by discussion of the impact of the introduction of market forces and parental choice, a centralised National Curriculum and associated assessment regime, the increasing cultures of performativity and surveillance in schools and the resulting commercial…
Senior female academics in the UK academy
This paper examines the theoretical perspectives I utilised in my doctoral research to uncover the role of class and gender in my respondents’ stories and experiences of their career success. I argue that adopting an economic model for conceptualising the influence of social class and gender in the respondents’ stories and experiences of their career success is inadequate because it has historically neglected to take account of women’s position i…
Researching female professors
This article draws on findings from my doctoral research to exemplify some of the difficulties I encountered when interviewing 20 female professorsFootnote1 and subsequently writing about their life histories. In this article, I discuss how I addressed the issues of representing and positioning my participants, and I reflect on the power dynamics present in the research process. The article contends that by drawing on Bourdieu and Wacquant's [An …
Youth Identities, Education and Employment
This book investigates how policy, family background, social class, gender and ethnicity influence young people's post-16 and post-18 employment and education access. It draws on existing literature
Can high-performing academies overcome family background and improve social mobility
This article investigates whether schools that match Coalition Government criteria for excellence can enable hardworking students, regardless of background, to achieve good examination results and improved chances of social mobility. Students at two case-study academies were interviewed about family influences on their development and choice of education and employment pathways. In a ‘best case’ scenario, where prototype academies have rigorously…
Aspirations and Young People’s Constructions of Their Futures
The United Kingdom’s Coalition government has introduced an education policy that is focused on increasing the opportunities to promote and advance social mobility for all children within state education. Raising young people’s aspirations through school-based initiatives is a prominent theme within recent policy texts, which are focused on improving educational outcomes and thus advancing social mobility. This article draws on qualitative data f…
Protecting and extending Froebelian principles in practice
The current early years emphasis on ensuring young children achieve ‘school readiness’ has contributed to a context of academic pressure in early years settings in England. The debated term ‘school readiness’ is vaguely expressed in England’s early years curriculum as ‘Children reaching a good level of development in the prime areas of literacy and mathematics’. Opportunities for play, self-directed and adult initiated, are impacted by the academ…
Researching Transgression
In this paper, we explore the contribution of material and digital ethnography to providing a deeper understanding of youth subcultures. We provide the context by reviewing some of the research carried out by the Centre for Contemporary Cultural Studies (CCCS) to provide a historical overview of cultural studies and critically appraise how they have drawn on ethnography as a way of deepening our understanding of young people’s subculture. We then…
Social mobility
This article highlights the potential of taking a genealogical approach to researching social mobility based on empirical insights generated from a qualitative case study in a secondary school located in the South East of England. The study involved interviews with 42 students and the data lead to a deeper understanding of the role of families in inter‐ and intra‐generational social movement. We begin by highlighting some limitations in existing …
STEM, Social Mobility and Equality
A frontline service? Nursery Schools as local community hubs in an era of austerity
Nursery Schools in the UK have been described as the ‘jewel in the crown’ of early years provision because of the quality of education and a wide range of other support services that they provide, particularly for children from socio-economically disadvantaged families and those with complex special educational needs (SEN). In this paper, we explore the role of Nursery Schools in the local community, arguing that they have been re/constructed as …
Digital Youth Subcultures
This book draws together both primary and secondary empirical research and existing literature to examine transgressive subcultural activities and engagement in digital social spaces (DSS). The book addresses four objectives: 1. To understand how young peoples’ subcultures arise online and they are constructed and experienced in DSS 2. To understand how and why DSS matter to young people 3. To understand if any DSS controls exist in these online …
Unleashing the ‘undergraduate monster’? The second-order policy effects of the 1988 Education Reform Act for higher education in England
What impact did the 1988 Education Reform Act (1988 ERA) have on higher education from the perspectives of professors working in the sector at the time? How did it reshape the sector's structures? How did it contribute to the conditions that have unleashed the so called ‘undergraduate monster’? These questions are addressed in this paper. I draw on semi-structured interviews with 14 professors working in universities in England to explore their p…
Digital Youth Subcultures
Children and young people's perspectives on and experiences of Covid ‐19 in global contexts
Data sharing not applicable to this article as no datasets were generated or analysed during the current study
Me, my child and Covid‐19
Over the past 2 years, the world has been living through the unprecedented Covid‐19 pandemic. Children have had to adapt to online classrooms and lessons of some sort, and many parents have been forced to work from home while supervising their child's home learning activities. We used participatory visual methods to understand how children and their parents have coped during this time, engaging parents as co‐researchers to ask their child to phot…
Engaging low-income families in education research
This comparative paper considers the similar challenges encountered in Beijing (China) and Greater London (England) when engaging low-income families in education research. Through semi-structured interviews with 10 parents/caregivers in Beijing and 13 parents in Greater London, we explored perceptions of the barriers to participation, the influence of identity on involvement, and ways to better enable their contribution to education research. We…
Sociology (29 obras) · Political science (17 obras) · Psychology (16 obras) · Public relations (12 obras) · Pedagogy (11 obras) · Law (10 obras) · Gender Studies (9 obras) · Social science (8 obras) · Economics (7 obras) · Law (7 obras)