Anna Carlile
Goldsmiths, University of London, Educational Studies, Faculty Member
- Queer Theory, Social Justice in Education, Education and Youth Exclusion, Gender Studies, Educational Inequalities (class; race; gender etc), Social Justice, and 13 moreSocial Studies Education, Education, Sociology, Anthropology, Gender, Education Policy, Educational studies, Michel Foucault, Social Change, Social Exclusion, Social Inclusion, Gender and education, and Public Policyedit
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This chapter outlines the development of the current socio-political context within which U.K. schools experience surveillance and implement their security and disciplinary procedures. Schools are suggested to have developed their... more
This chapter outlines the development of the current socio-political context within which U.K. schools experience surveillance and implement their security and disciplinary procedures. Schools are suggested to have developed their approaches to social control against a background of neoliberalism and audit culture. This involves the marketisation of much of the school system through an ‘academisation’ process; linked to this is an increased surveillance of teachers and students through datafication, CCTV and other digital means. Another form of surveillance- biopolitical control in schools- shows itself through the traditionalisation of gendered school uniform and the increasing pathologisation of the behaviour of ethnic minorities.
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Research Interests: Critical Theory, Ethics, Participatory Research, Adult Education, Participatory Action Research, and 15 moreAction Research, Education and Youth Exclusion, Critical Pedagogy, Educational Research, Corporate Governance, Governance, Pedagogy, Fine Arts, Curriculum, Bureaucracy, Curriculum and Pedagogy, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, and Collaborative Action Research Methodologies
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The chapter begins by describing, in a replicable way, the student participant-researchers (SPR) model used in the project. The SPRs were a small pool of multilingual digital story-makers who met with us, designed their own... more
The chapter begins by describing, in a replicable way, the student participant-researchers (SPR) model used in the project. The SPRs were a small pool of multilingual digital story-makers who met with us, designed their own project-related research questions, and, following a research methods training programme, undertook their own qualitative research. The middle section lays out the theoretical basis for the SPR model. It starts with Butler’s (1993; 1999) work on identity to introduce the idea of personal stories as an antidote to stereotyping. It proceeds with Freire’s (1996) ideas on learner-led research agendas and Foucault’s (1977) clinical dissection of the technologies of power. Work by Fielding (2003) on students-as-researchers and Hart’s (1992) challenge to tokenistic student voice is also addressed. The resultant SPR model worked to empower learner participation in the design and governance of the research project. In this way, the SPR model, as it was used here, has fed ...
Research Interests: Engineering and Routledge
This book tells the story of permanent exclusion from school from within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of... more
This book tells the story of permanent exclusion from school from within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. The book questions how and why local government officers make particular decisions about children and young people. Rather than focussing on what children and young people 'did' behaviourally to 'get excluded', the book adopts a Foucauldian analysis to concentrate on their place within a larger policy-community which includes professionals and policy makers. It adopts a critical-bureaucratic exercise in 'studying up' on powerful organisations: an informed approach to ameliorating social inequity. The findings described here suggest a broad, deep and opaque seam of institutional prejudice: permanent exclusion from school can be understood to be both caused by this and to intensify its effects. This has implications for the 'voices' of young people subject to or at risk of permanent exclusion from school. The final chapter outlines a Foucauldian/Freirian 'student voice' project, offering ideas for how schools might tackle the issues raised.
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This thesis deals with the administration of permanent exclusion from school within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the... more
This thesis deals with the administration of permanent exclusion from school within an urban children's services department. It focuses on two areas: what contributes to instances of permanent exclusion from school, and what the effects are of its existence as a disciplinary option. I suspected that the existence of permanent exclusion from school might limit the realm of the possible, and I was particularly interested in how and why local government officers made particular decisions about children and young people. In other words, I wondered whether professionals might be negatively affected by the fact that at some point they would have the option of excluding a young person rather than either continuing to try to help them or to attempt to change the institution's approach to educating them. Rather than focusing on what children and young people 'did' behaviourally to 'get excluded', the thesis adopts a Foucauldian analysis to concentrate on their place w...
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Background Trans and non-binary children and young people in England, UK struggle to gain access to affirming clinical care, despite the international research evidence pointing toward this best practice approach. Concurrently, they are... more
Background Trans and non-binary children and young people in England, UK struggle to gain access to affirming clinical care, despite the international research evidence pointing toward this best practice approach. Concurrently, they are subject to constant discussion in the UK national media and politics, where many negative assumptions are made about their needs, experiences and clinical provision. Their journey to seek appropriate care has not yet been documented. Aims We trace the experiences of trans and non-binary children and youth and their families in their decision to seek, searches for and experiences with affirmative and non-affirmative clinical input for help with their gender. Method 27 dyadic, semi-structured interviews were undertaken with trans and non-binary children and young people and their parents from 13 families. Results The process of seeking support via National Health Service clinical routes in England, UK is beset with lengthy waiting lists, issues with ge...
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This article considers how young Black women living in gang-affected neighbourhoods in an urban area in England, UK navigate their safety in public and private spaces, and how these spaces overlap and intersect. Drawing on a project with... more
This article considers how young Black women living in gang-affected neighbourhoods in an urban area in England, UK navigate their safety in public and private spaces, and how these spaces overlap and intersect. Drawing on a project with 18 participants aged 14–19, the research seeks to understand how the participants inhabit, navigate and strategize for their safety through their narratives of life and survival in an unsafe neighbourhood. Findings indicate that they experience sexual harassment in public spaces and gang-associated sexual and physical violence as common, accepted aspects of their everyday realities, from as young as 12. The narratives suggest that participants navigate complex friendship groups to protect each other and their families through tight codes of trust, secrecy, privacy and conflict-management strategies. This article seeks to bring attention to how young women utilize their agency to illuminate the coping strategies they draw on to navigate their physica...
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This is a book review of Camicia, S. P. (2016). Critical democratic education and LGBTQ-inclusive curriculum: Opportunities and constraints. New York: Routledge
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Trans and non-binary youth (TNBY) face high levels of interpersonal and social adversity as well as disproportionate rates of mental health issues such as depression, self-harm and suicidal ideation. Among protective factors, context... more
Trans and non-binary youth (TNBY) face high levels of interpersonal and social adversity as well as disproportionate rates
of mental health issues such as depression, self-harm and suicidal ideation. Among protective factors, context plays a key
role. In addition to parental support, access to gender-affirming medical care begins to emerge as crucial for young people
needed them. This paper compares, through thematic analysis,
the experiences of TNBY with regard to access and experiences to care in Canada, Switzerland, England, and Australia. It
identifies similarities and differences in barriers to access to
care, as well as impacts of gender affirming care on young
people and their well-being. The article concludes with a discussion on the importance of prompt and easier access to
gender-affirming medical care, of training of professionals, and
a hypothesis about the role of context in TNBY well-being.
of mental health issues such as depression, self-harm and suicidal ideation. Among protective factors, context plays a key
role. In addition to parental support, access to gender-affirming medical care begins to emerge as crucial for young people
needed them. This paper compares, through thematic analysis,
the experiences of TNBY with regard to access and experiences to care in Canada, Switzerland, England, and Australia. It
identifies similarities and differences in barriers to access to
care, as well as impacts of gender affirming care on young
people and their well-being. The article concludes with a discussion on the importance of prompt and easier access to
gender-affirming medical care, of training of professionals, and
a hypothesis about the role of context in TNBY well-being.
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This article focuses on the administration of disciplinary exclusion (expulsion) from school. It identifies a number of social boundaries between people that negatively affect students subject to permanent exclusion, to the extent that... more
This article focuses on the administration of disciplinary exclusion (expulsion) from school. It identifies a number of social boundaries between people that negatively affect students subject to permanent exclusion, to the extent that they can be seen as constituting incidents of institutional racism. For example, the high statistical currency of the English language and the lack of adequate translation facilities are shown to constitute social boundaries between people that undermine the participation of parents in school exclusion and inclusion processes. Age assessments for immigrant and refugee children are also seen to affect institutional responses to individual cases of permanent exclusion from school. Assumptions about what excluded students ‘need’ are found to sometimes be made on the basis of reductive skin‐colour labels, and a disconnect is discovered between the discourses that school and family are socially authorised to adopt in discussing students at risk of exclusion. It is recommended that institutional racism in schooling is acknowledged and acted upon by both policy makers and practitioners.
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This article suggests a model for ‘youth voice’ based on a participatory research methodology, ‘Illuminate’. The article reports on research into the capacity for ‘Illuminate’ to amount to ‘critical bureaucracy’. Critical bureaucracy is... more
This article suggests a model for ‘youth voice’ based on a participatory research methodology, ‘Illuminate’. The article reports on research into the capacity for ‘Illuminate’ to amount to ‘critical bureaucracy’. Critical bureaucracy is presented as an approach to governance activities (here, in schools and FE colleges) which is related to ‘critical pedagogy’ in its reflexivity and sensitivity to issues of policy, power and social justice. The article reports on the testing of the Illuminate model through projects at two schools and a further education college: one on the flexible use of time in the curriculum; another on safety in school students’ lives; and the third on widening participation in the creative arts. Drawing on Freire, Foucault, and Hart, these projects are analysed according to theories of emancipatory research methods, governance, participation, and critical pedagogy, assessing the Illuminate model’s efficacy in terms of a pragmatic approach to critical bureaucracy. The analysis reveals a tension in the adoption of the combination of post-modern theories of governance and an ethic of social justice.
Research Interests: Social Change, Education and Youth Exclusion, Social Justice, Collaborative Learning (Education), Social Inclusion, and 6 moreYouth Political Participation, Pupil/student Voice, Practice Based Approaches to the Study of Knowing, Learning and Change In Organisations, Higher Education Feminist Studies of Science and Technology, and Collaborative Action Research Methodologies
This paper aims to examine the experiences of pupils and professionals who are affected by actual or threatened permanent exclusion (what used to be called being expelled) from school. An ethnographic study based on the writer's... more
This paper aims to examine the experiences of pupils and professionals who are affected by actual or threatened permanent exclusion (what used to be called being expelled) from school. An ethnographic study based on the writer's employment within secondary ...
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Goldsmiths Research Online. Goldsmiths - University of London. ...
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This paper is concerned with findings about gender which form part of a larger ethnographic study. The study was undertaken during my employment as a local authority (school district) Pupil Support Officer, where my work involved the... more
This paper is concerned with findings about gender which form part of a larger ethnographic study. The study was undertaken during my employment as a local authority (school district) Pupil Support Officer, where my work involved the support of young people who had been permanently excluded (expelled) from school for a variety of reasons, including sexual assault, violence against their peers or teachers, and what was known as 'persistent disruptive behaviour'. It focussed on the effects of instances of actual or threatened permanent exclusion from secondary school on pupils, families and professionals in an urban local authority: 'Enway'.