Contact Us

Write to us c/o Dr. Claire Maxwell

Reader, Sociology of Education
Department of Humanities and Social Sciences
Institute of Education, University of London
20 Bedford Way
London WC1H 0AL


Executive members

Gabrielle Ivinson, Chair

Gabrielle is Professor in Education at the School of Education University of Aberdeen. She co-authored of Rethinking Single Sex Teaching, (2007 McGrawHill Open University) and co-editor of Knowledge and Identity: concepts and applications in Bernstein’s sociology of knowledge, (2011, Routledge). She is a social and developmental psychologist who explores relations among embodied knowledge, materiality and place and is interested in expanding pedagogic repertoires beyond talk and texts. Her recent papers include; ‘Subjectivity, affect and place: Thinking with Deleuze and Guattari’s Body without Organs (BwO) to explore a young girl’s becomings in a post-industrial locale, Subjectivity, and ‘Valleys Girls: Re-theorising Bodies and Agency in a Semi-Rural, Post-industrial Locale’, Gender and Education, (both with Emma Renold),  ‘Ghosts from the past: Exploring community cultures and school culture in relaiton to poverty’. Improving Schools; ‘How gender became sex: mapping the gendered effects of sex-group categorisation onto pedagogy, policy and practice. Education Research. Her current reseach projects include: Productive Margins: Connected Communities Research.

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Sally Galman, Illustrator

Sally Campbell Galman is an Associate Professor in the Teacher Education and Curriculum Studies Department of the College of Education at the University of Massachusetts-Amherst.

As an anthropologist of childhood and education, her areas of research interest fall into three broad categories: (1) The anthropology of childhood and the study of childhood and gender, especially among children who are gender-creative or gender-nonconforming, (2) Gendered experience, including but not limited to girl culture, carework and mothering, and (3) The working lives of female primary school teachers and the way they make sense of carework landscapes. Along with colleague Dr. Laura Alicia Valdiviezo, Sally is Editor-in-Chief of Anthropology and Education Quarterly. Sally is author of the Shane series of qualitative methods texts, available from Alta Mira and Left Coast Press, and Wise and Foolish Virgins: White Women at Work in the Feminized World of Primary School Teaching available from Rowman & Littlefield/Lexington Press. Read more about Sally on her blog

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Jessica Ringrose, International and Regional Representatives

Jessica Ringrose is Professor of Sociology of Gender and Education, at the Institute of Education. She teaches in the areas of Social Justice and Education specialising in Gender, Sexuality and Educational Research. Theoretically and methodologically her work develops feminist poststructural, psychosocial, ‘intersectional’, and new materialist approaches to understanding subjectivity, affectivity and assembled power relations.  Her work has explored postfeminist educational discourses and media panics over girlhood, including anxieties over feminine ‘success’ (achievement) and ‘aggression’ and (cyber)bullying and ‘sexualisation’. Her current research is on teens networked sexual cultures and uses of mobile digital technology, including a new AHRC funded project ‘Documenting Digital Feminist Activism: Mapping Feminist Responses to New Media Misogyny and Rape Culture ’. She has acted as an advisor for numerous organisations such as the Home Office ‘Sexualisation of Young People Review’, WOMANKIND worldwide, the NSPCC, the Home Office ‘Body Confidence Campaign’. Books and reports include: Rethinking Gendered Regulations and Resistances in Education (edited)(Routledge, 2011); ‘A qualitative study of children, young people And ‘sexting’ (2012, London: NSPCC); Postfeminist Education? Girls and the Sexual Politics of Schooling; Rethinking Gendered Regulations and Resistances in Education (edited) (Routledge, 2013);  Deleuze and Research Methodologies (EUP, co-edited with Rebecca Coleman); and Children, Sexuality and ‘Sexualisation(Palgrave, 2015).

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Sumi Hollingworth, Communications and resources


Dr. Sumi Hollingworth is a Senior Research Fellow at the Weeks Centre for Social and Policy Research, London South Bank University. Her expertise are in inequalities of social class, race and gender in education and educational transitions. She is interested in social mixing, multiculturalism and cosmopolitanism and inequalities in youth subcultures. She has published Urban Youth and Schooling (OU Press, 2010) with Louise Archer and Heather Mendick.  She is currently researching friendship and mixing in Higher Education, and exploring access to the arts for young people. She is currently a full time researcher but has taught on the Education Doctorate, and modules on Cultural Studies in Education on the BA Education Studies at the Institute for Policy Studies in Education at London Metropolitan University.

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Marie-Pierre Moreau, Resources and Communications

Dr Marie-Pierre Moreau is Reader in Education at the University of Roehampton, UK. Her research is at the nexus of education, work and equality issues, with specific reference to gender. She is the author of many articles published in international refereed journals and of two books: Les Enseignants et le Genre [Teachers and Gender] (Presses Universitaires de France, 2011), and Inequalities in the Teaching Profession : A Global Perspective (Palgrave Macmillan, 2014).  As well as researching inequalities in the teaching profession, her work focuses on the relationship between care and academia, with specific reference to the experiences of student parents enrolled in English universities. Marie-Pierre serves on the editorial boards of several academic journals and is an elected Executive Member of the Gender and Education Association.

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Claire Maxwell, Treasurer

I am a Reader of Sociology of Education, working in the field of elite education – examining the ways in which schooling and families shape privileging practices.  My work has also focused on the concept of agency, and how affect, privilege and gender drive the possibilities for agency.  Other research interests include the promotion of gender equality in schools, sexuality and relationships education, young people’s experiences of intimacy and sexuality.  My main teaching responsibilities are currently in supporting our BA Education Studies – leading a Researching Education module, running the second year of the programme and developing additional sessions to support students’ journeys through higher education.

I am a proud member of the Fawcett Society.

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Vanita Sundaram, Conferences


Vanita is currently a Senior Lecturer in Education and a member of the Centre for Research in Education and Social Justice at the University of York. Her current research focuses on gender-based violence among teenagers (and school-based prevention); the inclusion/troubling of gender and sexuality in SRE curricula; youth perspectives on sex and relationships education (particular focus on the influence of pornography, sex-as-danger discourses and sexual ‘health’ approaches); and lad cultures in compulsory and higher education.  She teaches on undergraduate and postgraduate modules on social justice, educational inequalities and gender and education. She supervises doctoral students on a range of related topics, including teaching about sexual diversity in primary schools; children’s performances of gender in school; women in leadership positions in higher education; anti-racism and the role of Black History Month in secondary schools; and using Shakespeare to teach about human rights.  Vanita recently led a successful application to the Equality Challenge Unit for a Bronze level Gender Equality award for the Department of Education (University of York).  I am a member of BERA, BSA, GEA and the Safe Studies Network.

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Rosamund McNeil, Practitioners

Rosamund is the National Union of Teacher’s gender equality policy officer. The NUT is a trade union and professional association with a membership of approximately 300,000 qualified teacher members. Rosamund provides guidance and advice to members and local NUT branches and runs conferences and events for NUT teacher members about gender and education research, policy and practice. Rosamund is invited to speak at a wide range of conference and events within the Gender and Education sector and is a member of several DCSF Advisory Group Panels.

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Andrea Peto, International Relations

Prof. Dr. habil. Andrea PETŐ DSC is an Associate Professor at the Department of Gender Studies.  She edited thirteen volumes in English, seven volumes in Hungarian, two in Russian. Her works appeared in twelve languages. She has also been a guest professor at the universities of Toronto, Buenos Aires, Stockholm, Novi Sad and Frankfurt. Her books include: Women in Hungarian Politics 1945-1951 (Columbia University Press/East European Monographs

andrea peto
andrea peto
New York, 2003), Geschlecht, Politik und Stalinismus in Ungarn. Eine Biographie von Júlia Rajk. Studien zur Geschichte Ungarns, Bd. 12. (Gabriele Schäfer Verlag, 2007) and together with Ildikó Barna, Political Justice in Budapest after WWII (Politikai igazságszolgáltatás a II. világháború utáni Budapesten. Gondolat, Budapest, 2012 and upcoming by CEU Press). Presently she is working on gendered memory of WWII and political extremisms. She was awarded by President of the Hungarian Republic with the Officer’s Cross Order of Merit of The Republic of Hungary in 2005 and Bolyai Prize by the Hungarian Academy of Sciences in 2006.

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Fin Cullen, Newsletter

Fin is based at the Centre for Youth Work Studies, School of Sport & Education, Brunel University. She has worked in youth and community settings across the UK for over 13 years, and remains involved in front line youth work practice in a London borough. Her research interests include; girls’ friendship cultures, drugs and sex education, youth work, PSHE, sexual and social geographies. Currently, Fin is on the editorial board for the journal Gender and Education and is co-convenor of the BERA Sexualities SIG.

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Miriam David, Policy Officer

Miriam was, until recently, Associate Director (Higher Education) of the ESRC’s Teaching & Learning Research Programme (2004-2009) based at Institute of Education, London. A professor for over 20 years, Miriam has a world class reputation for her research on gender, families, social diversity and inequalities in education, including lifelong learning and higher education.

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Emma Renold

Emma is Reader in Childhood Studies at the School of Social Sciences, Cardiff University, Wales. She is the author of Girls, Boys and Junior Sexualities (2005, Routledge) and co-editor (with Carolyn Jackson and Carrie Paechter) of Girls and Education 3-16: Continuing Concerns, New Agendas (Open University Press, 2010). She is also co-editor of the international journal Gender and Education (with Debbie Epstein and Mary Jane Kehily). Working at the intersection of queer and feminist poststructuralist theory she has published widely on the gendering and sexualisation of children and childhood across diverse institutional sites and spaces.

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 Kate Hoskins

Kate is a Reader in Education and the programme convener for the MA Social Research Methods:  and the co-convener for the MA Education Policy Programme:  at the University of Roehampton.  Kate completed her undergraduate degree in Education Studies at London Metropolitan University, followed by a Master’s degree and PhD entitled Senior female academics in the UK academy: a classed and gendered exploration of success at King’s College London. She taught modules on the MSc in Youth Studies at Birkbeck while she was studying.

Her academic publications are concerned with issues of identity and inequalities in further and higher education. In her book Women and Success: Professors in the UK academy (Trentham Books, 2012) she used life history interviews with 20 female professors to reveal the persisting inequality facing senior women working in higher education. In her co authored book Education and Social Mobility: Dreams of Success (IOE, Trentham Books, 2014) she and Professor Barker draw on data collected through paired interviews with 88 15-18 year olds in two secondary schools to explore their aspirations for the future.  She is currently working on a small project, funded by the Froebel Trust, exploring the educational experience of a small cohort of students who attended Froebel College in the 1950s and 1960s to understand how these experiences impacted on their pedagogical beliefs, perspectives and practices.

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Carol Taylor

Carol Taylor
Carol Taylor

Carol is a Reader in the Sheffield Institute of Education at Sheffield Hallam University where she convenes the Higher Education Research Group and co-leads the Space and Place Research group. Carol’s current research focuses on space, gender and materiality. She is experimenting with diffractive methodologies and diffractive writing arising from her research in posthumanism and new material feminism. Carol’s co-edited book with Christina Hughes, Posthumanist Research Practices in Education will be published in early 2016, and she recently co-edited a special issue on ‘Material Feminisms‘ for Gender and Education. Volume 25, Issue 6 (with Gabrielle Ivinson).  Carol supervises doctoral students and leads the module ‘Experiencing space, embodying education’ on the BA (Hons) Education Studies degree.  Carol’s recent research projects are:

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Regional Representatives



– North West: Carolyn Jackson (

– South West: Sarah Cole (

Northern Ireland

– Ulster: Clare Wasson (


International Representatives


Australia: Emily Gray (

Brazil: Maria Eulina Pessoa de Carvalho (

Canada: Shauna Pomerantz (

Croatia: Ivana Jugović (

Serbia: Nadja Duhacek (

Sweden: Elisabet Ohrn (

United States of America

– New York State: Sarah Robert (