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Dr Kate Hoskins

Dr Kate Hoskins
Reader - Education

Gaskell Building 069

Summary

Kate's research focuses on education policy, identity and inequalities in relation to further and higher education opportunities and experiences. She has drawn on life history interviewing to explore how women professors experience and construct their careers. One of her recent research projects explored social mobility within academy schools to understand the likely success of these schools in improving student mobility. Her current funded research project draws on life history interviewing to explore Early Years Educators construction and enactment of their professional identities, with a particular focus on the impact of localism on their higher education pathways.

Responsibility

Research Group Leader - Education, Identities and Society (EIS)

Outline of areas of interest

The Education, Identities and Society (EIS) research group is comprised of interdisciplinary scholars working within the Department of Education. The group has a strong and sustained research profile which sits at the intersection of Education, Sociology, Human Geography, Youth Studies and Digital Presence. Our work covers all educational sectors, and includes informal and alternative education settings. We strive for theoretically driven research that also has an important applied and policy focus. Our areas of expertise include:

  • Access and widening participation
  • Embodiment and embodied learning
  • Family and parenting
  • Youth identities
  • Professional formations and professional identities
  • Power, resistance, and compliance

This list is not exhaustive and there is much work going on in associated areas. We have considerable success in grant capture, publication, and research impact.  The group aims to collaborate and support each other with writing articles, book chapters, monographs, conference papers and research grant applications. The group also plans and hosts research seminar events which draw on the professional networks of group members within our individual areas expertise.

Newest selected publications

Hoskins, K. and Smedley, S. (2021) 'Book Review: Let the Children Play: How More Play Will Save Our Schools and Help Children Thrive'. Excelsior: Leadership in Teaching and Learning, 14 (1). pp. 60 - 62.Open Access Link

Journal article

Bradbury, A., Hoskins, K. and Fogarty, L. (2021) 'Policy actors in a hostile environment: the views of staff in maintained nursery schools in England'. Education 3-13: the professional journal for primary education, 0 (in press). pp. 1 - 15. ISSN: 0300-4279 Open Access Link

Journal article

Hoskins, K., Bradbury, A. and Fogarty, L. (2021) 'A frontline service? Nursery Schools as local community hubs in an era of austerity'. Journal of Early Childhood Research, 19 (3). pp. 355 - 368. ISSN: 1476-718X Open Access Link

Journal article

Barker, B. and Hoskins, K. (2021) 'Inequality and Social Mobility Key findings from three case studies of the varied aspirations and progression pathways followed by school and university students; and the implications for social mobility policy.'. FORUM. ISSN: 0947-0255 Open Access Link

Journal article

Roffey-Barentsen, J., Creaton, J., Hoskins, K., Taylor, S., Watts, M. and Wisker, G. (2020) 'Post qualification 'now you're a doctor, what next?'', in Burnell, I. and Roffey-Barentsen, J. (eds.) Completing Your EdD: The Essential Guide to the Doctor of Education. United Kingdom : Emerald Publishing Limited. pp. 237 - 256. ISBN 13: 9781789735666. Open Access Link

Book chapter
More publications(48)