- Kingston University, London, Equality, Diversity and Inclusion, Faculty MemberUCL Institute of Education, Department of Curriculum, Pedagogy and Assessment, Department Member, and 2 moreadd
- Sociology of Education, Retention of first generation college students, Access and Equity, Higher Education, Social mobility and education. Social class. Ethnicity/'race' and minority studies. Roma/Gypsy/Travellers. Mixed methods research, Student Finances, Ethnic Minority Pupils in Mainstream Education, and 6 moreInclusion of Children from Diverse Cultures Into Mainstream Education, Ethnic Minority Identities, Cultures and Languages, Critical Race Theory, Critical Race Theory and Whiteness theory, and Critical Mixed Race Studiesedit
- Senior Fellow of the Higher Education Academy
PhD Education, University of East London
MPhil Education, University of Cambridge
BSc Geography, University of Northampton
Independent Equality, Diversity and Inclusion Consultant in higher education.
Expertise in creating inclusive working environments, anti-harassment and anti-bullying, inclusive education, anti-racist education, decoloniality,edit
In this chapter we discuss meritocracy in higher education and argue that despite its promise, the main meritocratic assumptions and practices do not lead to greater gender diversity, equity and inclusion. First, we define meritocracy,... more
In this chapter we discuss meritocracy in higher education and argue that despite its promise, the main meritocratic assumptions and practices do not lead to greater gender diversity, equity and inclusion. First, we define meritocracy, nuancing debates around the intersections of privilege, talent, effort and achievement. Then, with references to relevant theories and examples from practice, we argue that meritocracy privileges majoritarian groups. This happens because of meritocracy’s insistence on formal equality of opportunities, subjective requirements and meritocracy severing solidarity. We present alternatives to hegemonic meritocratic thinking that concentrate on advancing the common good.
Research Interests:
Research Interests:
This thesis aims to address a paucity in the literature of the experiences of 'home' Black and Minority Ethnic (BME) students in postgraduate (PG) education in England, with a particular focus on Science, Technology, Engineering... more
This thesis aims to address a paucity in the literature of the experiences of 'home' Black and Minority Ethnic (BME) students in postgraduate (PG) education in England, with a particular focus on Science, Technology, Engineering and Mathematics (STEM). This is done by (1) identifying institutional barriers to access to and progression through PG study, including the role of Widening Participation (WP) policy and (2) the factors facilitating educational success of BME students. This thesis uses a multi-faceted framework of intersectionality (Crenshaw, 1991), Critical Race Theory (CRT) (Gillborn, 2008), Bourdieusian thinking tools (Bourdieu 1997) and Yosso's (2005) community cultural wealth (CCW) capitals (aspirational, linguistic, social, navigational, familial and resistant). It argues for the addition of what is theorised as perspective capital to the CCW framework, which can be seen as a resource that allows people of colour to make contributions to the field, stemming...
