Conducting research on the social context of education, education policy and education governance, with a particular focus on inequalities in education, such as those relating to gender, race, disability and social class.
The Equality, Social Justice and Inclusion research cluster conducts high quality research on the social context of education. There is a particular focus on engaging with policy makers and practitioners in the area of inequalities in education, such as those relating to gender, race, disability and social class.
We seek to address some of the most pressing global social justice issues and believe no person should face social exclusion or live without access to education. In addition, all people should have a safe environment in which to learn and apply their knowledge and skills. Working with governments, civil society, UN agencies and other organisations, work in this area includes:
AQMeN is an inter-disciplinary research centre that aims to develop a dynamic and pioneering set of projects to improve our understanding of current social issues in the UK and provide policy makers and practitioners with the evidence to build a better future. The broad areas of research are: crime and victimisation; education and social stratification; and urban segmentation and inequality. AQMeN also aims to continue building capacity in the use of intermediate and advanced level quantitative methods amongst the UK social science community.
CREID undertakes research exploring issues of inclusion and exclusion for children and adults in education and related social policy fields, including training, employment, health and social care. Its research informs policy and practice and is geared towards the pursuit of equality, social justice and social inclusion for a wide range of disadvantaged groups.
CERES is an interdisciplinary research Centre for the study of ‘race’, ethnicity, languages, culture and migration. Research is focused on the cultural and institutional processes which impact on the life-chances of marginalised individuals and groups.
The Scottish Sensory Centre (SSC) promotes and supports new developments and effective practices in the education of children and young people who are visually impaired, deaf and deafblind. It achieves this by means of CPD short courses, conferences, research and providing a postal resource library.
New technology has much to offer people with physical, communication or sensory difficulties.
However, the wide range of possibilities means that choosing and using these technologies with particular individuals can be complex and sometimes daunting. CALL Scotland addresses these problems and works to help people with disabilities (and their families, carers and professional helpers) get the most from this new technology. CALL Scotland specialises in helping pupils in education to access the curriculum and to participate and be included alongside their classmates.
STEP aims to:
Our programme of research around Teachers as Agents of Change analyses data about teachers’ beliefs and situated practices, to explore the conditions that support teachers’ acting as agents of change in their schools. The programme offers opportunities for teachers and other school staff to get involved in both research and professional development activities.