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Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017 (2019)
Journal Article
Ploner, J., & Jones, L. (in press). Learning to belong? ‘culture’ and ‘place making’ among children and young people in Hull, UK City of Culture 2017. Children's Geographies, https://doi.org/10.1080/14733285.2019.1634245

Despite the rise of ‘child-friendly cities’ internationally, and a growing interest in youth engagement in urban planning, the role of children and young people in culture-led regeneration and ‘place making’ schemes, remains under-researched. Notwith... Read More

The ‘C-Word’: novice teachers, class identities and class strategising (2019)
Journal Article
Jones, L. (in press). The ‘C-Word’: novice teachers, class identities and class strategising. Pedagogy, Culture and Society, 1-17. doi:10.1080/14681366.2019.1566161

This paper draws on a longitudinal qualitative study exploring the influence of the social class identities of novice teachers on their emerging teacher identities. The paper focuses on the ways in which, even at an implicit level, many novice teache... Read More

Exploring inclusive practices in primary schools : focusing on children’s voices (2014)
Journal Article
Adderley, R., Hope, M., Hughes, G., Jones, L., Messiou, K., & Shaw, T. (2014). Exploring inclusive practices in primary schools : focusing on children’s voices. European journal of special needs education, 30(1), 106-121. https://doi.org/10.1080/08856257.2014.964580

This paper reports a small-scale research project which took place in one primary school in the north-east of England. The study aimed to listen to children about how the practices of teachers helped and/or hindered their sense of inclusion in classr... Read More

Extended schools in England : emerging rationales (2014)
Journal Article
Dyson, A., & Jones, L. (2014). Extended schools in England : emerging rationales. International journal for research on extended education IJREE, 2(1), 5-19. https://doi.org/10.3224/ijree.v2i1.19531

Schools in many countries are beginning to take on extended roles, working with families and communities as well as with students. However, the rationales underpinning such developments are often unclear. This paper reports on case studies of 20 scho... Read More

Social class (in)visibility and the professional experiences of middle-class novice teachers (2013)
Journal Article
Hall, D., & Jones, L. (2013). Social class (in)visibility and the professional experiences of middle-class novice teachers. Journal of education for teaching : JET, 39(4), 416-428. https://doi.org/10.1080/02607476.2013.782121

This article focuses upon the classed and early professional experiences of middle-class novice teachers in England experiencing and contemplating working in schools serving socio-economically disadvantaged communities. Through an examination of the... Read More

Education and poverty: mapping the terrain and making the links to educational policy (2009)
Journal Article
Raffo, C., Dyson, A., Gunter, H., Hall, D., Jones, L., & Kalambouka, A. (2009). Education and poverty: mapping the terrain and making the links to educational policy. International Journal of Inclusive Education, 13(4), (341-358). doi:10.1080/13603110802124462. ISSN 1360-3116

Although there is widespread agreement that poverty and poor educational outcomes are related, there are different explanations about why that should be the case. The purpose of this paper is to provide a conceptual synthesis of some of the research... Read More