I joined UEL as Postdoctoral Research Fellow in October 2010 from the Education and Social Research Institute, Manchester Metropolitan University.  I research issues of social justice and inequalities in education, with a particular focus on race equality. My particular areas of interest include:

• Critical Race Theory and other theories of race;
• Poststructural theories in education;
• Young people and transitions to work, education and training;
• Careers Education, Information, Advice and Guidance (CEIAG);
• Securitisation of education, surveillance and social control in schooling;
• Qualitative research methodologies.

I have written widely on issues of race in education and research, including developing and adapting CRT for the UK context, the extent to which poststructuralist theory can be applied to critical research in education, as well developing poststructural theories of race and exploring and problematising issues of whiteness in research.   My work also investigates the possibilities of representation in social justice research and challenges the possibilities of empowerment and making voices heard in raced contexts.   My PhD, entitled, ‘Discourses of Britishness, race and difference: minority ethnic students’ shifting perceptions of their school experience’ (2009) provided the first ethnographic study of Citizenship Education (CE) in secondary schooling and argued that CE, far from being neutral, contributed to racialising of pupils and reproduced raced notions of Britishness. 

My more recent work is in the area of militarisation and surveillance in schooling and the way in which this increased securitisation impacts on issues of race in education. I am currently working on an ESRC-funded project, Mass Population Response to Critical Infrastructure Collapse, (PI John Preston). This comparative project (UK, US, Germany, Japan, New Zealand) examines how governments prepare citizens for collapse in the Critical National Infrastructure (CNI); how they model collapse and population response; the influence of these security policies on education systems, and their potential implications for social justice.   

I also have an ongoing interest in the field of school to work transitions, vocational education and CEIAG, and issues of equity and discrimination in these areas. I am currently investigating ways of improving careers education in English secondary schools now that funding has been withdrawn from the Connexions service, as well as conducting research which explores the under-representation of minority ethnic young people in apprenticeships in England and Germany. Recent completed projects in this field include 'The Meso-social benefits of VET for social groups and communities' , for the European Commission, CEDEFOP, (PI John Preston) which looked at the experiences of marginalised social groups of Vocational Education and Training (VET) and ‘The impact of 14-19 reforms on career guidance in England’, (PI Helen Colley) for the ESRC which investigated the current state of CEIAG in England.

I have worked on several qualitative research projects in the fields of secondary education, youth transitions and guidance, lifelong and informal learning, and race, using ethnographic, feminist, critical race and poststructural research methods. I have particular experience of research with disadvantaged groups and young people.

Previous funded research projects include:

• 2012 Principle Investigator, ‘Minority ethnic young people and apprenticeships in the UK and Germany: representation and under-representation’, Early Career Researcher Accelerator Grant, University of East London
• 2011 PI, ‘English Schools under Surveillance’, Research Development Fund, University of East London
• 2011 'The Meso-social benefits of VET for social groups and communities' Director Prof John Preston for CEDEFOP.
• 2008- 2010 ‘The impact of 14-19 reforms on career guidance in England’, Director Prof Helen Colley for ESRC.
• 2008 ‘Supporting sustainable progression post-16’, Director Prof Helen Colley for the Learning and Skills Council.
• 2007-8 ‘Evaluation of the Greater Merseyside and West Lancashire Lifelong Learning Network’, Director Prof Helen Colley for Greater Merseyside & West Lancashire Lifelong Learning Network.

Current PhD supervision

• Muslim identities
• feminist methods
• emerging teacher identities

Journal articles

Chadderton, C. (In press 2013) Towards a research framework for race in education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education 26:8. http://hdl.handle.net/10552/1842 

Chadderton, C. (2012) Problematising the role of the white researcher in social justice research.  Ethnography and Education7:3, pp. 363-380. http://hdl.handle.net/10552/1843

Chadderton, C. & Colley, H. (2012) School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse. Studies in the cultural politics of education 33:3, pp. 329-343. http://hdl.handle.net/10552/1809

Chadderton, C. (2012) UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies 10:1 http://www.jceps.com/PDFs/10-1-06.pdf.

Preston, J. & Chadderton, C. (2012) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. Race, Ethnicity and Education 15:1, pp. 85-100.

Book reviews

Chadderton, C. (2012) Book review of Racism and Education in the UK and the US: towards a socialist alternative by M. Cole Power and Education, 4:3.

Chadderton, C. (2009) Book Review of Recasting Race: women of mixed heritage in further education by I. Dewan British Education Research Journal, 35: 6, 929-937.

Book chapters

Chadderton, C. (In press 2013) Secondary schools under surveillance: young people ‘as’ risk in the UK. An exploration of the neoliberal shift from compassion to repression. In Cudworth, E.; Senker, P. and Walker, K. eds. Technology, Society and Inequality: New Horizons and Contested Futures, Peter Lang.

Chadderton, C. (2011) Not capturing voices? In Czerniawski, G. & Kidd, W. (eds.) The student voice handbook: Bridging the academic/ practitioner divide. Bingley: Emerald, 73-85. http://roar.uel.ac.uk/1846/

Chadderton, C. & Torrance, H. (2010) Case Study. in Somekh, B. & Lewin, C. Theory and Methods in social research. London,Thousand Oaks,New Delhi: Sage Publications.

Publications for practitioners

Colley, H., Chadderton, C. & Lewin, C. (2010) Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today18: 3, 33-37. http://hdl.handle.net/10552/1844

Chadderton, C. (2009) Educational Policy and minority ethnic young people in theUK. Online resource: www.network-migration.org.

Research reports

Ravenscroft, A., Kolokitha, M., Preston, J., Brimicombe, A., Chadderton, C., Edmonds, C., McAlister, S., Li, Y., Ferrario, M. A., Longstaff, M., Bond, K. (2011) Westfield Opening Observation Exercise. Report for the Olympic Delivery Authority.

Mostafa, T., Edmonds, C., Preston, J., Green, A., Jenkins, A., Chadderton, C. (2011) The Meso-social benefits of VET for social groups and communities. Report for the European Commission (CEDEFOP).

Colley, H., Lewin, C., Chadderton, C. (2010) The impact of 14-19 reforms on career guidance in England. Economic and Social Research Council.

Colley, H. & Chadderton, C. (2008)  Supporting sustainable progression post-16. Report for the Learning and Skills Council.

Colley, H. & Chadderton, C. (2008) Evaluation of the Greater Merseyside and West Lancashire Lifelong Learning Network. Report for the GM & WL LLN.

Recent conference papers

Sept 2012 The Counter Terrorism agenda in English schools: what are the implications for race? European Conference of Educational Research (ECER), Cadiz University, Spain 17-21 Sept.

May 2012 (with Casey Edmonds) Vocational Education and Training for under-representedsocial groups: benefits or barriers? Research and Knowledge Exchange Conference, University of East London, 3 May.

Sept 2011 (with Casey Edmonds) Vocational Education and Training (VET) and refugees: the protection of white privilege? European Conference of Educational Research (ECER), Free University, Berlin, 13-16 September.

Sept 2011 UK secondary schools under surveillance: youth ‘at’ risk or youth ‘as’ risk? European Conference of Educational Research (ECER), Free University, Berlin, 13-16 September.

July 2011 UK secondary schools under surveillance: the implications for race: A Critical Race and Butlerian analysis. Conference of Critical Education, Athens, 12-16 July.

June 2011 New surveillance technologies and the construction of ‘deviant’ subjectivities in schooling: A Critical Race and Butlerian analysis. York Deviancy Conference, 29 June - 1 July.

April 2011 (with John Preston) Grievable bodies and recognisable lives: a Butlerian and Critical Race Theory analysis of mass casualty plans and surveillance in the ‘war on terror’. British Sociological Association Annual Conference, London School of Economics, 6-8 April.

Sept 2010 (with Helen Colley) Career guidance unbound: a case of strategic resistance? British Educational Research Association (BERA) Annual Conference, University of Warwick, 1-3 September.

Sept 2010 Resisting dominant discourses of racially boundaried selves.  British Educational Research Association (BERA) Annual Conference, University of Warwick, 1-3 September.

April 2010 The research process as a performance of white hegemony? Resistance to racialisation in social justice research with young people, Researching Young Lives, University of Limerick, 30 April.

Oct 2009 Citizenship Education as a dangerous space for minority ethnic young people, European Conference of Educational Research (ECER), University of Vienna, 25-30 September.

Oct 2009  Becoming, Unbecoming, and Not-Becoming in Professional Careers: A Case Study of Career Guidance Practitioners, ECER, University of Vienna, 25-30 September.

Sep 2009 Citizenship Education as a dangerous space for minority ethnic young people, British Educational Research Association (BERA) Annual Conference, Manchester University, 4-6 September.

June 2009 Citizenship Education in the UK: an increasingly dangerous space for minority ethnic young people, Diasporas, Migration and Identities: Crossing Boundaries, New Directions Conference, Centre for Research on Nationalism, Ethnicity and Multiculturalism (CRONEM), University of Surrey, 11-12 June.