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Dr Charlotte Chadderton

Reader in Education, Cass School of Education and Communities

Cass School of Education and Communities

Dr Chadderton is Reader in Education and researches issues of of social justice and inequalities in education with a particular focus on race equality.

    Dr Charlotte Chadderton joined UEL in October 2010. She researches issues of social justice and inequalities in education, with a particular focus on race equality. Her particular areas of interest include:

    • Critical theories of race including Critical Race Theory and Critical Whiteness Studies;
    • Poststructural theories in education;
    • Young people and transitions to work, education and training;
    • Careers Education, Information, Advice and Guidance (CEIAG);
    • Securitisation and militarisation of education, surveillance and social control in schooling;
    • Disaster education;
    • Public pedagogies;
    • Lifelong Learning;
    • Qualitative research methodologies.

    Charlotte has 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. Her work also investigates the possibilities of representation in social justice research and challenges the possibilities of empowerment and making voices heard in raced contexts. She is currently leading a project funded by the London Borough of Hackney examining 'Improving outcomes for young black men'. She is a member of UEL’s International Centre for research in Public Pedagogies. Further 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.

    Charlotte also has an ongoing interest in the field of school to work transitions, vocational education and CEIAG, and issues of equity and discrimination in these areas. She is currently leading 'A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity', (£25k), funded by the Aldgate and Allhallows Foundation and has recently completed a project which investigates ways of improving careers education in English secondary schools, 'After Connexions: Better careers education, better outcomes’, (£66k), funded by the Greater London Authority. She is also conducting research which explores the under-representation of minority ethnic young people in apprenticeships in England and Germany.




    Overview

    Charlotte works on 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. She has particular experience of research with disadvantaged groups and young people.

    Current funded projects
    2016-March 2018 Director UEL Team, Careers Clusters in the Legacy Boroughs, Skills Funding Agency via Hackney Community College.
    2015-16 Co-Director, Improving outcomes for young black men', (£20k), London Borough of Hackney
    2014-19 Principle Investigator, 'A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity', (£25k), Aldgate and Allhallows Foundation, London.

    Previous funded research projects include:
    2013-14 Principle Investigator, After Connexions: Better careers education, better outcomes’, (£66k), London Enterprise Panel, Greater London Authority.
    2012-15 ‘Threats to Infrastructures: consolidation, collaboration and future orientation’, (£450k), PI Prof John Preston for ESRC
    2012 Principle Investigator, ‘Minority ethnic young people and apprenticeships in the UK and Germany: representation and under-representation’, Early Career Researcher Accelerator Grant (£5k), University of East London
    2011 PI, ‘English Schools under Surveillance’, Research Development Fund (£5k), 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.

    Other scholarly activities
    External examiner on BA in Education, University of Roehampton
    Co-convener of the Race, Ethnicity and Education Special Interest Group of the British Education Research Association (2013-16)
    Member of BERA
    Member of the International Centre for research in Public Pedagogies, University of East London
    Reviewer for British Council 'Researcher Links' grants programme
    Research mentor





    Collaborators

    • test

    Research

    2016
    Chadderton, C. (2016) Volunteering, social cohesion and race: the German Technical Relief Service, Voluntary Sector Review, 7 (3), pp. 233-249.
    Kitagawa, K., Preston, J. and Chadderton, C. (2016) Preparing for disaster: a comparative analysis of education for critical infrastructure collapse, Journal of Risk Research
    Chadderton, C., Mansaray, A. and Weekes-Bernard, D. (2016) Report on the partnership model for improving outcomes for young black men for the London Borough of Hackney. Report for the London Borough of Hackney.

    2015
    Preston, J. Chadderton, C. Kitagawa, K. and Edmonds, C. (2015) Community response in disasters: an ecological learning framework, International Journal of Lifelong Education 34:6, 727-753.
    Chadderton, C. (2015) Civil defence pedagogies and narratives of democracy: disaster education in Germany, International Journal of Lifelong Education 34:5, pp. 589-606.
    Chadderton, C. (2015) The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education 13:2, pp. 84-97.
    Chadderton, C. and Edmonds, C. (2015) Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education and Training 67:2, pp. 136-152.
    Chadderton, C. (2015) UK Secondary Schools under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. In Kupfer, A. (Ed.) Power and Education. Contexts of oppression and opportunity. Palgrave Macmillan.

    2014
    Chadderton, C. & Wischmann, A. (2014) Racialised norms in apprenticeship systems in England and Germany, Journal of Vocational Education & Training 66:3, pp.330-347.
    Preston, P., Chadderton, C. & Kitagawa, K. (2014) The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education 12:4, pp. 437-456.
    Chadderton, C. (2014) The militarisation of education: Troops to Teachers and the implications for Initial Teacher Education and race equality. Race, Ethnicity and Education 14:3, pp.407-428 (Special issue on Initial Teacher Education: developments, dilemmas and challenges)
    Colley, H., Chadderton, C. & Nixon, L. (2014) Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education 55:2, pp. 104-121.
    Chadderton, C. (2014) Book review of Surveillance Schools. Security, discipline and control in contemporary education by E. Taylor, Surveillance and Society, 12:1 pp. 182-4.
    Chadderton, C. and Edmonds, C. (2014) Enhancing School-based Careers Work for Years 7-9. Report for the Greater London Authority.

    2013
    Chadderton, C. (2013) Towards a research framework for race in education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education 26:1, pp.39-55.
    Preston, J. & Chadderton, C. (2013) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. In Chakrabarty, N., Roberts, L. and Preston, J. (eds.), Critical Race Theory in England, Routledge.
    Chadderton, C. (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, 139-154.
    Chadderton, C. (2013) Book review of Lifelong learning in Europe: equity and efficiency in the balance by S. Riddell, J. Markowitsch, and E. Weedon, Journal of Vocational Education & Training, 65:3.

    2012
    Chadderton, C. (2012) Problematising the role of the white researcher in social justice research. Ethnography and Education 7:3, pp. 363-380.
    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.
    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.
    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.
    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.

    2011
    Chadderton, C. (2011) Not capturing voices? A poststructural critique of the privileging of voice in research. In Czerniawski, G. & Kidd, W. (eds.) The student voice handbook: Bridging the academic/ practitioner divide. Bingley: Emerald, 73-85.
    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).

    2010
    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.
    Colley, H., Chadderton, C. & Lewin, C. (2010) Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today 18: 3, 33-37.
    Colley, H., Lewin, C., Chadderton, C. (2010) The impact of 14-19 reforms on career guidance in England. Economic and Social Research Council.

    2009
    Chadderton, C. (2009) Educational Policy and minority ethnic young people in the UK. Online resource: www.network-migration.org.
    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.
    MMU Team (2009) Barclay’s Spaces for Sports Report. Report for Barclay’s.

    2008
    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.

    2007
    Chadderton, C. (2007) Exploring the Potential for Voluntary Community Researchers to Support Research into the Learning and Employability Needs of Local People in North Manchester. Report for Learn Net and the Harpurhey Neighbourhood Project.

    Blog posts
    Career Guidance for KS3: opportunities and pitfalls
    http://www.educationandemployers.org/research/career-guidance-for-ks3-opportunities-and-pitfalls/
    The Militarisation of education: https://berarespectingchildren.wordpress.com/2014/08/21/the-militarisation-of-education-troops-to-teachers-and-the-implications-for-initial-teacher-education-and-race-equality/#more-136
    After Connexions: how UEL research is helping schools develop tailor-made careers advice:
    http://uelresearch.wordpress.com/2014/03/21/after-connexions-how-uel-research-is-helping-schools-develop-tailor-made-careers-advice/

    Publications

    Current funded projects
    2016-March 2018 Director UEL Team, Careers Clusters in the Legacy Boroughs, Skills Funding Agency via Hackney Community College.
    2015-16 Co-Director, Improving outcomes for young black men', (£20k), London Borough of Hackney
    2014-19 Principle Investigator, 'A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity', (£25k), Aldgate and Allhallows Foundation, London.

    Previous funded research projects include:
    2013-14 Principle Investigator, After Connexions: Better careers education, better outcomes’, (£66k), London Enterprise Panel, Greater London Authority.
    2012-15 ‘Threats to Infrastructures: consolidation, collaboration and future orientation’, (£450k), PI Prof John Preston for ESRC
    2012 Principle Investigator, ‘Minority ethnic young people and apprenticeships in the UK and Germany: representation and under-representation’, Early Career Researcher Accelerator Grant (£5k), University of East London
    2011 PI, ‘English Schools under Surveillance’, Research Development Fund (£5k), 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.

    Funding

    Charlotte researches issues of social justice and inequalities in education with a particular focus on race equality.


    Interests

    Portfolio

    Charlotte teaches on the Professional Doctorate in Education, leading sessions on:
    • Ethnography
    • Case study
    • The literature review
    • The PhD student's journey
    • Critical Race Theory
    • Feminist methodologies

    Doctoral supervision:
    • Warren Kidd: Tinkering with the tools of their trade: An action research account of changing choices and emerging professional identities amongst Newly Qualified Teachers in the post-compulsory sector, using emergent technology for reflective practice.
    • Ximena Bonilla: Racial identity in teachers' practice in Colombia.
    • Dominik Jackson-Cole: An exploration of the factors contributing to the success of BAME students in postgraduate STEM courses in England.
    • Tamikah Thomas: Black women in educational leadership

    PhD completions:
    • Nasima Hassan: Locating and exploring Muslim consciousness in the narratives of British Muslim women in East London (2014)
    • David Flinton: Competency based assessment using virtual reality (VERT): is it a realistic possibility? (2016)
    • Kulvarn Atwal: A critical analysis of the impact of action research on teachers' professional development. (2016)



    Teaching