Publications by CEEHE staff
For more information on CEEHE Research and Practice team members, see our 'People' page.
|2018||Burke PJ, Hayton A, Stevenson J, Evaluating Equity and Widening Participation in Higher Education, Trentham Books Limited, 190 (2018)|
|2017||Burke PJ, Crozier G, Misiaszek L, Changing Pedagogical Spaces in Higher Education: Diversities, Inequalities and Misrecogntion, Routledge, London and New York (2017) |
|2017||Whitty G, Furlong J, Knowledge and the Study of Education: An International Exploration, Symposium Books, Oxford (2017) |
|2016||Shah M, Bennett A, Southgate E, Widening Higher Education Participation: A Global Perspective, Chandos Publishing, Oxford, 264 (2016)|
|2016||Burke PJ, Shay S, Making Sense of Teaching in Difficult Times, 136 (2016)|
|2018||Burke P, 'Trans/Forming Pedagogical Spaces: Race, Belonging and Recognition in Higher Education', Dismantling Race in Higher Education Racism, Whiteness and Decolonising the Academy, Palgrave Macmillan, London 365-382 (2018)|
|2018||Burke PJ, Lumb M, 'Researching and evaluating equity and widening participation: praxis-based frameworks', Evaluating Equity and Widening Participation in Higher Education, Trentham, London (2018)|
|2018||Lumb M, 'Unintended imaginings: the difficult dimensions of possible selves', Possible Selves and Higher Education: New Interdisciplinary Insights, Routledge, London, UK (2018)|
|2018||Whitty GJ, 'Taking subject knowledge out and putting it back in again? A journey in the company of Michael Young', Sociology, Curriculum Studies and Professional Knowledge: New Perspectives on the Work of Michael Young, Routledge, Abingdon 17-30 (2018)|
|2017||Stevenson J, Whelan P, Burke PJ, ''Teaching excellence' in the context of frailty', Pedagogic Frailty and Resilience in the University 63-77 (2017)|
|2017||Whitty GJ, Anders J, ''Closing the Achievement Gap" in English Cities and Towns in the Twenty-First Century', Second International Handbook of Urban Education, Springer, Dordrecht 1079-1101 (2017)|
|2017||Whitty GJ, 'The marketization of teacher education: Threat or opportunity?', A Companion to Research in Teacher Education, Springer, Singapore 373-383 (2017)|
|2017||Yan F, Whitty GJ, 'Politics and policy changes in minority education in China: The case of XinYang', Advancing Multicultural Dialogues in Education, Palgrave Macmillan, London 313-333 (2017)|
|2016||Edwards T, Whitty G, Power S, 'Moving back from comprehensive secondary education?', Education Policy and Contemporary Politics 30-43 (2016)|
|2016||Southgate E, Bennett A, 'University Choosers and Refusers: Social Theory, Ideas of "Choice" and Implications for Widening Participation', Widening Higher Education Participation: A Global Perspective, Elsevier Chandos, Amsterdam 225-240 (2016)|
|2016||Whitty GJ, 'My life with the sociology of education', Leaders in the Sociology of Education: Intellectual Self-Portraits, Sense, Rotterdam 287-300 (2016)|
|2019||Bennett A, Lumb M, 'Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education', Policy Futures in Education, (2019)|
|2019||Bunn M, Lumb M, 'Education as Agency: Challenging educational individualisation through alternative accounts of the agentic', The International Education Journal: Comparative Perspectives, 18 7-19 (2019)|
|2018||Bunn M, Bennett AK, Burke PJ, 'In the anytime: Flexible time structures, student experience and temporal equity in higher education', TIME & SOCIETY, (2018)|
|2018||Burke PJ, Whitty G, 'Equity Issues in Teaching and Teacher Education', Peabody Journal of Education, 93 272-284 (2018)|
|2018||Gyamera GO, Burke PJ, 'Neoliberalism and curriculum in higher education: a post-colonial analyses', Teaching in Higher Education, 23 450-467 (2018)|
|2018||Motta SC, Bennett A, 'Pedagogies of care, care-full epistemological practice and 'other' caring subjectivities in Enabling Education', Teaching in Higher Education, unkown 1-25 (2018)|
|2018||Read B, Burke PJ, Grozier G, 'It is like school sometimes': friendship and sociality on university campuses and patterns of social inequality', Discourse, 1-13 (2018)|
|2017||Bennett AK, Burke PJ, 'Re/conceptualising time and temporality: an exploration of time in higher education', Discourse-Studies in the Cultural Politics of Education, (2017) |
|2017||Bennett AK, 'Connecting Research, Policy and Practice: Praxis-based studies of widening participation in higher education', International Studies in Widening Participation, 4 (2017)|
|2017||Burke PJ, 'Difference in higher education pedagogies: gender, emotion and shame', Gender and Education, 29 430-444 (2017)|
|2017||Lumb M, Roberts S, 'The inedito viavel (untested feasibility) of practitioner imaginations: Reflections on the challenges and possibilities of dialogic praxis for equity and widening participation', International Studies in Widening Participation, 4 18-33 (2017)|
|2017||Webb S, Burke PJ, Nichols S, Roberts S, Stahl G, Threadgold SR, Wilkinson J, 'Thinking with and beyond Bourdieu in widening higher education participation', Studies in Continuing Education, 39 138-160 (2017)|
|2017||Rak L, Fuller EA, 'Live, Learn, Grow: Supporting young people with a care experience through higher education', Student Success, 8 95-99 (2017)|
|2016||Burke PJ, 'Access to and Widening Participation in Higher Education', Encyclopedia of International Higher Education Systems and Institutions, (2016)|
|2016||Crozier G, Burke PJ, Archer L, 'Peer relations in higher education: raced, classed and gendered constructions and Othering', Whiteness and Education, 1 39-53 (2016)|
|2016||Clegg S, Stevenson J, Burke PJ, 'Translating close-up research into action: a critical reflection', Reflective Practice, 17 233-244 (2016)|
|2016||Whitty G, Wisby E, 'Education in England - a testbed for network governance?', Oxford Review of Education, 42 316-329 (2016)|
International Studies in Widening Participation
CEEHE hosts the International Studies in Widening Participation. The Journal is edited by Dr Anna Bennett and co-edited by Professor Penny Jane Burke.
Teaching in Higher Education
Professor Burke is editor of the Taylor & Francis international peer-reviewed journal Teaching in Higher Education.
The latest issue is a Special Issue addressing the theme: Gender, Post-truth Populism and Higher Education Pedagogies. This theme will also be explored at the December 2018 Gender and Education Association conference, to be held in Newcastle.
Threadgold, S. Burke, PJ. Bunn, M. (2018), Struggles and Strategies: Does social class matter in Higher Education? Report prepared for the Centre of Excellence for Equity in Higher Education, University of Newcastle, Australia. ISBN-978-0-9945381-9-2
Burke, PJ, Bennett, A, Bunn, M, Stevenson, J, Clegg, S (2017), It’s About Time: Working towards more equitable understandings of the impact of time for students in higher education, University of Newcastle, Australia. ISBN-978-0-9945381-5-4
Burke, PJ, Bennett, A, Burgess, C, Gray, K, Southgate, E (2016), Capability, Belonging and Equity in Higher Education: Developing inclusive approaches, University of Newcastle, Australia. ISBN-978-0-9945381-1-6
Bennett, A, Motta, SC, Hamilton, E, Burgess, C, Relf, B, Gray, K, Leroy-Dyer, S, and Albright, J (2016), Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia, University of Newcastle, Australia. ISBN-978-0-9945381-7-8
Atherton, G, Dumangane, C, and Whitty, G (2016), Charting Equity in Higher Education: Drawing the Global Access Map, London: Pearson ISBN: 978-0-992-42574-6
Equity Initiatives in Australian Higher Education: A Review of Evidence of Impact
Widening Participation in Higher Education: International Perspectives
Widening Participation in Higher Education: International Perspectives
International Network on Gender Social Justice and Praxis
University of Newcastle staff and postgraduate students are welcome to borrow publications from the CEEHE office located in room IDC210.
As there are only a limited number of each publication, readers can send an appointment request to firstname.lastname@example.org that outlines the loan period. Maximum time for each loan is two weeks from the date of pick up.
We ask that all books are returned to the CEEHE office on time and in the same condition they were borrowed.