[ Qualifications ]
[ Principal Interests ] [ Research
Supervision ] [ Biographical
Note ] [ Current
and Recent Research ] [ Publications ]
Qualifications
- 1987: BEd (Hons) Music and Primary Education (Council for National Academic Awards)
- 1989: Diploma in Music Therapy (Roehampton Institute of Higher Education)
- 1995: MA Education and Women's Studies (University of London Institute of Education)
- 2002: PhD (University of London Institute of Education)
Principal
Interests
I am interested in the sociology of schooling, and the use of feminist and critical theories to help understand how schools continue to produce unequal outcomes for children. Specific areas of interest include:
- boys, girls and achievement
- addressing heterosexism and homophobia in schools
- sociological perspectives on additional support for learning/special educational needs
- feminist poststructuralist theories
- ethnography in schools
- teacher education
Research
Supervision
I am happy to supervise research under the headings above. I currently supervise doctoral students in the following areas:
- Teachers' perceptions of 'inclusion'
- Inclusion as discourse and practice
Biographical
Note
I taught in schools in London for 14 years. I began as a primary class teacher, then taught in a special school for children with complex needs. I undertook my PhD, on the experiences of students with global learning difficulties in a mainstream secondary school, whilst working as a learning support teacher at the school. My PhD considered the intersection of perceived academic ability with gender, sexuality, social class, ethnicity and physical appearance in the 'identity work' of girls and young women considered to have special educational needs. In 2002 I completed my PhD and took up a post at the University of Birmingham where I was responsible for the MEd course in Learning Difficulties (Moderate and Severe). At this time I also worked on the National Evaluation of the Children's Fund, a very large government-funded project investigating the effectiveness of partnership working in children's services across England. In 2005 I moved to the University of Edinburgh, where I am mostly involved in initial teacher education. I am currently responsible for two 2nd year undergraduate courses in education theory, and I am particularly interested in embedding an academic literacies approach into these courses.
Current and Recent Research
The Scottish Independent Schools Project. With Bob Lingard, Adela Baird, Joan Forbes, John Horne, Kevin Stelfox and Gaby Weiner.
Educating Children from Armed Forces Families in Scottish Schools: the implications of interrupted learning for children, schools and communities. With Kate Day, Jane Mulderrig and Sheila Riddell.
Developing Academic Literacies in Teacher Education. With Brian Cosford, Moira
Leslie, Gillean McCluskey and Lindsay Paterson.
Publications
Selected
Publications
Books:
Benjamin, S. (2002) The Micropolitics of Special Educational Needs: An ethnography.
Buckingham: Open University Press
Ali, S., Benjamin, S. and Mauthner, M., (Eds.) (2004) The Politics of Gender and Education: Critical Perspectives. London: Palgrave
Journal Articles:
Benjamin, S. (2003) What 'Counts as 'Success'? Hierarchical discourses in
a girls' comprehensive school', Discourse 24/1, 105-118
Benjamin, S., Nind, M., Collins, J., Hall, K. & Sheehy, K. (2003) 'Moments
of Inclusion and Exclusion: Children negotiating classroom contexts', British
Journal of Sociology of Education, 24/5, 547-558
Chapters in Edited Books:
Benjamin, S. (2008) 'SEN', Inclusion and the Elision of Failure. In P. Hick & G. Thomas (Eds.) Inclusion and Diversity in Education. London, Sage.
Benjamin, S. (2009) Gender and Schooling. In J. Scourfield & B. Featherstone (Eds.) Gender and Chid Welfare. London, Wiley.
More
on the School's Publications Database
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