Professor Madeleine Arnot
Position/Status
Professor in Sociology of Education
E-mail Address: mma1000@cam.ac.uk
Phone: 44 (0)1223-767644
Qualifications
MA (Hons) in Sociology (Edinburgh University)
MA (Cambridge University)
PhD Sociology of Education (Open University)
Honorary Doctorate, University of Uppsala, Sweden
Membership of Professional Bodies/Associations
Fellow of the Academy of Social Sciences (AcSS)
Fellow of the Royal Society of Arts and Manufacturing (FRSA)
British Sociological Association
British Educational Research Association
American Educational Research Association
Profile
Madeleine Arnot is a Professor of Sociology of Education at Cambridge University. She is a Fellow of the Academy of Social Sciences, and a Professorial Fellow and Director of Studies (Education) at Jesus College.
As Visiting Professor, she teaches regularly at the University of Porto, Portugal and the Aristotle University of Thessaloniki, Greece and has been Visiting Professor at the Institute of Education, Stockholm University (2005). She held the George A Miller Visiting Professorship of the University of Illinois, USA (2000). Other appointments include Noted Scholar, Faculty of Education, University of British Columbia (1993), Visiting Scholar, Tromso University, Norway (1980); Visiting Scholar invited by Anglo-Israeli Study Group (1991); and Visiting Professor at OISE, Canada (1983. She has been consulted on the development of equal opportunities policy in education internationally, by the Ministry for the Advancement of Women, Luxembourg, the Ministry of Education and Science, the Ministry of Culture and Education, Argentina, the Ministry to the Presidency, Greece, and the EC Project on Teacher Training: Ministry for Equality between the Sexes, Portugal. She has advised the Swedish Research Council, and the Chinese Advanced Leadership Programme.
Her primary interest is in the development of sociology of education and in particular in the role of education in relation to social inequalities and the promotion of social equality. She is internationally known for her work on socio-cultural reproduction theory and her use of Bernstein's theory of pedagogy in relation to gender and education.
She began her career as part of the Schooling and Society team at the Open University in l975 (under the name MacDonald) focussing specifically on social class issues. Since the l980s she developed theories of gender codes and schooling focusing on the history of co-education, the curriculum, family and schooling, youth cultures and identities. This work is brought together in her collection Reproducing Gender? Essays on educational theory and feminist politics. She was commissioned by the Equal Opportunities Commission, with Gaby Weiner and Miriam David, to assess the national impact of Conservative educational reforms on equal opportunities in schools. In l996-7 she directed an OFSTED commissioned project (with J. Gray, M. James and J. Rudduck) reviewing research on gender and educational performance. In 2000 she joined the ESRC/TLRP network on pupil consultation and with Diane Reay researched what pupils say about learning in primary and secondary schools. This project has been written up in various articles and will form the basis of a book Social Inequalities Reformed: consulting pupils about learning (Routledge 2008/9)
In the l990s, she researched gender and citizenship issues through an EC funded project on student teachers' political awareness in Greece, Spain, Portugal and England and Wales. The study led to the publication of a co-edited international collection Challenging Democracy: international perspectives on gender, education and citizenship (with Jo Anne Dillabough). She was a member of the Steering Group for the Beyond Access: gender, education and development project and the International Steering Group for UNESCO Education for All: Gender Monitoring Project. In 2005 she joined the 'Improving Educational Outcomes for Pro-Poor Development' (DFID funded) project working on Youth, Gender and Citizenship study in India, Kenya, Ghana and Pakistan. She recently co-edited with Shailaja Fennell, Gender Education and Equality in the Global Context: conceptual frameworks and policy perspectives (Routledge, 2008).
In 2004 she established the Research Consortium on the Education for Asylum-Seeker and Refugee Children with the General Teaching Council, the National Union of Teachers and the Refugee Council. The first project report The education of asylum-seeker and refugee children: LEA values, policies and practices is now available (see below). Her forthcoming book on this project with Halleli Pinson and Mano Candappa will be published by Palgrave MacMillan in 2008/9.
She is currently a member of the Executive Editorial Board of the British Journal of Sociology of Education and International Studies in Sociology of Education.
Academic Area/Links
- Sociology of Education and Education Policy
- Gender Education and Equality
- Citizenship Education and the Learner Citizen
- Education and Pro-Poor Development
- Migration, Diversity and Education
Research Topics
- Gender Education and Equality
- Gender education, poverty and development
- Bernstein's sociology of pedagogy
- Adolescent masculinity and schooling
- Pupil consultation and the social conditions of learning Youth, citizenship and citizenship education
- The education of asylum-seeker and refugee children
Recent Research Projects
DFID: Youth, Gender and Citizenship as part of the Improving Educational Outcomes for Pro-Poor Development 2005-2010 with partners in Ghana, Kenya, India and Pakistan. Faculty of Education Development Fund: Schooling, Security and Belonging: relations between asylum seeker and refugee students, 2006 -7 with M. Candappa.
General Teaching Council: The Education of Asylum-Seeking and Refugee Children: a study of LEA and school values, policies and practices, 2003-2005.
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THE EDUCATION OF ASYLUM-SEEKER AND REFUGEE CHILDREN: A STUDY OF LEA AND SCHOOL VALUES, POLICIES AND PRACTICES Madeleine Arnot and Halleli Pinson The final report can be downloaded as a PDF file from here. This report is a result of a small-scale research project initiated by the Research Consortium on the Education of Asylum-Seeker and Refugee Children. The research consortium consists of the following participating organisations: The Faculty of Education University of Cambridge, the General Teaching Council for England (GTC), the National Union of Teachers (NUT), and the Refugee Council. The aim of the consortium is to promote effective teaching, learning and integration of asylum-seeker and refugee pupils by undertaking and disseminating research on the needs and experiences of asylum-seeker and refugee pupils and on the work of professionals who support them. This report outlines the national and local context in which schools have attempted to address the education of asylum-seeker and refugee children. It investigates how LEAs provide for such pupils, the support offered to schools and the characteristics, values and approaches underlying LEA policies, practices and strategies for the inclusion of this group. It highlights, by exemplification, the practice that already exists, and offers some ways forward for both policy and research. The basis for this study was a survey of 58 LEAs and a case study investigation of three LEAs employing a 'holistic' approach. |
ESRC: Pupil Consultation and the Social Conditions of Learning: race, class and gender, 2000-2002, with Prof. Diane Reay
Course Involvement
- MPhil: Educational Research
- M.Phil Politics, Democracy and Education (from January 2008)
- PhD supervision
Recent Publications
Arnot, M. (2008 in press)
Educating the Gendered Citizen, London: Routledge.
Fennell, S. and Arnot, M. (eds) (2008)
Gender Education and Equality in a Global Context: conceptual frameworks and policy perspectives, London: Routledge.
Moore, M. Arnot, M., Beck, J. and Daniels, H. (eds) (2006)
Knowledge, Power and Social Change: applying the sociology of Basil Bernstein, London: Routledge.
Arnot, M. and Mairtin Mac an Ghaill, M (eds) (2006)
Gender and Education Reader, London: Routledge.
Arnot, M., McIntyre, D., Peddar, D. and Reay, R. (2003)
Consultation in the Classroom: pupil perspectives on teaching and learning, Cambridge: Pearson Publishers.
Arnot, M. (2002)
Reproducing Gender? Critical essays on educational theory and feminist politics, London: RoutledgeFalmer.
Arnot, M. and Dillabough, J. (eds) (2000)
Challenging Democracy? International perspectives on gender, education and citizenship, London: RoutledgeFalmer.
Arnot, M., David, M., and Weiner, G. (1999)
Closing the Gender Gap: post-war education and social change, Cambridge, Polity Press.
Arnot, M., Gray, J., James, M., and Rudduck, J. (l998)
Recent Research on Gender and Educational Performance, London, The Stationery Office/Office for Standards in Education.
Arnot, M. and Weiler, K. (eds) (l993)
Feminism and Social Justice in Education: international perspectives, Lewes, Falmer Press.