Linda Dunne

Academic Interests

Linda began her career in education as a secondary school English teacher and then worked for some time as an English Co-ordinator in the special school sector. She has worked as a Lecturer at Edge Hill University since 2001, teaching on undergraduate and postgraduate professional development programmes in the area of inclusive education.

Linda recently completed a Doctorate in Education with the University of Sheffield. Her thesis was a cultural critique of discourses and practices of inclusion. Linda is particularly interested in Foucauldian theory and poststructuralist ideas concerning discourse, subjectivity and the formation of learner. Her concern is with applying theories empirically to critique the ways that children are represented and spoken about in schools.

Linda is also interested in the notion of lifelong learning. She is currently enagaged in an institutionally funded research project that explores the changing landscape of the wider school workforce and, in particular, the career trajectories of teaching assistants in schools. This peer-collaborative, study has so far raised questions around issues of professional and personal identity and changing forms of capital.

Some Recent Publications

Woolhouse, C., Dunne, L., and Goddard, G. (2009) ‘Lifelong learning: Teaching assistants’ experiences of economic, social and cultural change following completion of a foundation degree’,  International Journal of Lifelong Education Forthcoming

Dunne, L. (2009) 'Discourses of Inclusion: a critique' in Power and Education 1 (1)

Dunne, L., Goddard, G and Woolhouse, C. (2008) ‘Teaching assistants’ perceptions of their professional role and their experiences of doing a Foundation Degree’, Improving Schools 11 (3),  239-249.

Dunne, L., Goddard, G and Woolhouse, C. (2008) ‘Mapping the changes: a critical exploration into the changing career trajectories of teaching assistants who undertake a Foundation degree’, Journal of Vocational Education & Training 60 (1), 49–59

Dunne, L., Goddard, G and Woolhouse, C. (2008) ‘Resisting the utilitarian utopia: teaching assistants’ experiences of doing a Foundation Degree’. Paper presented at Discourse, Power and Resistance (DPR) Conference, University of Manchester, March 2008.

Dunne, L., Goddard, G and Woolhouse, C. (2008) ‘Starting a Foundation degree: Teaching Assistants self-perceptions of their personal and professional identities’. Paper presented at SCUTREA Conference, Edinburgh, July 2008. British Education Index, [PDF]

Selected Book Publications

Dunne, L. ‘Inclusion’ in: Walton, A., and Goddard, G. (Eds.) Supporting Every Child: A Course Book for Foundation Degree Teaching Assistants (London: Learning Matters) Forthcoming March, 2009.

Recent and Forthcoming Presentations

Dunne, L., Goddard, G., and  Woolhouse, C. (2009) `Mapping the changes: a longitudinal study of the career trajectories and experiences of classroom teaching assistants who undertake a Foundation Degree', British Educational Research Association (BERA), Manchester University

Dunne, L., and Woolhouse, C. (2009) `Teacher's use you'. Knowledge, discourse, and the role of the teaching assistant', European Conference Educational Research (ECER), Vienna University

Dunne, L. (2008) ‘Discourses of inclusion’. British Educational Research Association Annual Conference, Herriot-Watt University Edinburgh, 3rd – 6th September, 2008.

Dunne, L., Goddard, G and Woolhouse, C. (2008) ‘Teaching Assistants and identity’. Paper to be presented at ECER Conference, Goteburg, Sweden, September 2008.