Professor Carol Robinson

 

 

Name: Professor Carol Robinson
Current position: Professor of Children’s Rights
Email: carol.robinson@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education
Tel: +44 (0) 1695 657469

Biography:

Carol was appointed as a Professor of Children’s Rights at Edge Hill University in October 2019. Prior to this, Carol started her career as a teacher and has taught in secondary schools, pupil referral units and in a college of further education. She completed her PhD at the University of Sussex in 1996 and then took up a post as a Research Fellow within the University of Sussex’s Education Faculty. Carol joined the Education Research Centre within the School of Education at the University of Brighton as a Senior Research Fellow in 2008, became a Principal Research fellow in 2011, an Associate Professor in 2016 and a Professor in 2019.

During her time at the University of Brighton, Carol co-led the cross-university Higher Education Pedagogies and Policy Research and Enterprise Group which brings together colleagues from across the university who have an interest in improving learning and teaching and informing policy and practice in higher education. She chaired the Social Science Cross-school Ethics Committee and was a member of the Concordat Implementation Group and the School of Education’s Research Management Group. She also was a member of the Research Excellence Framework (REF) Unit of Assessment Leadership Group and Output Review panel and mentored colleagues within the School of Education, supporting their academic writing and professional development

Carol’s previous work history:

  • 2016-2019 Postgraduate Researcher Lead for the School of Education, University of Brighton.
  • 2009-2015 Programme leader for the Professional Doctorate in Education at the University of Brighton and from 2010-2915 at the Mauritius Institute of Education.

To date Carol has successfully supervised 7 Professional Doctorate in Education (EdD) and 3 PhD students to completion.

  • Recent supervised PhD and EdD students in the following areas:
  • Experience and perceptions of teachers in primary schools
  • Improving children’s perseverance in mathematical reasoning
  • The acculturation experience of relocated Mauritian migrants
  • Exploring the relationship between dialogic formative assessment in higher education
  • The construction of knowledge in postcolonial societies
  • The influence of a case-based wiki on physiotherapy students’ clinical reasoning
  • Narrative capital and youth practitioner professional identities in the UK

Carol is particularly interested in supervising new doctoral students, in the following substantive areas:

  • Children and young people’s rights;
  • Children and young people’s human rights education;
  • Children and young people’s voices, experiences and perspectives.

Qualifications:

  • PhD, University of Sussex. Thesis title: Cultural production within the comprehensive school
  • Master of Art (Education Studies), University of Sussex
  • Bachelor of Education, University of Cardiff

Research interests:

Carol’s research interests combine theoretical and empirical work focusing on the voices, experiences, rights and empowerment of children and young people. She has led several pupil voice projects in primary, secondary and special schools, helping staff to develop ways of listening to the voices of children and young people. She also led the ‘Pupils’ Voices’ strand of the Cambridge Primary Review of Education in England and was Co-Investigator for the evaluation of UNICEF UK’s Rights Respecting Schools Award. Building on this work, she is currently working with Osaka Kyouiku University and the Japanese Ministry of Education to develop a ‘Safety Promotion School’ award for schools across Japan.

A major focus of Carol’s work has been around developing insights into issues relating to children’s Human Rights Education (HRE). The external recognition of her expertise in this area is evidenced by national and international invitations to present lectures and keynote addresses; examine doctoral theses (to date, 11 UK based and four international doctoral theses in the area of Children’s Rights and voice); join journal editorial boards; and act as peer reviewer for conferences abstracts for the Children’s Rights network of the European Conference on Educational Research. Carol also regularly receives invitations to contribute to discussions around Children’s Rights and voice. For example, in October 2018 she commented on the UK’s Equality and Human Rights Commission draft strategy for school-based HRE and contributed to an all-party parliamentary group discussion at the House of Commons focusing on a vision for public

(including school-based) Legal and Human Rights Education. Furthermore, in March 2019, following an invitation from the Chairman of the Care of Children in Jersey Review Panel, Carol commented on the Draft Law relating to the powers of the Children’s Commissioner for Jersey.

Carol’s methodological interests focus on constructivist approaches to research, and within this, particularly favours narrative approaches.

Publications: peer reviewed journal articles

  • Wall, K., Cassidy, C., Robinson, C., Hall, E., Beaton, Kanyal, M., Mitra, D. (2019) Look who’s talking: Factors for considering the facilitation of very young children’s voices. Journal of Early Childhood Research, pp. 1-16. DOI: https://doi.org/10.1177/1476718X19875767
  • Blaisdell, C. Wall, K. Robinson. C. and Arnortt, L. (2018) Look who’s talking: using creative,
    playful, arts-based method in research with young children. Journal of Early Childhood Research, pp. 1-18 DOI: https://journals.sagepub.com/doi/pdf/10.1177/1476718X18808816
  • Robinson, C., Phillips, L. and Quennerstedt, A. (2018) Human rights education: developing a
    theoretical understanding of teachers’ responsibilities. Educational Review, 22 p.
    DOI: https://doi.org/10.1080/00131911.2018.1495182
  • Quennerstedt, A., Robinson, C., I’Anson, J. (2018) The UNCRC: the voice of global consensus on
    children’s rights? Nordic Journal of Human Rights, Iss. 36 (1) pp. 38-54.
    DOI: https://doi.org/10.1080/18918131.2018.1453589
  • Robinson, C. (2018) The landscape of Professional Doctorate provision in English Higher
    Education Institutions: inconsistencies, tensions and unsustainability. London Review of Education, 16 (1) pp. 90-103. DOI: https://doi.org/10.18546/LRE.16.1.09
  • I’Anson, J., Quennerstedt, A. and Robinson, C. (2017) The International Economy of Children’s rights:
    issues in translation. The International Journal of Children’s Rights, Iss. 25 pp. 50-67.
    DOI: 10.1163/15718182-02501004
  • Robinson, C. (2016) Translating human rights principles into classroom practices: inequities
    in educating about human rights. Curriculum Journal, 28 (1) pp. 123-136.
    DOI: https://doi.org/10.1080/09585176.2016.1195758
  • Robinson, C. and Taylor, C. (2013) Student voice as a contested practice; power and participation in two student voice projects. Improving Schools, Volume 16 (1) pp. 32 – 46.
    DOI: https://doi.org/10.1177/1365480212469713
  • Robinson, C. (2012) Student Engagement: what does this mean in practice in the context of Higher Education Institutions? Journal of Applied Research in Higher Education, Vol. 4 (2) pp. 94 -108. DOI: 10.1108/17581181211273039
  • Robinson, C. (2011) Children’s rights in student voice projects: where does the power lie? Education Inquiry, Vol. 2 (3) pp. 437 – 451. DOI: https://doi.org/10.3402/edui.v2i3.21993
  • Robinson, C. and Sebba, J. (2010) Personalising learning through the use of technology. Computers & Education, No. 54 pp. 767 – 775. DOI: https://doi.org/10.1016/j.compedu.2009.09.021
  • Robinson, C. (2009) Engaging with Learners: Learners influence on the use of Technology
    to personalise learning. The International Journal of Learning, Vol. 16 (8) pp. 57 – 68.
    DOI: https://doi.org/10.18848/1447-9494/CGP/v16i08/46481
  • Taylor, C. and Robinson, C. (2009) Student Voice: Theorising power and participation. Pedagogy, Culture and Society, Vol. 17 (2) pp.161 – 175.
    DOI: https://doi.org/10.1080/14681360902934392
  • Robinson, C. and Taylor, C. (2007) Theorising Student Voice: Values and perspectives. Improving Schools, Vol. 10 (1) pp. 5 – 17. DOI: https://doi.org/10.1177/1365480207073702
  • Jacklin, A. and Robinson, C. (2007) What is meant by support in higher
    education?: Towards a model of academic and welfare support. Journal of Research in Special Educational Needs, Vol. 7 (2) pp. 114 – 123.
    DOI: https://doi.org/10.1111/j.1471-3802.2007.00087.x

Professional Journal Papers

  • Robinson, C. (2014) Developing mutually respectful adult-child relationships in schools: Is this a reality experienced by all pupils? British Educational Research Association Research Intelligence, Iss. 125, pp. 18-19

Authored books

  • Jacklin, A., Griffiths, V. and Robinson, C. (2006) Beginning Primary Teaching: Moving Beyond Survival. Berkshire: OU Press (length 200 pages, approx. 65,000 words)
  • Drake, P., Jacklin, A., Robinson, C. and Thorp, J. (2003) Becoming a Teaching Assistant: a research-based guide for teaching assistants and those working with them. London: Sage (length 154 pages, approx. 65,000 words)

Chapters in edited books (selected)

  • Robinson, C. (2018) Engaging with pupils: Listening to the voices of children and young people, pp. 292-403 in Learning to teach in the primary school, fourth edition. Cremin, T. and Burnett. C. (Eds). Oxon: Routledge. (11p) (updated version of 2014 and 2010 chapters)
  • Robinson, C. (2016) Listening to the voices of young people: working towards the genuine participation of young people in discussions about school transformation, pp. 79-91 in Reimagining Schooling. Montgomery, A. and Kehoe, I. (Eds). Switzerland: Springer Publishing. (13p)
  • Robinson, C. (2014) Listening to the voices of young people in schools, pp. 436-451 in Learning to teach in Primary School, third edition. Arthur, J., Grainger, T. and Wray, D. (Eds). London: Routledge. (16p) (updated version of 2010 chapter)
  • Taylor, C. and Robinson, C. (2014) ‘What matters in the end is to act well’: Student engagement and ethics, pp. 161-175 in Understanding and Developing Student Engagement. Bryson, C. (Ed). London: SEDA/Routledge. (15p)
  • Robinson, C. (2010) Learners’ voices and the personalisation of learning, pp. 332-344 in Learning to Teach in the Primary School, second edition. Arthur, J., Cremin. T. and Wray, D. (Eds). London: Routledge. (13p)
  • Robinson, C. and Fielding, M. (2009) Children and their primary schools: Pupils’ voices, pp.17-48 in The Cambridge Primary Review Research Surveys. Alexander, R. with Doddington, C., Gray, J., Hargreaves, L. and Kershner, R. (Eds). Oxon: Routledge. (32p)

Official reports (selected)

  • Steill, B., Willis, B., Culliney, M., Robinson, C., Coldwell, M and Hobson, A. (2018) International teacher recruitment: understanding the attitudes and experiences of school leaders and teachers. London: Department of Education. (141p)
  • Robinson, C. and Pedder, D. (2018) Workload challenge research projects: overall summary. London: Department for Education. (55p)
  • Robinson, C. and Hobson, A. (2017) Mentor Education and Development in the Further Education sector in England. The Gatsby Foundation. (45p)
  • Robinson, C., Castanheira, P. and Turvey, K. (2016) Stakeholders’ perspectives on the secondary school admissions’ procedures in Brighton and Hove. Brighton and Hove City Council. (50p)
  • Mellors-Bourne, R., Robinson, C. and Metcalfe, J. (2016) Provision of Professional Doctorates in Higher Education Institutions: Report for HEFCE by the Careers Research Advisory Centre (CRAC) and University of Brighton. England: HEFCE. (83p)
  • Robinson, C. (2014) Children, their voices and their experiences of school: what does the evidence tell is? York: Cambridge Primary Review Trust. (29p)
  • Robinson, C., Bragg, S. and Colwell, J (2014) Child Rights Impact Assessment on the 2013 Autumn Statement and 2014 Budget: Identifying and understanding the impact on children and young people. London: Children’s Commissioner. (66p)
  • Sebba, J. and Robinson, C. (2010) Evaluation of Unicef UK’s Rights respecting Schools Award. London: UNICEF. (48p)
  • Sebba, J., Griffiths, V., Luckock, B., Hunt, F., Robinson, C. and Flowers, S. (2009) Youth-led innovation: Enhancing the skills and capacity of the next generation of innovators. London: NESTA. (41p)
  • Robinson, C., Sebba, J., Mackrill, D. and Higgins, S. (2008) Personalising learning: the learner perspective and their influence on demand. Coventry: BECTA. (57p)
  • Higgins, S., Sebba, J., Robinson, C. and Mackrill, D. (2008) Personalising Learning: the learner perspective and their influence on demand Review Report. Coventry: BECTA. (17p)
  • Robinson, C. and Fielding, M. (2007) Children and their primary schools: Pupils’ voices (2007) Primary Review Research Survey 5/3. Cambridge: University of Cambridge Faculty of Education. (33p)
  • Jacklin, A., Robinson, C., O’Meara, L. and Harris, A. (2007) Improving 4 the experiences of disabled students in Higher Education. York: The Higher Education Academy (53p)
  • Fielding, M., Bragg, S., Craig, J., Cunningham, I., Eraut, M., Gillison, D., Horne, M., Robinson, C. and Thorp, J. (2005) Factors Influencing the Transfer of Good Practice. DfES Research Report 615 ISBN 1844783936. (107p)
  • Robinson, C. and Sebba, J. (2004) A review of research and evaluation to inform the development of the new postgraduate Professional Development Programme. TTA / University of Sussex (20p)
  • Griffiths, V., Jacklin, A. and Robinson, C. (2002) Investigating the preparedness of Newly Qualified Teachers. ESRC end of award report (R000223489) (15p)

Knowledge transfer and enterprise

Presenting at conferences

Invited lectures

  • 2019 Safety Promotion School: Promoting children’s safety and wellbeing. Presentation at Osaka
    Kyoiku University Conference ‘Building a strategic framework for safety promotion in schools’.
  • 2019 Professional Doctorate programmes in England: the current landscape and future implications. Presented at Orpheus Conference ‘Quality training environments for biomedical researchers, University of Dublin, Ireland.
  • 2018 Keeping Children Safe: strategies promoted by schools in the UK. Keynote presentation at
    Osaka Kyoiku University Conference ‘Building a strategic framework for safety promotion in schools’.
  • 2016 Professional Doctorate provision in English HEIs: challenges and future directions. Keynote speaker at International Association of Professional Doctorates conference ‘The future of Professional Doctorates in England: evidence, perceptions, strategy, impact’.
  • 2016 Managing your doctoral supervisor. Invited speaker at TECHNE Doctoral conference, The Barbican Centre, London.
  • 2016 How do changes in public spending impact on children and young peoples’ human rights education? Invited speaker at Edge Hill University’s School of Education academic seminar series.
  • 2015 The UNCRC at 25 years: Some reflections on educational research in Children’s Rights. Invited speaker at Orebro University (Sweden) School of Education’s academic seminar series.
  • 2015 Invited discussant/expert academic critique at conference on Doctoral supervision of multidisciplinary practice-based doctorates: an appreciative inquiry into best practice in their design, development and delivery. Trinity College, Dublin.
  • 2015 Invited discussant/expert academic critique for the British Educational Research Association’s (BERA) Respecting Children and Young People project, Fair and Equal Education: An evidence-based Policy Manifesto that Respects Children and Young People.
  • 2014 The representation of children and young people’s human rights within Early Years and National Curriculum documents in England. Invited speaker at University of Durham’s academic seminar series.
  • 2014 Developing Child-friendly Schools: the approach of UNICEF UK. Keynote speaker at international symposium ‘Building a new strategic approach to School Safety Promotion’’, Osaka Kyoiku, Japan, sponsored by the Japanese Ministry of Education.
  • 2013 Listening to the voices of young people: working towards the genuine participation of young people in discussions about school transformation. Keynote speaker at International conference on re-imagining schools, University of Macedonia, Thessaloniki, Greece.
  • 2013 The Professional Doctorate journey: developing an academic voice. Keynote speaker at Engaging with methodology: diversity, questions and challenges conference, University of Brighton.
  • 2013 Invited discussant for symposium, Theorising, enacting and assessing personalised learning in schools. BERA conference, University of Sussex.
  • 2011 Power and participation in student voice projects. Keynote speaker at ‘Transforming Practices’ postgraduate conference, Mauritius Institute of Education.

Conference contributions

  • 2017 Eliciting the voices of children from birth to eight. Paper presented at European Conference for Education Research (ECER), Copenhagen, Denmark.
    2016 What is pupil voice work aiming to achieve? Paper presented at the Cambridge Primary Review Trust conference, London.
  • 2015 Human Rights Education: how do changes in public spending impact on understandings about children and young peoples’ human rights? Paper presented at ECER conference, Budapest, Hungary.
  • 2014 The Representation of children and young people’s human Rights in National Curriculum documents. Paper presented at ECER conference, Porto, Portugal.
  • 2013 Developing professional knowledge through doctoral study and its enactment in practice: studies of doctoral graduates in Sweden and England. Paper presented at ECER conference, Istanbul, Turkey.
  • 2012 Children’s Rights in Education: Who has the power to have a voice in school? Paper presented as part of a Symposium, ‘Conundrums of Freedom’ at ECER Conference, Cadiz, Spain.
  • 2011 Empowering pupils through increasing their understanding of their rights: Evidence from an evaluation of UNICEF UK’s Rights Respecting Schools Award. Paper presented at ECER Conference, Berlin, Germany.
  • 2011 Pupils’ involvement in decision making within schools: evidence from the evaluation of UNICEF UK’s Rights Respecting Schools Award. Paper presented as part of a symposium, ‘Evidence on the convention on the Rights of the Child as a values framework for schooling and Children and Young People’s Services’, at BERA conference, London.
  • 2010 Student Voice as a contested practice: Power and participation in two student voice projects. Paper presented at ECER conference, Helsinki, Finland.
  • 2009 Engaging with learners: Learners’ influence on the use of technology to personalise learning. Paper presented at 16th International conference on Learning, Barcelona, Spain.
  • 2009 Personalising learning through the use of technology. Paper presented at Computer Assisted Learning in Digital Worlds Conference, Brighton.
  • 2008 Personalising Learning: learner perspectives and their influence on demand. Paper presented at BERA conference, Edinburgh.

External collaboration/partnership activity

Academic leadership and citizenship

  • 2019 Invited by the Chairman of the Care of Children in Jersey Review Panel to comment on the Draft Law relating to the powers of the Children’s Commissioner for Jersey.
  • 2018 Invited to contribute to an all-party parliamentary group meeting at the House of Commons focusing on a vision for public (including school-based) Legal and Human Rights Education.
  • 2018 Invited to comment on the Equality and Human Rights Commission (EHRC) draft strategy for children’s Human Rights Education and, following this, to meet with the EHRC’s lead for this strategy in December 2018.
  • 2017 to date Founding member of the Human Rights Education for All’ (HRE4ALL) alliance which
    aims to ensure the provision of school-based HRE in the UK.
  • 2016 to date Expert advisor for UNICEF Finland’s Rights Respecting Schools programme which is currently under development.
  • 2014 to date Peer reviewer for Economic and Social Research Council research proposals.
  • 2014 to date Member of Department for Education’s (DfE) Analytical Research Pool for
    Qualitative Research Projects and Literature Reviews (competitive process).
  • 2014-2017 Named expert advisor or Swedish Research Council funded project ‘Exploring how Swedish pre-schools and schools support the development of children as knowledgeable rights holders’.

Membership of editorial boards of learned journals

Academic leadership and citizenship

  • 2016 to date International Journal of Student Voice, online journal, Pennsylvania State University, America.
  • 2013 to date The International Journal of Educational Research, Elsevier Publications.
  • 2013 to date Journal of Applied Research in Higher Education, Emerald Publishing.
  • 2012 to date Educational Action Research, online journal, Taylor and Francis.
  • 2016 – 2018 Mauritius Institute of Education Journal of Education, Mauritius Institute of Education.

Projects

Externally funded research projects

  • Jan 2019 – September 2019 Sussex Learning Network Collaborative Outreach Programme funded project: Maths GCSE resit support project (extension project) PI (£39,447).
  • May 2018 – September 2019 Drinkaware commissioned project: Drinkaware for Education Process Evaluation. PI (£50,000).
  • Jan 2018 – March 2018 Department for Education commissioned project: Workload Challenge: Summary of final project reports. PI (£11,011).
  • Oct 2017-Dec 2018 Sussex Learning Network Collaborative Outreach Programme, Maths GCSE resit support project and evaluation. PI (£80,000).
  • Nov 2016 – April 2017 Department for Education (DfE) commissioned project: Understanding schools’ attitudes towards international teacher recruitment for shortage subjects (with Sheffield Hallam University) Co-I, and lead for qualitative element (£65,000).
  • June 2016 – Jan 2017 Gatsby Charitable Foundation: Mentor Education and Development in the Further Education Sector in England. Co-I and lead for qualitative element (£15,000).
  • April 2015 – Oct 2015 Higher Education Funding Council for England (HEFCE) commissioned project (with Careers Research Advisory Centre): Professional Doctorates: research to understand demand for and the characteristics of the range of professional doctorates in English higher education. Co-I (£43,000).
  • Sept 2014 – Sept 2015 Brighton and Hove City Council, commissioned project: Stakeholders’ perspectives of the Secondary Schools’ Admissions Procedure within Brighton and Hove. PI (£15,000).
  • Oct 2013 – May 2014 Office of the Children’s Commissioner commissioned project: Child Rights Impact Assessment of the 2013 Autumn Statement and the 2014 Budget: Identifying and understanding the impact on children and young people. PI (£11,000)
  • Aug 2011 – April 2012 UNICEF UK commissioned project: Best Practice review of UNICEF UK’s Rights Respecting Schools Award. PI (£20,000).
  • June 2009 – May 2011 Youth Sector Development Fund funded project: An evaluation of the Hangleton and Knoll project. PI (£30,000).
  • June 2009 – May 2010 Beatbullying commissioned project: An evaluation of Beatbullying’s peer mentoring programme. Co-I and lead for qualitative element (£15,000).
  • Jan 2010 – Aug 2010 Department for Children, Schools and Families (DCSF) funded project: An evaluation of the Brighton and Hove Community Action Pilot Project. PI (£15,000)
  • April 2007 – Oct 2010 Department for Education (DfE) commissioned project: An evaluation of UNICEF’s Rights Respecting Schools Programme. Co-I (£50,000).
  • Oct 2007 – April 2008 British Educational Communications and Technology Agency (BECTA) funded project: Personalising learning: the learner perspective. PI (£50,000).
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