Prof Joanna McIntyre, Associate Professor, School of Education, University of Nottingham. She has worked on a range of funded research projects in the field of refugee education and is particularly interested in how, through Education, we can improve the lives of those who are marginalized or disadvantaged by society. Her research has considered the barriers and opportunities schools face when working to support refugee children in Europe. Questions around inclusion and integration have emerged as a notable concern in this research, around who is rendered visible or invisible through policy and practice. Language also emerges as a factor, as language proficiency is often used as a proxy for academic ability. She is particularly interested in this project as it extends her existing work to the African context, and she contributes her experience of working with refugees and their families to the project.
Relevant recent publications
McIntyre, J. & Abrams, F. 2021. Refugee Education: Theorising practice in schools, Abingdon: Routledge.
McIntyre, J., Youens, B. and Stevenson H. 2019. Silenced voices: the disappearance of the university and the student teacher in teacher education policy discourse in England Research Papers in Education, 34 (2), 153-168.
McIntyre, J. & Hall, C. 2018. Barriers to the inclusion of refugee and asylum-seeking children in schools in England, Educational Review, DOI: 10.1080/00131911.2018.1544115.
McIntyre, J., Neuhaus, S. & Blennow, K. 2018 Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden, Compare: A Journal of Comparative and International Education, DOI:10.1080/03057925.2018.1515007.
McIntyre, J. 2018. Restructuring teacher education in the UK: Insights into the future, In Simões, A, Lourenço, M. and Costa, N (Eds.) Teacher Education Policy and Practice in Europe: Challenges and Opportunities for the Future. Routledge.
McIntyre, J. and Knight, R. 2016. Revealing the community within: valuing the role of local community structures within evidence-based school intervention programmes, The Urban Review. 48 (5), 647–667.
McIntyre, J. and Hobson, A.J., 2015. Supporting beginning teacher identity development: external mentors and the third space, in Research Papers in Education, 31 (2), 133-158
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