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Professor Chrissie Rogers

PositionProfessor of Sociology
LocationP1.37
DepartmentDivision of Sociology and Criminology
Feedback HoursMonday 15:00-17:00 (or email for alternative)
Emailc.a.rogers@bradford.ac.uk
Twitter@chrissierogers1

Research Interests (key words only)

Criminal justice, Care and care ethics, Inclusion (‘inclusive education’, inequalities, social justice, rights), Intellectual Disability (learning disability, intellectual impairment, ‘special educational needs’, SEMH), Mothering, Sexualities and Relationships, Social Theory (e.g. Disability and Feminist Theory, Ethics of Care, Social Justice, Capabilities), Qualitative methodology, Visual Methods.

PhD Supervision

Candidates completed

  • Hall, M. (2017) The new further education teacher as an agent of change: a case study of initial teacher training in further education (PT), Anglia Ruskin University (associate supervisor)
  • Corral Granados, A. (2016) [PhD] Professional development of early years’ educators when promoting inclusive teaching practices for children with SEN: two European exploratory case studies in primary schools Anglia Ruskin University (lead supervisor)
  • D’almeida, E (2015) [PhD] ‘SEN’ learners in the Modern Foreign Languages classroom: exclusion in disguise? Aston University (lead supervisor)
  • Lithari, E. (2014) [PhD] Children and their identities: the case of dyslexia and transition to secondary education, Anglia Ruskin University (lead supervisor)
  • Cooper, L. (2014) [PhD] Extended mothering: a study to determine maternal influences in daughters’ higher education, Anglia Ruskin University (lead supervisor)
  • Levinstein, S. (2014) [PhD] A Case Study of a Reading Intervention Programme for Dyslexic Students in Israel, Anglia Ruskin University (joint supervisor)
  • Shahminan, H. (2013) [PhD] A Critical Exploration of Deaf Young People’s Underachievement in Brunei Darussalam, Brunel University (joint supervisor)
  • Al-Zyoud, N. (2012) [PhD] An investigation of the current status of meeting the needs of pupils with learning difficulties in Jordanian schools from special educational needs teachers’ perspective, Brunel University (lead supervisor)
  • McLachlan, B. (2012) [PhD] ‘Learning for Excellence’, Professional Learning for Learning Support Assistants in Further Education, Anglia Ruskin University (lead supervisor)
  • Hill, Y. (2008) [EdD] Doing, Undoing and Redoing: a feminist study of teachers’ professional identities’ Keele University (associate supervisor)

Current PhD candidates

  • Khan, R. (2017) Epilepsy in south Asian communities: a study in the social and cultural everyday life, FT, University of Bradford, (lead supervisor)
  • Plummer-Heritage, K.A. (2017) Cultural diversity in black students and their marginalisation: A political critique, PT, University of Bradford, (lead supervisor)
  • Simmons, A. (2014) Autism and transition to higher education (FT) University of Bradford (lead supervisor)
  • Tasneema, A. (2015) Street Harassment: Daily Experiences of Women in a Bangladeshi Urban Context (FT), Aston University (external associate supervisor)

External Research Degree Examining

  • Wain, M. (2017) Rites of passage in the age of social media: the experiences of millennial undergraduate students transitioning to higher education, PhD. Keele University
  • Rizvi, S. (2017) Mothering and SEN in Bangladesh, PhD, University of Bristol
  • Gowland-Pryde, R. (2016) The impact that a Gallery-supported Arts Award programme has on young people who have offended: a biographical study. PhD, University of Southampton
  • Watson, T. (2016) Understandings of disability and SEN in the compulsory education sector: relevance for practices in school, the experience of families and the effective inclusion of pupils presenting with challenging behaviours, PhD, Newcastle University
  • Foley, S. (2014) Intellectual Disability and the Right to a Sexual Life: A continuation of the autonomy/paternalism debate, PhD, School of Sociology, Social Policy and Social Work, Queens University Belfast

Students interested in doing a PhD on criminal justice, Inclusion, intellectual/learning disability, care ethics, inclusive education, mothering, sexual and relationship identities (within qualitative or autobiographical/autoethnographic research) please email for a chat.

Teaching and Supervisory Responsibilities

  • Understanding Social and Personal Identities (UG)
  • Research Methods (PG)
  • Dissertation supervision

Biography

I joined Bradford as a Professor of Sociology in September 2017. I graduated from Essex a PhD (ESRC) in Sociology in 2004, after which I took up an ESRC post-doctoral fellowship at Cambridge. The PhD research was with mothers and fathers who have children identified with ‘special educational needs’. I subsequently published this as a monograph with Palgrave in 2007 as Parenting and Inclusive Education.

I have previously held academic posts at Aston, Anglia Ruskin, Brunel and Keele. I have published in the areas of mothering, intellectual/learning disability (including ASD and ADHD), care, intimacy, education and have recently published more theoretical/philosophical with Routledge in a monograph called Intellectual Disability and Social Theory: Philosophical Debates on Being Human. I have also collaborated with Susie Weller, when we edited a book called Critical Approaches to Care: understanding caring relations, identities and cultures. I also have research papers published in, for example, Sexualities, British Journal of Sociology of Education, Disability and Society, Sociological Research Online and Women’s Studies International Forum.

Most recently I have completed a Leverhulme Trust research fellowship called Care-less Spaces: Prisoners with learning difficulties and their families. I remain passionate about challenges that impact upon education and learning via social justice and sociological discourse.

Study History

  • 2007 Postgraduate certificate in higher education (PGCHE) Keele University
  • 2000-2004 PhD Sociology (ESRC), University of Essex
  • 1995-1996 MA Sociology of Culture, University of Essex
  • 1992-1995 BA (Hons) 2.i Sociology University of Essex

Professional History

  • 2012 - 2017, Senior Lecturer in Sociology, School of Languages and Social Sciences, Aston University
  • 2009- 2012, Reader in Education, Director of Childhood and Youth Research Institute, Faculty of Health, Social Care and Education, Anglia Ruskin University
  • 2008-2009, Lecturer in Social Sciences, School of Sport and Education, Brunel University
  • 2005-2008, Lecturer in Education Studies, School of Criminology, Education, Sociology and Social Work, Keele University
  • 2004-2005, Post Doctoral Research Fellow (ESRC), Centre for Family Research, Faculty of Social and Political Sciences, University of Cambridge
  • 2000-2005, Graduate Teaching Assistant, Department of Sociology, University of Essex

Professional Activities

Editorial Board Membership

  • 2013 - 2016 Sociological Research Online
  • 2012 - RISE: International Journal of Sociology of Education
  • 2011 - International Journal of Adolescence and Youth
  • 2011 - British Journal of Sociology of Education

Current Projects

The most recent research I am working on was funded by The Leverhulme Trust Fellowship (2016/17) (RF-2016-613\8), and is called Care-less Spaces: Prisoners with learning difficulties and their families. This has involved carrying out criminal justice qualitative research with adults who have offended and have learning difficulties (LD) and/or social, emotional, mental health problems (SEMH) (that have impacted upon their day to day life), mothers of offenders and professionals who work with these groups of people.

So far, I have carried out 40 in-depth life story interviews with 29 participants: 14 offenders who were diagnosed with LD/ASD/SEMH problems, 5 mothers with sons who fit within the LD/ASD/SEMH category and 10 professionals who are/or who have worked in LD and/or SEMH forensic/education setting. I gave all participants (excluding the professionals) a disposable camera and encouraged them to use it to record to ‘feelings photographs’ between the first and second interview. Some however chose to take photographs on their camera phones and send them to me via WhatsApp, and in one case, an offender with LD wanted to photocopy his photographs and send them in the post that way. These photographs were to aid our second interview, if they wanted one, to give a visual account of ‘feelings’, as well as attempting to get the participants to reflect upon their everyday feelings. All follow-up interviews were based on questions I had after listening to the first interview and discussions around the photographs. I have also photocopied numerous letters and cards that have been sent to and from prison (from two mothers and sons).

The headlines, thematically so far, although I have not analysed the data fully, are clustered around a ‘school to prison pipeline’, high risks of self-harm and suicidal thoughts or attempts, accounts of domestic violence, the enormity of emotional and physical damage for family members, visual sociology/criminology and methodological challenges. As I say, this is just the tip of the iceberg. Clearly, as this research is qualitative, I am unable to make generalisable claims. That said, in the context of criminal justice research, mothering and education, I am able to observe social injustice that occurs and many levels: e.g socio-politically, emotionally and practically.

Publications

Books

  • Rogers, C. (2016) Intellectual Disability and Being Human: A Care Ethics Model, London, Routledge
  • Rogers, C. and Weller, S. [eds.] (2013) Critical Approaches to Care: understanding caring relations, identities and cultures, London, Routledge
  • Rogers, C. (2007) Parenting and Inclusive Education: discovering difference, experiencing difficulty Houndmills, Palgrave Macmillan

Peer reviewed journal articles

  • Lithari, E. and Rogers, C. (2017) ‘Care-less spaces and identity construction: transition to secondary school for disabled children’ Children’s Geographies, 15 (3) 259-273 [Impact factor: 1.698] http://dx.doi.org/10.1080/14733285.2016.1219021
  • Rogers, C. (2017) ‘‘I’m complicit and I’m ambivalent and that’s crazy’: care-less spaces for women in the academy’ Women’s Studies International Forum, 61 115-122 [Impact factor: 0.756] http://dx.doi.org/10.1016/j.wsif.2016.07.002
  • Rogers, C., with Tuckwell, S. (2016) ‘Co-constructed research and intellectual disability: An exploration of friendship, intimacy and being human’, Sexualities 19 (5–6) 623–640 [Impact factor: 0.673] http://journals.sagepub.com/doi/pdf/10.1177/1363460715620572
  • Cooper, L. and Rogers, C. (2015) ‘Mothering and ‘insider’ dilemmas: Feminist sociologists in the research process’ Sociological Research Online, 20 (2) 5 [Impact factor: 0.97] http://www.socresonline.org.uk/20/2/5.html
  • Rogers, C. (2013) 'Inclusion, Education and Intellectual Disability: a sociological engagement with Martha Nussbaum’ International Journal of Inclusive Education [Impact factor: 0.923] 17 (9) 988-1002
  • Rogers, C. (2011) ‘Mothering and intellectual disability: partnership rhetoric?’ British Journal of Sociology of Education [Impact factor: 1.220] 32 (4) 563-581
  • Rogers, C. (2010) ‘But it’s not all about the sex: mothering, normalisation and young learning disabled people’ Disability and Society [Impact factor: 1.122] 25 (1) 63-74
  • Rogers, C. (2009) (S)excerpts from a life told: Sex, gender and learning disability Sexualities [Impact factor: 0.673] 12 (3) 270-288
  • Rogers, C. (2007) ‘Experiencing an ‘inclusive’ education: Parents and their children with special educational needs (SEN)’ British Journal of Sociology of Education [Impact factor: 1.220] 28 (1) 55-68
  • Rogers, C. (2007) ‘‘Disabling’ a family? Emotional dilemmas experienced in becoming a parent of a learning disabled child’ in British Journal of Special Education 34 (3) 136-143
  • Rogers, C. (2003) ‘The mother/researcher in blurred boundaries of a reflexive research process’, Auto/Biography XI (1&2) 47-54

Book chapters

  • Rogers, C. (in preparation), ‘Life Stories, Criminal Justice and Caring Research' in D Beach [ed.] Oxford Encyclopaedia of Qualitative Research Methods in Education, New York, Oxford University Press.
  • Rogers, C. (2013) ‘Intellectual disability and mothering: an engagement with ethics of care and emotional work’ in C, Rogers and S, Weller [eds.] Critical Approaches to Care: Understanding caring relations, identities and cultures London, Routledge
  • Rogers, C (2013) ‘Mothering for life? Fractured maternal narratives, care and intellectual disability’, in M, Bouvard (ed.) Mother’s of Adult Children, New York, Lexington Press.
  • Philip, G., Rogers, C. and Weller, S. (2013) ‘Understanding Care, Thinking with Care’ in C, Rogers and S, Weller [eds.] Critical Approaches to Care: Understanding caring relations, identities and cultures London, Routledge
  • Nutt, L., Rogers, C. and Philip, G. (2013), ‘Caring for and about Families’ in C, Rogers and S, Weller [eds.] Critical Approaches to Care: Understanding caring relations, identities and cultures London, Routledge
  • Rogers, C. and Ludhra, G. (2012) 'Research ethics: participation, social difference and informed consent' in S, Bradford and F, Cullen [eds.] Research and Research Methods for Youth Practitioners, London, Routledge.
  • Richards, D., Watson, S.L., Monger, S., and Rogers, C. (2012) ‘The Right to Sexuality and Relationships’. In F. Owen, D. Griffiths, & S. Watson [eds.], The Human Rights Agenda For Persons With Intellectual Disabilities, New York, NADD Press.
  • McLachlan, B. and Rogers, C. (2012) ‘Out of Depth’: Untrained learning support assistants to deliver meaningful post-sixteen education? In Fan, S., Le, T., Le, Q., and Yue, Y. (Eds.). Innovative research in a changing and challenging world. Launceston: Australian Multicultural Interaction Institute. (ISBN 978-0-646-58268-9)
  • Rogers, C. (2009) ‘Hope as a mechanism in emotional survival: documenting miscarriage’ Auto/Biography Year Book 2009 Nottingham, Russell Press
  • Lucey, H., and Rogers, C., (2007) ‘Power and the unconscious in doctoral student-supervisor relationships’’, in, V, Gillies and H, Lucey (eds.) Power, Knowledge and the Academy: The Institutional Is Political Houndmills, Palgrave Macmillan

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