The research of the Learning, Pedagogy and Diversity cluster is underpinned by the notion that society should be more equal, and that education has a significant role in producing critically-informed knowledge that can influence efforts towards social justice. Our research is orientated to finding ways in which learners from all backgrounds and cultures can have access to, be included within, and be empowered by, their participation in education. Cluster members’ research encompasses all education sectors, including pre-school to higher education, formal, non-formal and informal settings, and national and international educational contexts, in order to explore how education both contributes to – and might contest – the perpetuation of social inequalities and epistemic injustices.

Cluster members’ research utilises a range of perspectives – including critical sociology, critical social psychological, philosophy, feminism, new materialisms, posthumanism, and historical and political theories – to advance innovative empirical and theoretical insights into how education can (as well as how it is currently failing to) equip people for the global challenges of the contemporary world. Cluster members have a strong interest in inter-, multi- and transdisciplinary approaches and how these help in producing novel solutions for 21st century educational problems.

Current cluster members specialist research interests include:

  • supporting learning, pedagogy, curricula and knowledge development for social justice, the benefit of the global society and the planet
  • the role of informal and formal learning
  • the importance of students’ and educators’ biographies - their cultural, economic and social backgrounds – to understanding educational experiences and outcomes
  • the role played by space, place and materiality in development of educational practices, relationships and outcomes
  • student engagement for the effective empowerment of diverse learners
  • language and dialogue in pedagogy for inclusive education
  • non-formal education and young people
  • the development of educators’ pedagogy and practice
  • the effective and fair assessment of diverse learners
  • technology to support diverse students and educators
  • the impact of neoliberal ideology on education governance; educators and students.
  • involvement of fathers in children’s learning
  • education for sustainability with a focus on childhood nature studies
  • gender, ethnicity, social class, dis/ability and intersectional analytical frameworks
  • higher education policy
  • accessible resources for students\audiences with disabilities
  • pedagogic relationships and learning
  • STEM education and public engagement with science and technology