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Sharon Colilles

Sharon Colilles
Contact Details
Sharon Colilles

Course Director

Carnegie School Of Education

0113 81 23376 S.A.Colilles@leedsbeckett.ac.uk

About Sharon Colilles

Sharon's research focuses on educational sociology, policy and play. She has a particular interest in personal and social education and in the social construction of children’s identities and culture in early year’s contexts.

Sharon began her career in the Department for Work and Pensions (DWP). With a background as a policy manager, areas of responsibility involved the development of Jobcentre Plus’ Race Equality Strategy as well as Policy development for the Children's Workforce.

Sharon left the Civil Service to own/operate a private day nursery, where she was the lead professional for the implementation of the Early Years Foundation Stage (EYFS). Achievement of Early Years Teacher Status influenced her role as playful pedagogue, which in turn has contributed to her teaching in relation to birth – five year old education and care.

Current Teaching

Sharon teaches on:

  • Postgraduate and undergraduate Early Childhood Education courses:
    • BA (Hons) Childhood in the Early Years (BACEY) – Course Leader
    • BA Early Childhood Education leading to QTS
    • PGCE Early Childhood Care & Education
    • BA (Hons) Childhood Studies
    • BA (Hons) Education Studies

Research Interests

Doctoral research examines how principle models of teaching within the EYFS shape mixed race learners’ identity. While sociocultural and critical race theory has been used to explore how children respond to their cultural and educational worlds. Sharon offers the complexities of how mixed-race children participate in these experiences and the role practitioners play in shaping identity have been overlooked.

Literature offers the EYFS curriculum is premised on suppositions of valuing inclusivity. However, it suggests no explicit pedagogical approach for practitioners in negotiating the complexities of social experiences and identity. Early analysis suggests the curriculum needs to engage with the perspectives of children and families with multiple identities and belongings, rather than inclusive practices that relate to normalised groupings. Potential impacts of this inquiry contend children’s conceptualisation of identity may provide new insights into how they make sense of racial and ethnic difference.

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