Leeds Beckett University - City Campus,
Woodhouse Lane,
LS1 3HE
Hannah McCarthy
Course Director
At Leeds Beckett, Hannah is the current Course Director for the undergraduate provision in relation to BA Primary Education (Accelerated course), BA Educational Psychology and BA Montessori Education, and BA Special Educational Needs, Disability and Inclusion.
About
At Leeds Beckett, Hannah is the current Course Director for the undergraduate provision in relation to BA Primary Education (Accelerated course), BA Educational Psychology and BA Montessori Education, and BA Special Educational Needs, Disability and Inclusion.
Hannah is the current Course Director for the undergraduate provision in relation to BA Primary Education (Accelerated course), BA Educational Psychology and BA Montessori Education, and BA Special Educational Needs, Disability and Inclusion.
Hannah joined the Carnegie School of Education in the Summer of 2022 from the University of Manchester, where she has two years' experience in working with students across the undergraduate and post-graduate Education provision. She is a qualified former teacher, managing and leading a range of departments in Further Education institutions across the North of England for six years.
Having worked with children and young people with a range of Learning Disabilities and Special Educational needs in a range of education and care settings, Hannah also acts as Level Lead for the BA in Special Educational Needs, Disability and Inclusion at Level 6.
Hannah's research interests in philosophy, theory and pedagogy, plus her vocational background in teaching employability see her teach across provision at LBU, currently teaching on the Level 4 and 6 of the Primary Accelerated Provision.
Alongside teaching, Hannah also provides dissertation supervision across the undergraduate and post-graduate provision within CSE, supporting learners at Level 6 and Level 7.
Hannah is an active educational and social researcher, exploring ideologies, discourses and relations of power within UK Educational Policies over the past century. Particularly, she explores the impact of consequent material and discursive shifts on practitioners' professional identities within education, plus through a wider social justice lens. Using the theoretical tools of Pierre Bourdieu, she is currently analysing the impact of technical reform within English vocational education, exploring the consequences of this for the sense of agency, status and roles experienced by practitioners.
Hannah is currently submitting a Bourdieusian analysis of Quality management systems within the Further Education sector in England for publication.
Hannah is completing her Doctorate at the University of Manchester, due for completion within 2024.
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Research interests
Hannah is an active educational and social researcher, exploring ideologies, discourses and relations of power within UK Educational Policies over the past century. Particularly, she explores the impact of consequent material and discursive shifts on practitioners' professional identities within education, plus through a wider social justice lens. Using the theoretical tools of Pierre Bourdieu, she is currently analysing the impact of technical reform within English vocational education, exploring the consequences of this for the sense of agency, status and roles experienced by practitioners.
Hannah is currently submitting a Bourdieuian analysis of Quality management systems within the Further Education sector in England for publication.
Hannah is completing her Doctorate at the University of Manchester, due for completion within 2024.
Publications (2)
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T-Levels: more vocational courses roll out – but post-16 choices in England are still limited
Lessons from the ‘Peripheries’ of Educational Research: Analysing the Discursive Functions of Quality Management Practices and Leadership Beyond the Pandemic in English Further Education
02 September 2023
Beyond the Pandemic Pedagogy of Managerialism Springer Nature Switzerland
Authors: McCarthy H, Editors: Shankar Nayak B, Appleford KThis chapter and its associated research feeds into contemporary academic and policy debates over the role of Quality Management (QM) within education systems, heightened by the global explosion in online learning technologies during the COVID-19 pandemic. The research ‘zooms’ out from the pandemic context, exploring the discursive histories of managerialism within vocational education. This chapter contributes to contemporary VET policy analysis, re-conceptualising the discursive and material implications of Quality Management systems used in FE within the current skills-focused policy epoch. Within this chapter, I identify QM techniques prevalent before, during and after the pandemic, as an active, shifting agent of corporatisation, ‘misrecognised’ within policy and practice (Bourdieu in Distinction: A social critique of the judgement of taste, Harvard University Press, 1984).
Activities (1)
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Leeds Beckett Univerity
Current teaching
Alongside teaching, Hannah also provides dissertation supervision across the undergraduate and post-graduate provision within CSE, supporting learners at Level 6 and Level 7.
Hannah is also the Academic Advisor for the Level 4 BA in Special Educational Needs, Disability and Inclusion.
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A Pedagogy of Love
