Research at Leeds Beckett
Professor Damien Page
About Professor Damien Page
Professor Damien Page is Dean of The Carnegie School of Education.
Professor Page has worked in education since 2000. He began his career as a lecturer of English in further education and he was also a manager in a number of subject areas including humanities, finance and construction. While in FE, Professor Page focused on the development of e-learning, working as a consultant for the Learning and Skills Network, creating the Academy of e-Business and winning the JISC e-Learning Practitioner Award in 2005. After six year in FE, he was appointed as Curriculum and Learning Manager for Linking London Lifelong Learning at Birkbeck, University of London, one of the largest lifelong learning networks in the country, forging links between further education colleges and universities.
Prior to joining Leeds Beckett, Damien worked at the University of Greenwich, firstly as a Senior Lecturer on the post-compulsory PGCE, the MA in Education and the Doctorate in Education. He was then appointed as Head of Department of Education and Community Studies, an interdisciplinary department that housed research and courses in a range of areas including education studies, childhood and youth studies and early years, from undergraduate to doctoral level. He was concurrently Director of Employability and led the development of social enterprise.
As Dean, Professor Page is responsible for the leadership of all education, childhood and social innovation courses within the School as well as our research and enterprise activity. He also leads on a number of key projects including the Carnegie Multi Academy Trust, the collaboration with Lloyds Banking Group, the Microsoft Initial Teacher Education Partnership and the Leeds Creative Digital University Technical College proposal.
Research Interests
Since achieving his PhD in 2011, Professor Page has conducted research in a range of fields such as teacher misbehaviour, organisational masculinities and performance management in schools. His current research focuses on the surveillance of teachers, the simulation of teaching and commodification within education contexts. This work has resulted in publication in a number of highly ranked journals such as the British Educational Research Journal, the Journal of Education Policy and the British Journal of Sociology of Education.
Selected Publications
Journal articles (20)
- Page D (2019), The academic as consumed and consumer. Journal of Education Policy
https://doi.org/10.1080/02680939.2019.1598585
View Repository Record - Tate S; Page D (2018), Whiteliness and institutional racism: Hiding behind (un)conscious bias. Ethics and Education
View Repository Record - Page D (2017), Conspicuous practice: self-surveillance and commodification in education. International Studies in Sociology of Education
https://doi.org/10.1080/09620214.2017.1351309
View Repository Record - Page D (2016), Conceptualising the surveillance of teachers. British Journal of Sociology of Education
https://doi.org/10.1080/01425692.2016.1218752
View Repository Record - Page D (2016), The surveillance of teachers and the simulation of teaching. Journal of Education Policy
https://doi.org/10.1080/02680939.2016.1209566
View Repository Record - Page D (2016), The Multiple Impacts of Teacher Misbehaviour. Journal of Educational Administration, vol. 54 (1), p. 2-18.
https://doi.org/10.1108/JEA-09-2014-0106
View Repository Record - Page D (2016), Understanding performance management in schools: a dialectical approach. International Journal of Educational Management
View Repository Record - Page D (2015), The visibility and invisibility of performance management in schools. British Educational Research Journal, vol. 41 (6), p. 1031-1049.
https://doi.org/10.1002/berj.3185
View Repository Record - Page D (2015), Teachers' personal web use at work. Behaviour and Information Technology, vol. 34 (5), p. 443-453.
https://doi.org/10.1080/0144929X.2014.928744 - Page D (2014), Managing serious teacher misbehaviour. School Leadership and Management, vol. 34 (3), p. 269-283.
https://doi.org/10.1080/13632434.2013.849682 - Page D (2013), Metaphors of Faith and Routine Resistance: First Tier Managers in Further Education. Literacy information and computer education journal, vol. 4 (4)
https://doi.org/10.20533/licej.2040.2589.2013.0167 - Page D (2013), Recruitment and Transition of Construction Lecturers in Further Education: The Perspective of Middle Managers. Educational Management Administration and Leadership, vol. 41 (6), p. 819-836.
https://doi.org/10.1177/1741143213488379 - Page D (2013), Desirable organisational masculinities: Competition and entrepreneurialism in schools of construction in further education colleges. British Journal of Sociology of Education, vol. 35 (6), p. 895-913.
https://doi.org/10.1080/01425692.2013.800445 - Page D (2013), The abolition of the General Teaching Council for England and the future of teacher discipline. Journal of Education Policy, vol. 28 (2), p. 231-246.
https://doi.org/10.1080/02680939.2012.711859 - Page D (2013), Managers coping in further educational colleges. Journal of Management Development, vol. 32 (7), p. 705-720.
https://doi.org/10.1108/JMD-01-2012-0001 - Page D (2013), Teacher misbehaviour: an analysis of disciplinary orders by the General Teaching Council for England. British Educational Research Journal
- Page D (2011), Fundamentalists, priests, martyrs and converts: a typology of first tier management in further education. Research in Post-Compulsory Education
- Page D (2011), From principled dissent to cognitive escape: managerial resistance in the English Further Education sector. Journal of Vocational Education and Training
- Page D (2011), I-deals in Further Education? A new approach to managerial job design. Management in Education
- Page D (2010), Power and resistance in Further Education: findings from a study of first tier managers. Power and Education
Chapters (2)
- Page D (2017) 'For one will always find malcontents': in defence of the Principal. In: Page D The Principal: Power and professionalism in FE. London: Trentham Books, pp. .
- Page D (2015) 'The soldier danced with them unseen': Managerial resistance and collusion in Further Education. In: Page D Further Education and the Twelve Dancing Princesses. : , pp. .
Internet publications (2)
- Page D (2017), Five things schools can do to help pupils' mental health.
- Page D (2016), Teaching inside the glass cage. International Professional Development Association
Lectures (1)
- Tate S; Page D (2018), Whiteliness and institutional racism: Hiding behind unconscious bias.
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