Anna Carlile
Having joined the Department in September 2008, Anna has responsibility for managing the partnership with the secondary schools in which PGCE students have their school experience placements, and coordinates the Secondary PGCE GPS programme. She also lectures at all levels within the department, including on the PGCE and the BA in Education, Culture and Society.
After a period as a youth worker and counsellor, Anna took her first degree in law. She later studied at Mills College in California for a postgraduate teaching credential for Secondary English and Humanities, and then a further postgraduate credential in working with pupils with special educational needs at St Mary's College, where she also worked as a tutor. She has taught and written curriculum for pupils with Asperger's and Tourette's Syndromes and those labelled as having 'behaviour disorders'. Anna also worked for a local authority with young people who had been permanently excluded from school to support them back into mainstream education and to challenge any barriers to learning.
Anna's research has been around the effects of permanent exclusion from school on young people, families and professionals, and more recently, through the Illuminate Student Researchers Project. This work seeks to develop a deep model of student voice and embed it meaningfully into school governance.
Research interests
Further research interests include the development and implementation of education policy at national and local levels; inclusion policy and practice; power, gender, class and ethnicity in school; multi-agency working; and ‘behaviour management’ in the classroom.
Anna is a member of the Department’s Identity and Social Justice Research Group.
Selected publications
(2009) Bitchy girls and silly boys: Gender and exclusion from school, The International Journal on School Disaffection, Vol.6, No.2
(2009) Conference Paper: 'Docile bodies or contested space? Political correctness, prejudice, and the crystallising of social inequity in permanent exclusion from school' Discourse, Power, Resistance 8: Power and the Academy, Manchester Metropolitan University
(2008) Identity and Social Justice Research Group seminar paper: ‘Bitchy girls and silly boys: Gender and permanent exclusion from school’ Department of Educational Studies, Goldsmiths University of London
(2008) Conference paper: ‘Inter-professional conflict in the contested space of pupils’ “extended bodies”: using ethnography to support pupils at risk of permanent exclusion’: After Ethnography? Anthropology, Education and the ‘Knowledge Economy’, Educational Studies Departmental Seminar, University of Oxford
(2008) Conference Paper: ‘Using ethnography to help students who have been expelled from school’: Practitioner Paper, 29th Annual Ethnography in Education Research Forum: Going public with ethnography in education, Centre for Urban Ethnography, University of Pennsylvania
(2007) Seminar Paper: ‘Doing ethnography in schools: an integrative approach to reflective practice’: Sociology and Anthropology Inter-Departmental Workshop: Ethnography beyond anthropology: Interdisciplinary perspectives on a method gone public, Goldsmiths University of London
(2007) Article: ‘Docile bodies or contested space: working under the shadow of permanent exclusion’; submitted to International Journal of Inclusive Education
(2007) Seminar Paper: ‘ “At the end of the day, nobody wants these kids…” Ethnographic research into permanent exclusion from secondary schools in a London borough’: Inter-Departmental Post-graduate Seminar, Goldsmiths University of London