Dr Anna Carlile

Staff details

Position Senior Lecturer; Admission Tutor, BA (Hons) Education, Culture and Society
Department Educational Studies
Email a.carlile (@gold.ac.uk)
Phone +44 (0)20 7717 2296
Dr Anna Carlile

Anna’s areas of research and teaching cluster around social justice and institutional prejudice (particularly on the basis of class, race, and homophobia, biphobia, or transphobia), youth voice and creative practice, inclusion, social policy and special educational needs. Having joined the Department in September 2008, she is now Admissions Tutor for the BA Education, Culture and Society, and teaches on three modules on the programme, as well as on the PGCE, MA and PhD programmes in the department.

Before working at Goldsmiths, Anna was a youth worker, and then took her first degree in law. She later studied at Mills College in Oakland, California for a PGCE equivalent in Secondary English and Humanities, and then another in working with pupils with Mild to Moderate Disabilities at St Mary's College, Oakland. She is a qualified mediator and has initiated conflict resolution programmes in schools.

Anna has taught and written curriculum for children and young people with Asperger's and Tourette's Syndromes and those labelled as having 'behaviour disorders', students with mental health diagnoses, and young people who have been in the criminal justice system.  Anna also worked in a multi-agency team within an urban local authority to support young people who had been permanently excluded from school back into mainstream education.

Anna is a trustee for Shaftsbury Young People’s Trust, and a member of the Department’s Centre for Identity and Social Justice.

Academic Qualifications

9/06-3/11 Department of Educational Studies, Goldsmiths, University of London:

PhD: ‘Permanent Exclusion and Institutional prejudice: Critical bureaucracy as a route to inclusion’

Ethnographic research within a local authority about the causes and effects of permanent exclusion from school on pupils, families and professionals, focussed on aspects of multi-agency working and inter-professional conflict, gendered, ‘classed’ and ‘raced’ discourses, and the relationship between policy and practice.
9/03-6/05 Holy Names University, Oakland, California

Post-graduate Diploma in Education: Education Specialist, Mild-Moderate Disabilities; California Teaching Credential (Part Time)

9/02-6/03 Mills College, Oakland, California

Post-graduate Diploma in Education: Secondary English with CLAD (Culture, Language and Diversity) Certification; California Teaching Credential

9/99-6/02 South Bank University, London

Llb (Bachelor of Law): First Class (Honours)

9/98-6/99 Lambeth College, London

Central Counselling and Psychotherapy Body (CCPAB) Certificate in Counselling

9/97-6/98 Morley College, London

Access Course: Anthropology and Social Policy, London Open College Federation 


Taught modules:

Theoretical and Practical Aspects of Special Educational Needs (Year 3, BA Education, Culture and Society)

Learning in the Community (Year 3, BA Education, Culture and Society)

Studies in Inclusion and Exclusion (Year 3, BA Education, Culture and Society)

Area of supervision:

Sadia Habib: Teaching and Learning Britishness (completed 2017)

This PhD on teaching Britishness and ‘British Values’ functioned partially as a mediation on recent policy requirements placed on educational institutions. The literature shows that Britishness is fluid, evolving and often difficult to define for White British and ethnic minority youth, so this work raised theoretical and pedagogical concerns about how best to respond to these political initiatives. The work took an ethnographic arts-based approach, and addressed (i) the complexities of teaching and learning Britishness and (ii) young people’s discourses of Britishness and belonging. By examining the pedagogies employed by two Art classes in a southeast London school, the research aimed to address the implications of Britishness exploration on young people’s relationship with multicultural Britain.

This PhD research has been published in a book: Habib, Sadia (2017) Learning and teaching British values: policies and perspectives on British identities Cham, Switzerland : Palgrave Macmillan/Springer Nature

Anna is currently supervising Lucy Trotman’s PhD work on the inclusion of working class young people in art education beyond A levels.

Professional projects:

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 Researcher Project and the Illuminate Community Researchers Project. This work seeks to develop a deep model of youth voice and embed it meaningfully into school and community provision and governance.

As external evaluator for the charity Educate & Celebrate, Anna has undertaken extensive research into embedding LGBTQI+ issues across school policy, curriculum, and environment, in line with the Equality Act. This work was funded by the DfE and Government Equalities Office and has featured in a NatCen government report.

Anna’s work in this area looks at school change in particularly intersectional environments. Further projects emerging from this have included a book for schools (Barnes, E. and Carlile, A (forthcoming in 2018) How to Transform Your School into an LGBT+ Friendly Place A Practical Guide for Nursery, Primary and Secondary Teachers London: Jessica Kingsley Publishers); an academic monograph with Carrie Paechter  about LGBTQI+ parented families and schools, and forthcoming work on BME LGBTQI+ parented families and on addressing LGBTQI+ issues in faith schools and faith communities.

As Student Participant Researcher coordinator on the Paul Hamlyn- funded Critical Connections I and II projects, Anna facilitated the youth voice element of a large, international Multilingual Digital Storytelling Project

Anna’s work seeks to addresses issues of institutional prejudice on the basis of race and ethnicity, gender, sexuality, and class, and is fundamentally designed as a collaboration with school professionals, community organisations, and young people. She is interested in the potential for such collaborations in terms of innovating to directly impact fair access to education and better outcomes for all involved.

Other interests or information:

Anna tweets at @anna_carlile and runs the Facebook group LGBTQ Parented Families and Schools. She is a LGBTQ Staff Network Co-Coordinator at Goldsmiths. 



Barnes, Elly and Carlile, Anna. 2018. How to Transform Your School into an LGBT+ Friendly Place A Practical Guide for Nursery, Primary and Secondary Teachers. Jessica Kingsley Publishers. ISBN 9781785923494

Carlile, Anna and Paechter, Carrie F.. 2018. LGBTQI Parented Families and Schools: Visibility, Representation, and Pride - Routledge Critical Studies in Gender and Sexuality in Education. Routledge. ISBN 9781138940727

Carlile, Anna. 2012. Permanent Exclusion from School and Institutional Prejudice. Rotterdam and Boston: Sense Publishers. ISBN 978-9462091801

Book Section

Carlile, Anna. 2018. School Surveillance, Control, and Resistance in the United Kingdom. In: Emmeline Taylor; Aaron Kupchik and Jo Deakin, eds. The Palgrave International Handbook of School Discipline, Surveillance, and Social Control. Oxon: Palgrave Macmillan, pp. 17-42. ISBN 9781785923494

Carlile, Anna. 2016. Recent Trends in School Social Control in the UK. In: Emmeline Taylor and Aaron Kupchik, eds. Handbook on School Security, Surveillance and Punishment. Oxon: Routledge.

Carlile, Anna. 2016. Student Participant-Researchers: Learner agency and creative engagement’. In: Vicky Macleroy Obied and Jim Anderson, eds. Multilingual Digital Storytelling: Engaging creatively and critically with literacy. Oxon: Routledge. ISBN 9781138795808


Bernard, Claudia A. and Carlile, Anna. 2020. Black girls navigate the physical and emotional landscape of the neighbourhood: Normalized violence and strategic agency. Qualitative Social Work, ISSN 1473-3250

Carlile, Anna. 2019. The experiences of transgender and non-binary children and young people and their parents in healthcare settings in England, UK: interviews with members of a family support group. International Journal of Transgenderism, ISSN 1553-2739

Carlile, Anna. 2019. Teacher experiences of LGBTQ- inclusive education in primary schools serving faith communities in England, UK. Pedagogy, Culture & Society, ISSN 1468-1366

Carlile, Anna. 2012. ‘ ‘Critical bureaucracy’ in action: Embedding student voice into school governance’. Pedagogy Culture and Society, 20(3), pp. 393-412. ISSN 1468-1366

Carlile, Anna. 2010. An ethnography of permanent exclusion from school: revealing and untangling the threads of institutionalised racism. Race Ethnicity and Education, ISSN 1361-3324

Carlile, Anna. 2010. Docile bodies or contested space? Working under the shadow of permanent exclusion. International Journal of Inclusive Education, p. 1. ISSN 1360-3116

Carlile, Anna. 2009. Finding Space for Agency in Permanent Exclusion from School. Power and Education, 1(3), pp. 259-269.

Carlile, Anna. 2009. Sexism and Permanent Exclusion from School. FORUM, 51(3), pp. 333-345. ISSN 0963-8253

Carlile, Anna. 2008. 'Bitchy girls and silly boys': Gender and exclusion from school. International Journal on School Disaffection, 6(2), pp. 30-36. ISSN 1478-8497


Carlile, Anna. 2010. The Causes and Effects of Permanent Exclusion from School: Policy and Practice in an Urban Children's Services Department. Doctoral thesis, Goldsmiths, University of London

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