CISJ Projects

Please see a selection of our current/recent projects below

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Generation Delta: Nurturing future cohorts of women professors from Black, Asian and minority ethnic backgrounds'

Prof Farzana Shain  (Goldsmiths PI/Lead)  

Funder: Office for Students and Research England 

This project sets out to lay the foundations for a long-term increase in the number of Black, Asian and minority ethnic women securing professorships in higher education institutions in England. It
aims to address both institutional and individual barriers experienced by women of colour at different stages of the PGR life cycle, through the delivery of a programme of training that recognises the impact of intersecting inequalities on access and progression in academic careers. 

The project will delivers an active intervention to improve the practical experiences and outcomes for Black, Asian and minority ethnic students in PGR study through three key phases of the PGR lifecycle: access, retention and progression and training for careers. This includes the Generation Delta PGR network for women students and building on and connecting with the Black Female Professors Forum.  

For further information on Generation delta.

Contact: f.shain ( 

For a period of eight years, as part of Goldsmiths Racial Justice Strategy we are offering 2 fully-funded Generation Delta (Goldsmiths) studentships each year across the College. This investment delivers 16 scholarships covering full UK fees and maintenance at UKRI rates over the period  2022-3 and 2029-30.     

‘Growing up trans’

An International Longitudinal Qualitative Investigation Of Trans Youth Access Gender Affirming Medical Care, Affirmation And Well-being - Dr Anna Carlile UK country PI

Funder: Canadian Institutes of Health Research - Teenage Health and Development Program

Trans and non-binary youth (TNBY) are young people who feel that their felt sense of gender doesn’t match the one that was assigned to them at birth.

There is a lack of integrative and in-depth understanding of the pathways that TNBY are taking, their journey into care, as well as how their social and family contexts affect their experience of affirmation, that is, how gender identity is respected and validated, as well as their wellbeing, over time, during the crucial period of puberty and early medical transition.

‘Sporty Girls: Gender, Health and Achievement in a Postfeminist Era’

Dr Sheryl Clark Publisher: Palgrave Macmilan

This book engages with the ongoing question of why many girls stop doing sport and physical activity in their teenage years. Sheryl Clark explores what it is about this period of time that persuades many girls to disengage from sports when their male peers continue to take part; why some girls continue to take part; and most importantly how girls understand this participation.

She suggests that girls’ participation in sport should be viewed as part of their ongoing constructions of ‘successful girlhood’ within a competitive schooling system and broader socioeconomic context. Further details on Sporty Girls.

‘Change the Narrative’.

A Film collaboration exploring British Muslim girls’ accounts of their educational lives. Prof Farzana Shain with Parvez Qadir and Kirstie Henderson

Funder: Leverhulme Trust

This short documentary film explores how young Muslim women feel about the ways in which are they are currently framed by news and media outlets and within education, policy and political discourses.

The girls explore these framings versus their reality within the film. The film is designed to be a resource for schools and colleges as well as being a tool to initiate critical dialogue and discussion with policymakers about what needs to be done to change the narrative in relation to the (mis)representations of Muslim girls and women.

View the film here. Further details here

'The remaking of national education policy in conditions of 'structural adjustment: The case of Greece’.

Prof Anna Traianou

Funder: BA/Leverhulme Small Research Grants

This project explores the impact on Greek education policy of OECD policy interventions in a key period of structural adjustment in 2015-18. While there is much literature on the relationship between supranational and national education policies in Europe, Greece highlights themes which are less studied: the remaking of national policies in conditions of political contestation and the effects of the encounter, within a particular conjuncture, between global organisations and national policy communities. How are the OECD recommendations and the responses of policy actors at a national level shaped by the requirements of structural adjustment?

How, as a result of the encounter between supranational and national policy positions, is the established pattern of education reshaped and remade? To pursue these questions the research employs: a) in-depth qualitative interviews with 12-15 participants in the policy process and b) documentary analysis of Greek and supranational policy texts, and of ‘public sphere’ material (campaigning documents and online media). By taking Greece as an ‘extreme exemplar’ the project contributes to theoretical analysis of the relationship between supranational policies and national contexts – a question central to contemporary work in comparative education.

For further details see: Situated policy-making: supranational, data and the persistence of the national (YouTube Link, 24 February 2021 | 6pm - 7.30pm )

Traianou, A. (2021) The intricacies of conditionality: education policy review in Greece 2015–2018, Journal of Education Policy,

‘Usualising LGBT+ people and issues in faith schools and schools serving faith communities

Dr Anna Carlile

Funder: Educate and Celebrate

For further details see.