Dr Suanne Gibson

2008-current Associate Professor of Education

2019-2021 Interim Director Plymouth Institute of Education

2018-2020 Associate Director- (Teaching, Learning and Internationalisation), https://www.monash.edu/cited/members

2010-2018 Programme Leader BA Education Studies/Education, https://www.monash.edu/cited/members

PhD and EdD- supervisor

Masters and BA in Education- lecturer and personal tutor

2022 Faculty Outstanding Impact in Public Policy, Law and Services Award

2018 Mentor on Newcastle University Australia, Writing Program for Equity & Widening Participation Practitioners- Australian Program

2015 Invited by the Royal Society of the Arts to become a Fellow (FRSA)

2014 Advance Higher Education- The Sir Ron Cooke International Scholarship Award

2005-2014 Winner of 4 Plymouth University Teaching Fellowships

2013-current Editorial board Teaching in Higher Education Journal, Referee for International Journal of Inclusive Education and Referee for international Journal Students as Partners

2013     Founding member of UK Undergraduate Journal for Education Studies- http://educationstudies.org.uk/journal/transformations/

2013     Nominated and Finalist in Plymouth University’s Vice-Chancellor’s Enterprise Awards

2012     Awarded HEA National Teaching Fellowship

2011     Winner of UPSU Outstanding Personal Tutor Award

Qualifications

Academic and Professional Qualifications:

1995 BA (2.1 Hons) Politics:

Queen’s University, Belfast

1996 MPhil Russian and East European Studies:

University of Glasgow 

1998 PGCE History and Special Education: 

University of Oxford 

2001 PhD Education management of Inclusive Education, 

Oxford Brookes University

Professional membership

British Education Research Association

International Consortium for Inclusive Teacher Education Development

Society of Research in Higher Education

Royal Society of the Arts Fellow

International Federation of National Teaching Fellows

Roles on external bodies

Member of Disability Rights UK with DfE and DWP- SEND Apprenticeships working party

Founding member of Danimation UK

Member of CITED https://www.monash.edu/cited

Teaching interests

I currently teach on the BA EDST programme, the MA in Education and at Doctoral level. My specialisms are: Disability and inclusion, social justice in higher education, student experience and partnership.

Research interests

Research interests in the fields of:

My key research interests lie in examining inequality and diversity in Education and Society, with a particular focus on Critical Disability and Inclusive Education: access, equality, social justice and the progression of diverse learners (Special Educational Needs Disability). I research and have published in the fields of Critical Disability Studies, Critical Pedagogy, Higher Education, social justice and inclusion, student partnership, student experience, inclusive education theories, practices and policy. My research has explored how traditional forms of education practice and education management systems have impacted upon the life and education experiences of diverse learners, their families and communities. I have developed inclusive methods and tools to counter education injustice and have co-created with diverse learners new knowledge to establish progressive practice in the field.

I have published with Sage/Paul Chapman, Learning Matters, Continuum, Routledge, various international education journals- eg: Disability and Society, International Journal of Inclusive Education, Support for Learning and Journal of Further and Higher Education, Teaching in Higher Education

Research groups

• Inclusion Research

Other research

Conference papers: 

2004 British Educational Research Association – Manchester Metropolitan University

Managing Special Educational Needs (SEN) In the Mainstream School. The Role of the SEN Team.

2005 British Educational Research Association – University of Glamorgan

Student experiences of working in groups at undergraduate level. “Its just a load of GAS”

2005 International Practitioner Research Conference and CARN --Fontys University, Utrecht.

Working with the contemporary undergraduate, group work and G.A.S

2006 Discourse Power and Resistance conference-- Manchester Metropolitan University. Engaging professionally with the unexpected in learning (Paper presented by Dr Tony Brown ESCALATE with Suanne Gibson as co-contributor)

2006 International Society for the Scholarship of Teaching and Learning --- Washington, USA. Engaging professionally with the unexpected in learning (Paper presented by Dr Tony Brown ESCALATE with Suanne Gibson as co-contributor)

2007 British Education Studies Association conference Bath Spa University, Understanding and Responding to Conflict: the path of the Education Studies Undergraduate.

2008 VC’s Teaching and Learning Conference -- University of Plymouth, Making connections and making an impact-tutoring the contemporary undergraduate of Education Studies

2008 British Education Studies Association conference -- Liverpool Hope University, Cultures of knowledge, learning and assessment: an encounter between 2 education studies programmes

2009 NACADA International conference on Student Success -- Liverpool Edge Hill University, The impact of an Information Literacy Curriculum (ILC) on Undergraduate student development and success: a critical analysis

2009 Marjon Centre for Educational Research — Inaugural Marjon Centre for Educational Research seminar: Musings on‘Perspectives on Participation and Inclusion- Engaging Education’

2010 12th Annual International Conference on Education-- Athens Institute for Education and Research (ATINER), Exploring transitions and questions of ‘Access’ to Higher Education for students with identified Disabilities

2010 The Fifth CILIP CoFHE and UC&R Joint Conference—Exeter University, Empowering and effective collaboration: The voice of the subject librarian

2011 The European Conference on Educational Research--- Freie Universität, Berlin, Reflections on the second year as undergraduates:
‘access’ and matters of the socio-cultural for students with identified
disabilities.

2012 British Education Studies Association conference – Hull University, ‘Complementary voices’ in sighting changes to‘Educator’ practices for students with disabilities’

2012 British Education Studies Association conference – Hull University, ‘Plymouth University

Student voices: considerations and expressions of Education Studies final year research projects; from the horse’s mouth!’

2012 British Education Studies Association conference – Hull University, P.I.E paper

2013 British Education Studies Association conference—Swansea Met University, What’s up with ‘Inclusive Education’? -A time for questions.

2013 British Education Studies Association conference—Swansea Met University, ‘Plymouth University. Student voices: Education Studies final year research projects’

2013 PEDRIO Internationalisation and the Student Experience- Plymouth University, ‘To question, understand and grow with that which is ‘other’.Reflections on a UK HEA International Scholarship project 2013/14 to develop inclusive pedagogy for relationship with students, tutors and the university.’

2014 BESA- PG Student pre conference: 'Dialogue and space'-considering the ebb, flow and purpose of the focus group.

2014 BESA Conference- Listening to our ‘diverse’ students and preparing learning futures to enhance the retention and academic success of all.Reflections on a HEA International Scholarship 2013-2014.

2014 Higher Education Academy Annual Conference—Workshop and paper: Listening to our ‘diverse’ students and preparing learning futures to enhance the retention and academic success of all. Reflections on a HEA international scholarship 2013-2014

2014 European Conference Education Research(Porto University) 2014- : 'Diversity' And Relationship On Campus-International Student Voices.

2015 Bath University A symposium: 'Quality in Qualitative Research and Enduring Problematics'. Gibson and Black: Participatory methods – inclusive research:pitfalls and promise.

Gibson, S. (2015) ‘Exploring and engaging with the failings of ‘Inclusion in Higher Education’. Is a post-rights inclusive future possible?’, British Educational Studies Association, Cardiff Met University.

Gibson, S. and Walker, J., Wallwork, C. Witcombe, J. (2015), ‘Plymouth University Student voices: Education Studies final year dissertation award -research projects’ British Educational Studies Association, Cardiff Met University.

Gibson, S and Baskerville, D., Berry, A., Clarke, M. and Norris, K., (2015) ‘Diversity' in Higher Education and inclusive learning futures’, Symposium, British Educational Research Association, Queens University Belfast.

Gibson, S. (2015), ‘Possibilities of and questions for a ‘post-rights' inclusive pedagogy in H.E’, Symposium, British Educational Research Association, Queens University Belfast, 2015.

Gibson. S. and Norris, K. (2015), Assessing Inclusivity in Higher Education: A Multinational Assessment of Inclusive Programs and Practices, American Association of Evaluation, Chicago, USA.

Gibson, S. (2016), When rights are not enough: what is?- The need for ‘politicised’ compassion in the quest for social justice, Multiple Perspectives on Access, Inclusion and Disability. The Ohio State University’s Columbus Campus.

Suanne Gibson, Melanie Parker, Ciaran O’Sullivan, Andrew Grace and Rachel Fenlon (2016), Exploring Stories of ‘Becoming Student’, British Educational Studies Association, Wolverhampton University.

Gibson, S. and Parker, M. (2016), A Kaleidoscope for Disability and Social Change: Reconsidering the ‘Human’, Theorising Normalcy and the Mundane, Manchester Met University.

Gibson, S; Grace, A; Olden, J; O’Sulliavan, C and Pritchard, C. (2017), Exploring Stories of ‘Becoming Student’, Annual PedRIO conference, Plymouth University

Gibson, S. (2017), When rights are not enough: what is?- The need for ‘politicised’ compassion in the quest for social justice, British Educational Studies Association, Liverpool Hope University.

Gibson, S.; O’Sullivan, C. and Pritchard, C. (2018) Becoming Student: A compassionate methodology and a challenging learning culture, Annual PedRIO conference, Plymouth University

Gibson, S. and Cook-Sather, A. (2019), Politicised Compassion and Pedagogical Partnership:
A Position and Place for Social Justice in the Inclusive Academy, Transforming Futures International Research-Based Education Conference, Adelaide University.

Gibson, S. (2021) Opening address: Autism in Malaysia and United Kingdom: Prospects and Challenges, Webinar Plymouth University and Taylors University 29-10-21 YouTube recording: https://youtu.be/t4ylyuXNYjI

Gibson S (2021), Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’. Key note at Wolverhampton University Inclusive Practice annual conference (July 1st)

Gibson, S and Gulliver, K. (2022) - Rethinking the meaning and place of Disability in education and society, workshop presented at annual PIoE ITE conference (BEd and PGCE)

Research degrees awarded to supervised students

·    Internal examiner for 6 upgrades

·    External examiner on 1 EdD (Derby), 1 PhD (Winchester)

·    Internal examiner on 3 PhDs and 1 EdD

Doctoral student completions:

2 PhDs completed in role as second supervisor

Current Doctoral students:

Director of Studies on 2 PhD teams

Second on 1 EdD and 2 PhDs 

Grants & contracts

• 2004-2005 - £5,000 HEA- ESCalate: Research Project: Exploring the pedagogy of group work at HE level 1.
  
  
• 2005-2006 -  £5,000 Teaching Fellowship, Plymouth University: Research Project: A critical study of current practices in undergraduate group work, its role in the development of graduate attributes and skills (GAS) and the management of conflict.
  
  
• 2007-2008 - £5,000 Teaching Fellowship, Plymouth University: Research project: An emerging voice: students’ experience of writing for publication in Education Studies.
  
  
• 2009-2011 - £5,000 HEA- ESCalate: Research project with John Moore’s University Liverpool: Exploring transitions and questions of ‘Access’ to Higher Education for students with identified disabilities. Evaluating the efficacy of RIO projects.
  
  
• 2011-2012 - £5,000 Teaching Fellowship, Plymouth University: Participatory Partnerships in Education.
  
  
• 2012 - £10,000 Awarded HEA National Teaching Fellowship.
  
  
• 2013-2014 - £18,000 Awarded HEA International Scholarship: Developing a critically inclusive pedagogy of relationship for the retention and success of ‘non-traditional’ students or ‘students at risk of exclusion’.
  
  
• 2015-2016 - £10,000 Awarded PedRIO research fellowship: ‘Becoming Student’- partnerships and voices. Developing a ‘relationships for academic success and transformation’ model.

• 2022- current: £82,000 : A new model for Inclusive Education policy and provision in mainstream education: Are We Included?’ (AWI?). I lead this international collaboration with Professor Umesh Sharma (Monash University, Australia), Professor Sonia Blandford (Marjons) and Wendy Casson OBE, recently retired Leader of Blackpool’s Pupil Referral Unit (PRU), the largest PRU in the country. Project partners include DfE, OfS, International Enabling Education Network, Plymouth City Council, Plymouth Place Based Learning committee, Monash University and Plymouth Marjon University. This work represents the first sustained Higher Education and Secondary School collaboration for inclusive education in Plymouth, with experts representing both city HEIs, an external Global top 50 HEI, Plymouth City Council Leaders, School MAT CEOs, the Regional Schools Commissioner and all Secondary Headteachers. 

·   2021-22: £14,000 (DfE) co-leading an evaluation study of Plymouth Place Based Learning (Levelling-Up) programme and policy (2020-2023).

·   2020- current: £20,000 ‘Working with Disabled students to address unequal representation and outcomes in International Higher Education’. This project partners with members of my ‘Matters of Access and Equality’ international research network; Disabled Students UK, University of Birmingham, Newcastle University (Australia), University of Seville and University of Wolverhampton. The work includes dissemination of questionnaires with DSUK’s national disabled student membership (500+ disabled student members from 60 UK HEIs). Findings have resulted in policy and practice development, an externally funded visiting research fellow, 3 academic papers, external bidding and ongoing dissemination (an international webinar 25/5/22, policy briefing 1/2/23, 2 journal papers and 4 conference keynotes).

Reports & invited lectures

Invited lectures/seminars and keynotes:

2012 (November) Cornwall Disability Research Network annual conference-

Symposium~: 'Linking the social with the cultural: musings on 'Inclusive Education'.

2012 (December) Bristol University- Inclusive and Special Education Network (ISEN)- What’s up with ‘Inclusive Education’? Messages from my students.

2013 (November) Derby University- Academic Practice Programme: 'Inclusive Teaching: Raising the Bar'.

2013 (December) California State University, LA, ‘Examining Parents’ Rights – Education and access for children with SEN- USA versus UK’.

2014 (April) Victoria University, Wellington, New Zealand- Questions and dilemmas of inclusive education. A UK voice and international responses on a pedagogy for relationship.

2015 (Feb) Plymouth University Research Ed seminars- Journeys with 'diversity'- reflections on an International Higher Education Academy Scholarship and research project.

Gibson, S (2015), Key note: ‘Divided and dividing discourses: conflicts with and for Inclusion’, PEDRIO, International Seminar- Exploring culturally responsive pedagogy and shifting inclusive pedagogy - crossing borders with international voices, Plymouth University, September 10th

Gibson, S (2016), When rights are not enough: what is?- The need for ‘politicised’ compassion in the quest for social justice, Key note at VC Teaching and Learning Conference Plymouth University, June 30th

2017 (April)- Sussex Uni, CHEER research network seminar: When rights are not enough: what is? - The need for ‘politicised’ compassion in the quest for social justice

Gibson, S (2019), When rights are not enough: conflicts with Inclusion & best practice developments. Key note at Sussex University-Swansea Academy on Inclusivity and Learner Success (SAILS) annual conference, May 14th

2019 (July)- Newcastle University, Australia. Centre of Excellence for Equity in Higher Education Newcastle University (CEEHE) Politicised Compassion and Pedagogical Partnership:
A Position and Place for Social Justice in the Inclusive Academy.

2019 (July) Newcastle University, Australia. Centre of Excellence for Equity in Higher Education Newcastle University (CEEHE) Re-considering ‘Disability’ and student experience- questions of equality and social justice in Higher Education

Gibson, S. (2021), Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’, University of Wolverhampton, Inclusive Practice annual conference, 1/7/22, – keynote

Blandford, S. and Gibson, S. (2022a), Unmuting inclusion: What we do (and don’t yet) know from the data and the results of a recent survey of parents, teachers and students, Foundation for Education Development: Widening the Lens: Insights, Challenges and Possibilities, 12/6/22, FED – keynote

Gibson, S. (2022), Disability and identity: Engaging with matters of intersectional equality and inclusive practice in Higher Education, National Association of Disability Practitioners (NADP) Annual Conference: Lost in transition? Ensuring inclusivity at times of change, 27/7/22, – keynote

Gibson, S. (2022), Going Back is not a choice: Disabled students experience of learning during the pandemic, Disabled Students UK Webinar: Going Back is not a Choice – launch of national research findings, 15/3/22, DSUK – keynote

Gibson, S. (2022), Matters of ‘access’ and ‘disability’: exploring and affecting systemic and cultural change in and for Higher Education’, University of Plymouth International Webinar: Matters of Access and Disability, 25/5/22, PIOE – keynote

Blandford, S. and Gibson S. (2022b), Effective Preparation and Delivery of Access and Participation Plans, The Future of Access & Participation Plans & Social Mobility, Inside Government CPD event, 23/6/22, – keynote

Gibson, S. (2022), Are We Included? The Plymouth Child, Family, and Teacher, PloE Secondary PGCE Inclusive Education Conference, 13/12/22. University of Plymouth – keynote

Gibson, S. (2022), Issues of user empowerment and supporting transitions (post-16 education)- what does this green paper offer?, University of Plymouth Webinar: Special Educational Needs and Disability Green Paper, Southwest voices – listening, responding and empowering, 12/6/22, PIOE – keynote

Gibson, S. (2023), Are We Included?- UK HEIs working in partnership with schools, NEON event, How can higher education engage more strategically with schools to raise attainment?, 25/1/23, NEON – keynote

Gibson, S. (2023), - Dis/Ability- collaborating for inclusion and equality in HE, University of Plymouth, Disability Awareness conference, TBC/5/23, University of Plymouth – keynote

Gibson, S. (2023), Are We Included? An international study of families, teachers and pupils, University of Wolverhampton Education Observatory, Inclusive Education development day, 20/2/23 University of Wolverhampton – keynote

Conferences organised

• March 2015 Professor Penny Burke keynote and workshop day: Teaching Inclusively: Changing Pedagogical Spaces

• Sept 2015 Suanne Gibson et al: Exploring culturally responsive pedagogies and shifting inclusive pedagogy- crossing borders with international voices. 

• Gibson, S. (2015), Journeys with 'diversity'- reflections on an International Higher Education Academy Scholarship and research project, Plymouth University Institute of Education Research seminar series, 4th February.

• Gibson, S and Gristy, C. (2015), What do we understand by Inclusive Assessment? Plymouth University Institute of Education Staff development seminar, Jurys Hotel Plymouth, 21st October.

• Gibson, S. (2022) ACCESS: exploring and affecting systemic and cultural change in and for Higher Education - An International webinar with 200+ delegates from UK, Ireland, Singapore and Indonesia (practitioners, researchers, leaders and policy makers)

• Bamsey, V. and Gibson, S. (2022) Autism in Malaysia and United Kingdom: Prospects and Challenges - An International webinar with 100+ international delegates from UK, Africa and Asia (practitioners, researchers, leaders and policy makers)

Other academic activities

Publications:

Gibson, S. (1998), The History Teacher’s Guide to the Internet, Bristol, Classroom Resources

Gibson, S. (1999), The History Teacher’s Guide to the Internet, Teaching History, Issue 95

Gibson, S. (1999), The Special Educational Needs Co-ordinator and Education management, Graduate Education Forum, Vol. 1, No.1.

Blandford, S., and Gibson, S. (2000), ‘A Poisoned Chalice?’, Times Education SEN Supplement, 14th July.

Gibson, S. (2001), Special Educational Needs Teacher’s Guide to the Internet, Bristol, Classroom Resources

Gibson, S, (2001), Clustering and the benefits for SENCOs, in, ISEC 2000 CD Rom, Inclusive Consultancy and Training Ltd, Oldham.

Gibson, S. (2002), The first year of the student portal system at Plymouth University, anecdotes from the Faculty of Arts and Education, in, ETHOS, Plymouth University.

Blandford, S and Gibson, S. (2005), Inclusion: Managing Special Educational Needs in Primary and Secondary schools, London, Sage.

Gibson, S. (2006), ‘Beyond a ‘culture of silence’: inclusive education and the liberation of ‘voice’’, in, Disability and Society, Vol. 21, No. 4

Gibson, S and Brown, T. (2006), In Conversation with Suanne Gibson, in, The Higher Education Academy Subject Centre for Education (Escalate) Newsletter, Issue 4, Spring.

Gibson, S and Knowler, H. (2007), ‘The Joy of Meeting Pupils Special Needs’, in, Hayes, D. (Ed.) Joyful Teaching, Exeter, Learning Matters.

Gibson, S. (2007) ‘Book Review- Sage handbook of Special Education’, in British Education Research Journal, 33, 4, pp.629-630.

Gibson, S. and Haynes, J. (Eds.) (2009), Perspectives on Participation and Inclusion: Engaging Education, London, Continuum.

Gibson, S. (2009), ‘Inclusion versus neo-liberalism: Empowering the ‘Other’’, in Gibson and Haynes (Eds.) Perspectives on Participation and Inclusion: Engaging Education, London, Continuum.

Gibson, S. and Luxton, J. (2009), ‘Departure from the Library desk! One undergraduate programme’s story of their Subject Librarian’s evolving role’, in, SCONUL Focus, 45, pp41-44

Gibson, S. and Haynes, J. et al, (2009) ‘Cultures of knowledge, learning and assessment: an encounter between two education studies programmes’, in, Educational Futures, Vol.2 No.1,pp57-70.

Gibson, S. and Luxton, J. (2009), The impact of an information literacy curriculum on undergraduate student development and success: a critical analysis, Widening Participation and Lifelong Learning, Vol.11, No.3, pp 6-12.

Gibson, S and Kendall, L. (2010), Stories from School: Dyslexia and Learners’ Voices on factors impacting on achievement, Support for Learning, Vol. 25, No. 4, 187-193

Gibson, S. (2012), Narrative Accounts of University Education: Socio-Cultural Perspectives of Students with Disabilities, Disability and Society , Vol. 27, No. 3, May 2012, 353–369

Gibson, S. (2013a), ‘Disability matters’ – The role of the personal tutor for inclusive teaching and learning, in Bilham, T. (Ed); NTF collection: For the Love of Learning Basingstoke, Palgrave.

Gibson, S. (2013b), SEN and the question of Inclusive Education, in Curtis, W and Ward, S. (Eds); Education Studies an Issues Based Approach, London, Sage.

Seale, J., Gibson, S., Haynes, J. & Potter, A. (2015): Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education, Journal of Further and Higher Education, 39:4, 534-552

Gibson, S. (2015) When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities, International Journal of Inclusive Education, 19:8, 875-886

Gibson, S. (2016). Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’. In Inclusive Education: perspectives on pedagogy, policy, and practice, ed. S. Bartlett and Z. Brown. London: Routledge

Gibson, S., Baskerville, D., Berry, A., Black, A., Norris, K., Symeonidou, S. (2017), Including students as co-enquirers: matters of identity, agency, language and labelling in an International participatory research study, International Journal of Educational Research, 81, 108-118 https://authors.elsevier.com/a/1UN4d38nswHVcZ

Gibson, S., Baskerville, D., Berry, A., Black, A., Norris, K., Symeonidou, S. (2016), ‘Diversity’ ‘Widening Participation’ and ‘Inclusion’ in Higher Education: An International study, Journal of Widening Participation and Lifelong Learning, 18, 3, 7-33

Baskerville, D. and Gibson, S. (Eds) Special Edition- Pastoral Care in Education (2017), 35, 3 - ‘The politics of care, compassion and concern in the contemporary academy’ http://www.tandfonline.com/toc/rped20/current

Gibson, S., O’Sulliane, C., Pritchard, C., Grace, A.; Exploring transitions into the undergraduate University world using a student-centred framework, Teaching in Higher Education, https://doi.org/10.1080/13562517.2018.1511538

Gibson, S. (2019). Special Education Needs and Disabilities. In W.J. Jacob (Series Ed) & J. Wearmouth (Vol. Ed.), Bloomsbury Education and Childhood Studies: Higher Education: England (Web). London: Bloomsbury.

Gibson, S. and Cook-Sather, A. (2020) ‘Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy’. International Journal for Students as Partners 4 (1), 16-33

Gibson, S. (2020). A matter of Disablism? Re-considering Higher Education in relation to disability and social justice. Burke, PJ., Bunn, M., Lumb. M. (Eds). An invitation to reconceptualise Widening Participation through praxis. Centre of Excellence for Equity in Higher Education Resource. Available at: https://www.newcastle. edu.au/ceehe/.

Gibson, S., in Blandford, S. (2021), ‘What is the moral purpose of education research?’, Achievement for All, April 2021, https://afaeducation.org/blog/what-is-the-moral-purpose-of-education-research/what-is-the-moral-purpose-of-education-research/

Bamsey, V., Blandford, S., Gibson, S., Traling, J. and Vasello, T (2022), SEND Green paper 2022- Some Critical Insights, Teaching Times, Available from https://www.teachingtimes.com/send-green-paper-2022-some-critical-insights/

Gibson, S., Dimitriadi, Y.; Awan, M., Chapman, L., Cheney, A., Clark, T., Gulliver, K., Landers, D., Pullen, E., Smith, J., Westander, M. (2022), The personal is political! Considering and exploring the attitudes and intentions that form and frame our ‘partnering up’ with and for disability rights in higher education, The Journal of Educational Innovation, Partnership and Change-8 (2) https://journals.studentengagement.org.uk/index.php/studentchangeagents/article/view/1127

Gibson, S and Peruzzo, F. (Ed.s), (2023), A New Ecology of Higher Education: Disability, Access, Participation and Belonging (Invited social series), British Education Research Association Blog, In Press.

Blandford, S.; Gibson, S., Munn, G., Sharma, U. and Shute, J. (2023), ‘Are We Included?’- ‘An English City Levelling-Up: schools and Universities re-positioning Inclusive education for success’, The International Journal of Education Sciences, in draft

Gibson, S. and Williams, Z, (2023/24), Not hearing, not engaging, and not happening: Time to reconsider inclusive Higher Education in partnership with disabled students, The journal of Inclusive Practice in Further and Higher Education, in draft

Gibson, S. and Williams, Z, (2023), Applying Bronfenbrenner to neoliberalism: a new way of exploring and understanding ‘non-inclusive education’ in universities, The International Journal of Education Sciences, in draft

Bamsey, V. and Gibson, S. (2022), Inclusive Education during a pandemic: A collaboration between two countries, Inclusion Now 63, The Alliance for Inclusive Education, Available from https://www.allfie.org.uk/news/inclusion-now/inclusion-now-63/inclusive-education-during-a-pandemic-a-collaboration-between-two-countries/

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Lipson Co-operative Academy Plymouth School report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

 Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: ACE Plymouth School report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Devonport High School for Boys School report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Hele’s School report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Notre Dame Roman Catholic School report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

18. Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Plymouth High School for Girls report, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Plympton Academy report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Sir John Hunt Community Sports College report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: St Boniface’s Catholic College report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Achtaridou, E., Lamprianou, J., Blandford, S., Gibson, S., Shute, S., Munn, G. and Sharma, U. (2022) ‘Are We Included?’ pilot study: Tor Bridge High School report, Plymouth, Marjon Evaluation and Impact Centre (MERIC), Plymouth Marjon University

Blandford, S., Gibson, S., Munn, G., and Shute, J. (2022): Evaluation of the approach and impact of the Place-Based work in Plymouth (September 2020 - August 2022) on 19 Plymouth Secondary schools and an Alternative Provision Provider, INTERIM REPORT, Plymouth Marjon and Plymouth University, Plymouth.

Gibson, S. and Peruzzo, F. (2023), (Eds) A new ecology of higher education: Disability, access, participation and belonging, [blog series], British Educational Research Association, available at: https://www.bera.ac.uk/blog/editorial-a-new-ecology-of-higher-education-disability-access-participation-and-belonging

Gibson, S. and Peruzzo, F. (Ed.s), (2023), Challenges and Future Trends of Inclusion and Equity in Education (Invited special issue), The International Journal of Education Sciences, In Press.

Links

https://www.plymouth.ac.uk/research/education/university-practice-partnerships/student-partnerships/opportunity-plymouth

https://www.plymouth.ac.uk/news/improving-disability-access-and-support-in-higher-education

https://www.plymouth.ac.uk/research-and-expertise/education/partnering-for-disability-equality

https://www.youtube.com/watch?v=glSntbgm_FE

https://www.plymouth.ac.uk/whats-on/danimation-summer-animation-workshop

Danimation summer school 2022 https://www.youtube.com/watch?v=ZQUy-2Ofgrk

Suanne Gibson and Joe Westlake: ‘Danimation UK. Seeing the Talent Pool – Thinking Education (wordpress.com)

https://www.bera.ac.uk/blog-series/a-new-ecology-of-higher-education-disability-access-participation-and-belonging