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0103 Dr Alan Hodkinson

Associate Professor Alan Hodkinson

ASSOCIATE PROFESSOR AND CO-ORDINATOR -PGR STUDENTS
Disability and Education
0151 291 3275
Education
hodkina@hope.ac.uk

I joined Liverpool Hope University in 2010 as an Associate Professor within the Centre for Cultural and Disability Studies. After completing my doctoral studies I shared my expertise with trainee teachers at Edge Hill University. As a tutor on the B.E.d and Key Stage 2/3 routes, I was involved in a variety of initial teacher education programmes relating to primary history and special educational needs. In 2003, I moved to the University of Chester where, amongst other duties, I was subject leader for undergraduate Education Studies, taught on the M.Ed special needs programme and led the development of the Disability Studies undergraduate degree. In 2005, I became an executive committee member of the British Educational Studies Association (BESA). In 2007 I was invited to become a member of the review team that was set up by the Quality and Assurance Agency (QAA) to revise and update the Education Studies benchmark statements. I joined Liverpool John Moores University in 2007 as a principal lecturer in educational research and taught on the Education Studies and Special and Inclusive Needs programme, led the research methodology module at Masters level and was the coordinator for Research Informed Teaching initiatives across the Faculty. I am also a Fellow of the Historical Association and member of their Primary Committee. At Liverpool Hope I am involved in teaching undergraduate and Master programmes within the area of disability and special educational needs. I also have responsibility for coordinated PhD students and I a member of the cross university team that deliver the doctoral training programme.

 
Research interests are in the representations of impairment and disability in textbooks and digital media employed within educational settings and the development of chronology in primary schools. I also have a keen interest in educational inclusion and special educational needs in relation to national and international policy and practice formulation.

Books & Chapters
Hodkinson, A. and Vickerman, P. (2016) ‘Defining Inclusion’. In Zeta Brown (ed), Diversity and Inclusive Education 
 London: Routledge. 
Hodkinson, A. (2016) Inclusion and Special Educational Needs (2/e). London: Sage. (Sold 1,500 copies to date)
Hodkinson, A. (2015) ‘School Textbooks: the avoidance of disability.’ In, Bolt, D. & Penketh, C., Avoidance in the Academy: Challenging Resistance. London: Routledge. 
Hodkinson, A. (2014) ‘Colonising the internet. Disability and the cultural cleansing of space’. In: Bolt, David (ed.) Changing Social Attitudes Toward Disability: Perspectives from Historical, Cultural, and Educational studies. Abingdon: Routledge. 
Starczewska, A. & Hodkinson, A. & Adams, G. (2014)’Special Education in Poland’. In C. R. Reynolds, K. J. Vannest, & E. Fletcher-Jan zen (Eds.), Encyclopaedia of special education: A reference for the education of children, adolescents, and adults with disabilities and other exceptional individuals (4th ed). Hoboken, NJ: John Wiley and Sons.
O’Connor, M. Hodkinson, A. Burton, D. Torstensson, G. (2013) Pupil voice: Listening to and hearing the educational experiences of young people with behavioural, emotional and social difficulties.  In Visser, J.  Transforming Troubled Lives: Key Issues in Policy, Practice and Provision.  Abingdon: Routledge.
Hodkinson, A. and Vickerman, P. (2010). ‘The Development of SEN: From Benevolent Humanitarianism to the Halfway House of Integration’ in Weston, C. (2010) (Ed.) UEL Special Educational Needs and Inclusive Reader. London: Sage, pp. 55-72.
Hodkinson, A. and Vickerman, P. (2009). Education Studies Essential Issues: Inclusion and Special Educational Needs. London: Sage. (sold over 6,00 copies)

Peer Reviewed Papers

1.    Park, J. & Hodkinson, A. (In Review) ‘Telling Tales’. An investigation into the representation of disability in classic children’s fairy tales. International Journal of Research in Education.

2.    Hodkinson, A. & Burch, L. (In Review) The 2014 Children and Families Bill and the Special Educational Needs Code of Practice. Employing embodiment to work old ideology into new policy straight jackets. Journal of Educational Policy.

3.    Hodkinson, A. & Smith, C. (2017- commissioned) Chronology and the new National Curriculum for History- is it time to refocus the debate? Education 3-13.

4.    Hodkinson, A. (In Press) The Unseeing Eye: Disability and the hauntology of Derrida’s ghost. A story in three parts.  International Review of Qualitative Research. 

5.    Hodkinson, A. (2016) ‘Through the eyes of a child’. Constructions of impairment and disability in school reading schemes. Education 3-13. DOI:10.1080/03004279.2016.1168861

6.    Beigi, A., & Hodkinson, A.  (2016) A comparative analysis of the cultural representation of disability in school textbooks in Iran and England. Education 3-13

7.    Hodkinson, A. (2015) Arab spring? Teachers and the anti-democratic employment of school cyberspace. IARTEM. 7(2): 1-21.

8.    Hodkinson, A. (2015) “Safe Spaces” in Education- ghettos of marginalisation and dominance or places of equality and social justice? International Review of Qualitative Research, 8(2): 145-165.  

9.    Chalhoub, F. Hodkinson, A. Ververi, O. (2014) Textbooks and the development of intercultural competence. The employment of British and American First Language Textbooks in South Lebanon. IARTEM – International Association of Textbooks and Educational Media Journal, 6(2), 21-37.

10.  Hodkinson, A. & Beigi, A. (2014) The curious case of the school textbook: pedagogical support or covert tool of manipulation? Educationalfutures The Journal of the British Education Studies Association.6(2), 54-66.

11.  Hodkinson, A. (2014) ‘Safe spaces’ – Electronic media, the internet and the representation of disability. IARTEM – International Association of Textbooks and Educational Media Journal, 6(1), 1-25. 

12.  Hodkinson, A. (2013). All Present and Correct? Critical Studies in Education Policy, 11(4), 242-262.

13.  Hodkinson, A. (2013) Colonisation, disability and the intranet: the ethnic cleansing of space? International Journal of Qualitative Inquiry, 19(6), 242-262.

14.  Hodkinson, A. (2012) Illusionary inclusion – what went wrong with New Labour’s landmark educational policy? British Journal of Special Education, 39(1), 4-11.

15.  Hodkinson, A. (2012) Inclusive education and the cultural representation of disability and disabled people within the English education system: the influence of electronic media. Journal of Research in Special Education Needs, 12(4), 252-262.

16.  Starczewska, A. & Hodkinson, A. & Adams, G. (2012) Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in Poland. Journal of Research in Special Educational Needs, 12(3), 162-169.

17. Hodkinson, A. (2012) ‘All present and correct?’ Exclusionary inclusion within the English educational system. Disability & Society, 27(5), 675-688. 

18. Wong. C. & Hodkinson, A.   (2012) Homophobia in primary schools: does it exist? E-Futures Journal of BESA. 4(2), 60-78.

19. Hodkinson, A. (2011). Inclusion: a defining definition? Power and Education,3(2), 179-185.

20. Stronach, I., & Hodkinson, A. (2011) Towards a theory of Santa. Or the ghosts of Christmas present. Anthropology Today. 27(6), 15-20.

21. O'Connor, M., Hodkinson, A., Burton, D. & Torstensson, G. (2011) Pupil voice - listening to and hearing the educational experiences of young people with Behavioural Emotional and Social Difficulties.  Emotional and Behavioural Difficulties, 16(3), 289-302.

22. Hodkinson, A. and Devarakonda, C. (2011) ‘For pity’s sake: comparative conceptions of inclusion in England and India’. International Review of Qualitative Research, 4(2) 255-260.

23. Hodkinson, A. and Devarakonda, C. (2011) Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in England. Educational Futures. The Journal of the British Education Studies Association.3(1), 52-65.

24. Hodkinson, A. (2010) Inclusive and Special Education within the English Education System: historical perspectives, recent developments and future challenges, British Journal of Special Education. 37(2), 61-67.

25. Hodkinson, A. & Devarakonda, C. (2009) Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in India. International Journal of Research in Education, 8(2), 85-96.

26. Hodkinson, A. (2009) To date or not to date, that is the question: a critical examination of the employment of subjective time phrases in the teaching and learning of primary history, International Journal of Historical Learning, Teaching and Research, 8(2), 39-50.

27. Hodkinson, A. (2009) Pre-service teacher training and special educational needs in England 1970-2008: is government learning the lessons of the past or is it experiencing a groundhog day? European Journal of Special Needs Education, 24(3), 277-289.

28. Hodkinson, A. (2009) Are boys really better than girls at primary history - A critical examination of gender-related attainment differentials within the English educational system. International Journal of Historical Learning, Teaching and Research, 8(2), 50-62.

29. Hodkinson, A. (2009) Education Studies and Employability how do students and graduates define the subject and what do they perceive its vocational relevance to be? Educational Futures. The Journal of the British Education Studies Association, 2(1).

30. Hodkinson, A. (2007) Inclusive Education and the cultural representation of disability and Disabled People within the English Education System: a critical examination of the mediating influence of primary school textbooks. IARTEM – Journal of the International Association of Research into Textbooks and Educational Media. 1(1), 1-18.

31. [QAA] – (Hodkinson, A. et al.)  (2007) Education Studies Benchmark Statements. London: QAA.

32. Hodkinson, A. (2007) Inclusive education and the cultural representation of disability and Disabled people: a recipe for disaster or the catalyst for change? An examination of non-disabled primary school children’s attitudes to children with a disability, International Journal of Research in Education, 77, 56-76

33. Hodkinson, A. (2006) Conceptions and Misconceptions of Inclusive Education: One Year On; a Critical Examination of NQT’s Knowledge and Understanding of Inclusion, International Journal of Research in Education, 76, pp. 43-55. 

34. Hodkinson, A. (2006) Career Entry Development Profiles and the statutory induction arrangements in England: a model of effective practice for the professional development of Newly Qualified Teachers? Journal of In-Service Education, 32(3), 287-300. 

35. Hodkinson, A. (2005) Conceptions and Misconceptions of Inclusive Education: A Critical Examination of Final Year Teacher Trainees’ Knowledge and Understanding of Inclusion. International Journal of Research in Education, 73, 15-28.

36. Hodkinson, A. (2005) Maturation and the assimilation of the concepts of historical time, a symbiotic relationship, or uneasy bedfellows? An examination of the birth-date effect on educational performance in primary history. International Journal of Historical Learning, Teaching and Research, 4(2). 

37. Hodkinson, A. (2004) The social context of learning and the assimilation of historical time concepts: an indicator of academic performance or an unreliable metric? International Journal of Research in Education, 71, 50-65. 

38. Hodkinson, A. (2004) Does the National Curriculum for History and its Schemes of work effectively promote primary aged children’s assimilation of the concepts of historical time? Some observations based upon current research, Educational Research, 46(2), 99-119. 

39. Hodkinson, A. (2004). The Social Context of Learning: An Explanation and Examination of the Metric of History Cultural Capital, Tutkiva Opettaja, Journal of Teacher as Researcher, 1,166-179. 

40. Hodkinson, A. (2003) The usage of subjective temporal phrases within the National Curriculum for History and its Schemes of Work: Effective provision or a missed opportunity? Education, 3-13, 31(3), 28-34. 

41. Hodkinson, A. (2003) ‘History Howlers’ – Amusing Anecdotes or Symptoms of the Difficulties Children   have in the Retention and Ordering of Historical Knowledge?  Some observations based upon current research. International Journal of Research in Education, 70, 50-65. 





 

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