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Joseph Maslen

Dr Joseph Maslen

LECTURER IN EDUCATION STUDIES
Education Studies
0151 291 3948
Education
maslenj@hope.ac.uk

'incredible tutor ... made me enjoy history again' – third year dissertation student, 2017

Joseph Maslen is based within Liverpool Hope University's Centre for Education Policy Analysis.

His research uses critical discourse analysis of metaphor and other linguistic features to explore the hidden histories of contemporary policy and practice in education. A new 2018 article in Journal of Education Policy examines how the different historical strands of neoliberalism have influenced the work of the UK's Social Mobility Commission. He has also written on the language through which primary school girls constructed their own views of their future in a context of poverty and childcare responsibilities. Follow Joseph on twitter @josephmaslen

In 2017 he won a Commendation for Excellence in the University's Learning and Teaching Awards for his collaborative work as co-Director of the University's Research-Informed Teaching Community of Practice.

Current Publications
2018b. Under review. Journal of Education Policy.

2018a. Cracking the Code: The Social Mobility Commission and Education Policy Discourse, Journal of Education Policy, online first. doi.org/10.1080/02680939.2018.1449891.
Comment on acceptance by journal editor:

'This is an excellent and necessary paper which is fully deserving of publication. Its analysis of Thatcherism provides a clear analysis of how the different historical strains of neoliberalism have influenced the work of the Social Mobility Commission. The critique is sustained and incisive: a powerful contribution to our understanding of how social mobility is used as a political tool within a broader neoliberal power structure'


2017. The Working Class Girl of the 1970s: Reconstructing the Theoretical Field of Carolyn Steedman's The Tidy House, History of Education, 46(1), 94–107. doi.org/10.1080/0046760X.2016.1161082.

Learning and Teaching

Major responsibilities at the University include:

  • Senior Academic Advisor, Faculty level (2017–Pres)
  • 'Key Practitioner' responsible for innovation in research-led teaching, Faculty level (2016–Pres)
  • Quality Learning & Teaching Committee, Faculty-level (2017–Pres)
  • co-Leader of Research-Informed Teaching Community of Practice, University level (2017–Pres)
Lecturing contributions:
  • attitudes to the education of women and girls [see Research Article]
  • the rise and revival of grammar schools [see Expert Comment]
  • widening participation and social mobility
  • the past and future of educational technologies [see Expert Comment]
  • the evolution of 'research-informed teaching' in HE
Joseph also supervises PhD and EdD dissertations, and is interested in hearing from aspiring doctoral scholars with similar research interests.

Previous Publications

2014. Social Movements in British History: The Invention of a Rebel Tradition?, Social Movement Studies, 13(4), 514–518.


2013. Autobiographies of a Generation? Carolyn Steedman, Luisa Passerini and the Memory of 1968, Memory Studies, 6(1), 23–36.

2012. Questioning the Cultural Memory of the 1960s: Communist Narratives in Contemporary British History. In Elisabeth Boesen et al eds, Peripheral Memories: Public and Private Forms of Experiencing and Narrating the Past. New York: Columbia University Press, 203–218.

2010. History and the "Processing" of Class in Social Theory, Current Perspectives in Social Theory, 27, 101–121.

2010. The Personal Politics of Raphael Samuel, Biography, 33(1), 209–221.

2009. Big Punning, Large Troping and Huge Riddling: Why and How Macbeth and Other Narrative Texts are Important and How to Deal with Them, Sociological Research Online, 14(5).

2007. Book editor. Authentic Artifice: Cultures of the Real, edited with Shelley Deasey, Nicola Smith, Chris Forrest, and Emmeline Taylor. Salford: European Studies Research Institute, University of Salford.

2006. Book editor. Perspectives on Conflict, edited with Caroline Baker, Edward Granter, Rebecca Guy, Katherine Harrison, and Armin Krishnan. Salford: European Studies Research Institute, University of Salford.


 

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