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Portrait of Dr Lisa Russell Dr Lisa Russell

l.russell@hud.ac.uk | 01484 478272



Biography

Qualifications: PhD, BSc, FHEA

I am a Senior Lecturer in Education and Community Studies at the University of Huddersfield. I have worked at Huddersfield University since 2008. My teaching and research interests focus mainly on issues of social justice and education policy. At Aston University in Birmingham, I gained my ESRC funded PhD ‘Pupil Resistance to Their Schooling Experience’ before engaging in my post as a Research Fellow at The University of Nottingham within the School of Education. I have been Principal Investigator for a Joseph Rowntree Foundation funded project that investigated young people’s experiences of working in the private sector.  I have also managed a longitudinal study concerning the experiences of NEET (Not in Employment, Education or Training) young people funded by The Leverhulme Trust. I have worked as a Senior Research Fellow in a Huddersfield University funded project that explored work-related learning for young people on E2E programs, a Joseph Rowntree Foundation project that mapped alternative education provision across two Midland Local Authority's and an ESRC project aimed at exploring themes of social and educational inclusion through the creative arts with primary age school children.

I have a long standing interest in ethnographic studies of marginalised young people and much of my work has been influenced by Paul Willis’ seminal ethnography ‘Learning to Labour’ published in 1977. I am the author of the book, Understanding Pupil Resistance, Integrating Gender, Ethnicity and Class published by E&E in 2011. Through exploring the lives of 22 individuals in two comprehensive schools in Birmingham, England and one state-governed school in Sydney, Australia I identify and analyse a new range of resistances. Resistance is viewed as a legitimate response to tensions faced by pupils inside and outside of school. International, national and local community structures, events, ideologies and practices are viewed as being reproduced within school and shaping a young person’s experience. Structuration theory is used to explore how young people are adept at challenging macro structures, inject agency and gain some form of power in their own educational experience. With Professor Robin Simmons and Dr Ron Thompson I have co-authored a second ethnography that illuminates the experiences of marginalised youth in post-industrial Britain.  In the book, Education, Work and Social Change: young people and marginalization in post-industrial Britain published by Palgrave Macmillan in 2014, we take a critical materialistic approach to go beyond the duality of inclusion and exclusion and challenge current understandings about people Not in Employment Education and Training.

Since 2007 I have been a leading member of the Oxford Ethnography and Education Conference organising team. I am a member of the Editorial board of the Ethnography and Education Journal and I have been Deputy Editor for the Teaching in Lifelong Learning Journal since 2012. I have also acted as Guest Editor for the international peer reviewed Special Issue of Improving Schools on pupil voice. I have refereed a range of research funding applications for the ESRC and the Associative Research Program – CONICYT (The Ministry of Education, Chile). 

Research & Scholarship

Current Research Interests

  • Social Justice
  • Education Policy
  • Ethnography
  • Marginalised young people

Research Grants

Joseph Rowntree Foundation: Young people’s experiences of working in the private sector: a case-study approach (2012-13) (Principal Investigator)

University of Huddersfield External Representation Fund: Developing a website for the Oxford Ethnography and Education Conference (2012-2013) (Principal Investigator)

The Leverhulme Trust: A longitudinal study of NEET young people (2010-13) (Named Senior Research Fellow with Robin Simmons and Ron Thompson)

The Aspire Trust: Young people on the margins: using creative methods in visual ethnography (2010-2013) (Named Senior Research Fellow with Robin Simmons and Ron Thompson)

Arts Council UK/Creative Partnerships: The impact of Creative Partnerships on whole school change (2006-2008) (Led by Pat Thomson, Chris Hall, Ken Jones and Nafisika Alexiadou)

Barclays Community Sports Sponsorship: Researching the spaces for sports programme (2005-2007) (Led by John Schostack)

University of Nottingham Staff Development Fund: Developing NVIVO staff training programme (2007) (Principal Investigator)

Joseph Rowntree Foundation: Managing the provision of alternatives to permanent exclusion (2005-2006) (Co-Principal Investigator with Pat Thomson)

ESRC: Promoting social and educational inclusion through the creative arts (2004-2006) (Led by Pat Thomson and Chris Hall)

ESRC Research Seminar Series: Engaging critically with pupil voice: children and young people as partners in school and community change (Led by Pat Thomson)

ESRC: Pupil resistance to their schooling experience (2001-2005) (PhD student: Principal Investigator)

Professional Activities and Consultancies

Kirklees NEET Strategy Group (2010-2013) – aim to reduce Kirklees NEET population and advise the group on the Leverhulme Trust NEET research project findings

Aspire Trust (2009-present) – external research appointment analyzing creativity and creative teaching in secondary schools, plus contribution to journal publication and ongoing external research fund raising opportunities

3D Educational Consultancy (2003-2007) – placing hard to reach KS4 students into alternative education, training and employment placements. Advise School Senior Management Team members to help improve GCSE grades and manage pastoral care

Presentation of papers at:

  • European Educational Research Conference (ECER)
  • British Educational Research Association Conference (BERA)
  • Oxford Ethnography and Education conference (OEC)
  • Discourse, Power, Resistance Conference (DPR)
  • Journal of Vocational Education and Training (JVET)

Publications and Other Research Outputs

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Social exclusion is often defined in terms of multiple deprivations affecting particular neighbourhoods and localities, and the excluded are discursively positioned as 'outside' or 'disconnected from' an included majority. For young people outside education in 21st-century England, these spatialities permeate their lives and profoundly affect their experiences. Although the origins of the concept of social exclusion in European Social and Christian Democratic traditions has entailed some emphasis on social integration and limited forms of redistribution, in neo-liberal policy discourse the excluded are often constructed as a deficient 'underclass', lacking employability and dependent on welfare (Levitas, 2005). Such discourses are spatially referenced, with certain practices and cultures ascribed to particular locations - so that the relationship between place and underclass is reified and politically exploited. However, as Wacquant (1999) has argued, the association between 'underclass' behaviours and place is part of a class-based polarisation of space arising from de-industrialisation, macro-economic policies and increasing inequality (see also Simmons and Thompson, 2011). Consequently, researchers working with young people deemed to be 'at risk' of social exclusion must seek to uncover the social, material and discursive relations embedded in the spaces participants inhabit. This paper reports on the first eighteen months of a three-year longitudinal ethnographic study of young people in a post-industrial urban area of northern England who have been officially classified as NEET (not in education, employment or training). Drawing on structuration theory (Giddens, 1984) and Lefebvre's (1991) dialectical triad of perceived, conceived and lived space, the paper analyses how young people are constrained and enabled by spatial structures relating to family, work, learning and welfare. The central research questions of the paper are: • How do social, material and discursive relations enter into the construction of places and spaces for NEET young people - including official spaces (such as learning sites, guidance centres, welfare benefit offices) and informal spaces, both private and public? [Conceived space] • How do young people encounter these places and spaces? [Perceived space] • How do young people draw on their knowledge of social space to understand, use and contest spatial structures? [Lived space] • How are spatialities implicated in reproducing or interrupting marginalisation? We conceptualise structure as existing in and through the knowledge and practices of historically and spatially situated agents and institutions; drawing on our ethnographic data, we investigate how young people comprehend, use and encounter the places and spaces they inhabit, and the role of spatialities in reproducing or interrupting marginalisation. Following Lefebvre (1991), we interpret lived space as the dialectical outcome of perceived and conceived space - the co-extensive spaces of, respectively, material events and abstractly conceptualised spatial relations. Embodying both of these spaces whilst being ir¬reducible to them, lived space is the arena of Lefebvre's connaissance – “less formal or more local forms of knowledge” (Elden, 2004: 190) and Giddens' (1984) practical consciousness. Within this conceptual framework, we trace how young people use their knowledge to negotiate and contest their spaces. METHODOLOGY The ethnography explores the experiences of 23 young people as they move in and out of various forms of education, training, employment or other spheres. So far over 150 hours of participant observation has been conducted in young people’s homes, schools, colleges, training providers, benefit offices, charity events, parental homes, work placements, car journeys, and cafes. Field notes detail young people’s use of space and time; behaviour as learners; and relations with tutors, careers advisors, benefit office staff, social workers, friends and family. Conversations and 47 semi-structured interviews with participating young people, 'significant others' and practitioners also contribute to the corpus of data, alongside photographs (some taken by young people and others by the ethnographer) and documentary evidence. Life-course maps (Webster et al. 2004) are used in discussion with young people to record significant events, both past and present. Data is analysed using Carspecken's (1996) five-stage critical ethnography, which allows us to connect local practices, understandings and relations with broader social structures and distributions of power. CONCLUSIONS Local spaces resonate with the global, and discourses of individualisation, neo-liberalism and globalisation give specific form to the realisation of the spaces experienced by 'at risk' young people. Recognising the significance of a 'spatial turn' in educational theory (Gulson and Symes, 2007; Raffo, 2011), we expect that our conceptual framework will contribute to understanding how young people, as knowledgeable agents, participate in social practices which both structure, and are structured by, their spaces. Our research so far suggests that official spaces sometimes negate and sometimes empower young people’s agency, and the interplay of structure and agency within formal and informal places of being shapes young people’s experiences of inclusion and exclusion. We aim to further uncover how social relations are reproduced or contested in certain discourses within certain spaces, which may interact in inclusionary and exclusionary ways. The transferability of our findings to other European and international urban contexts will also be discussed. 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'An ethnographic study of neet young people ', 'lastmod_year' => '2013', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '8', 'event_dates' => '8-12th April 2013', 'fulltimestamp' => '20130400', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '11', 'number' => undef, 'rev_number' => '20', 'edit_lock_user' => '6', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Lisa', 'exhibitors_name_lineage' => undef, 'divisions' => 'sepd', 'institution' => undef, 'subjects' => 'HM', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '49', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => 'conference', 'importid' => undef, 'status_changed_day' => '11', 'datestamp_day' => '11', 'abstract' => 'This paper is based on findings from a longitudinal study of twenty young people who have spent significant periods of time categorised as NEET (not in education, employment or training). Drawing on three years of ethnographic research conducted across two local authorities in the north of England, it focuses on the lived experience of a set of young people as they move between various sites of exclusion and participation in the labour market. Central to the paper are the experiences of three individuals and their attempts to begin work in the retail, care and catering industries. The paper illustrates a range of tensions between the aspirations of young people and the opportunities open to them. It provides a critical insight into some of the conditions which characterise work on the fringes of the labour market and the inter-play between these and the attitudes, values and dispositions of the young people taking part in the research. The paper’s findings challenge popular discourses about young people on the margins of participation and pose questions about the articulation between education, work and training for those seeking to enter the labour market. 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'task_purpose' => undef, 'status_changed_year' => '2011', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => undef, 'type' => 'article', 'publication' => 'Journal of vocational education and training', 'lastmod_second' => '38', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => '1363-6820', 'datestamp_hour' => '11', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Russell', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '56', 'note' => undef, 'edit_lock_until' => '1297860028', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 3, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '8664', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2013', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '8', 'event_dates' => undef, 'fulltimestamp' => '20100300', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '11', 'number' => '1', 'rev_number' => '9', 'edit_lock_user' => '3483', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Lisa', 'exhibitors_name_lineage' => undef, 'divisions' => 'scr', 'institution' => undef, 'subjects' => 'H1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '58', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '20', 'datestamp_day' => '20', 'abstract' => 'Transitions of young people from school to employment, further education or training have been a focus of government policy in the UK for at least the last three decades. Since the late 1990s, numerous policy initiatives have been introduced by New Labour in an attempt to reduce social exclusion through the increased participation of young people in work-related training. This paper reports on a mixed-methods research project exploring Entry to Employment (E2E) provision in the north of England. It outlines the experiences of Connexions practitioners working with learners and staff at four E2E providers and illustrates the complexities involved with young people's transitions to and from E2E programmes. The paper shows that a marketised system driven by targets and funding constraints can compromise the ability of practitioners to best meet the needs of young people struggling with often difficult circumstances. 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The possibilities and challenges I experienced using visual research methods in the school ethnography are examined. This paper explores some of the ethical, practical and methodological issues that arise from the use of video, photographs, pictures and images developed by participants in a UK, Midlands primary school with resident artists, teachers and primary school aged children. The use of visual methods in school ethnographies open up many possibilities and specific issues with regards to the research process. Visual methods offer distinct insight into researching the arts and inclusion. 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It also examines six examples of good practice. The study addresses the government’s policy commitment to ensure that all young people under 16 access their entitlement to a broad and balanced curriculum. It explores concerns that some young people ‘fall through the cracks’ of provision. 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Drawing on Henri Lefebvre's conceptualisation of space as perceived, conceived and lived, this paper analyses how young people comprehend, use and encounter places and spaces relating to residence, work and learning, and the role of spatialities in reproducing or interrupting aspects of social exclusion and marginality. A number of key themes emerging from the data are discussed, including the interaction of conceived, perceived and lived space in young people's struggles for subjectivity, the importance of agency and biography in shaping how different lived spaces emerge from this interaction, and the possibility of critical incidents causing shifts in lived space that intensify the difficulties young people face in finding appropriate education or employment. A particularly significant finding is that participants often feel isolated and lack control over their lives, resulting in alienation from authority and community that tends to further marginalise these young people, distancing them from meaningful contexts of education, training and work.', 'creators_id' => 'l.russell@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '1456', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '16', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => '10.1080/13676261.2013.793793', 'volume' => '17', 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2014', 'status_changed_hour' => '10', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '8678' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 'gscholar_datestamp_second' => undef, 'keywords' => undef, 'lyricists_name_lineage' => undef, 'lyricists_id' => undef, 'edit_lock_since' => '1285316891', 'creatorlist' => { '1' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Hall', 'eprintid' => '8678', 'creators_name_honourific' => '', 'pos' => '1', 'creators_name_given' => 'Christine', 'creators_id' => undef }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Thomson', 'eprintid' => '8678', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Pat', 'creators_id' => undef }, '2' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Russell', 'eprintid' => '8678', 'creators_name_honourific' => '', 'pos' => '2', 'creators_name_given' => 'Lisa', 'creators_id' => 'l.russell@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '9', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => undef, 'date_type' => 'published', 'pres_type' => undef, 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2010', 'fileinfo' => '', 'status_changed_second' => '6', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'An arts project failed, censored or … ? A critical incident approach to artist–school partnerships', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/00/86/78', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'pub', 'item_issues_count' => '0', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'none', 'lastmod_minute' => '32', 'refereed' => 'TRUE', 'contact_email' => undef, 'copyright_holders' => undef, 'date_day' => undef, 'gscholar_impact' => undef, 'official_url' => 'http://dx.doi.org/10.1080/13586840500523471', 'succeeds' => undef, 'datestamp_month' => '9', 'commentary' => undef, 'lastmod_day' => '24', 'publisher' => 'Routledge', 'pagerange' => '29-44', 'include_in_pedagogical' => 'no', 'task_purpose' => undef, 'status_changed_year' => '2010', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => undef, 'type' => 'article', 'publication' => 'Changing English', 'lastmod_second' => '6', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => '1358-684X', 'datestamp_hour' => '8', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Russell', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '6', 'note' => undef, 'edit_lock_until' => '0', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 4, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '8678', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2010', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '9', 'event_dates' => undef, 'fulltimestamp' => '20060400', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '8', 'number' => '1', 'rev_number' => '8', 'edit_lock_user' => '3483', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '1', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Lisa', 'exhibitors_name_lineage' => undef, 'divisions' => 'sepd', 'institution' => undef, 'subjects' => 'NX', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '32', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '24', 'datestamp_day' => '24', 'abstract' => 'When a successful primary school engaged a writer to work with children on an arts project, the teachers and the writer thought that the result would be a lively, publishable product. When the writer worked with the children, he thought that he should use the children's experiences and ideas as a basis for meaningful and engaged composition. However, the result was a text which the head-teacher and her staff felt was inappropriate. They were concerned that it could bring disapproval from parents and possible adverse publicity. The head refused to publish but continues to worry about this decision. The writer describes the project as censored. In this paper, we suggest that this critical incident raises important questions about the nature of 'partnership' between artists and schools and the role of the flagship Creative Partnerships policy and programme. We suggest some possibilities for dealing with such situations in future and argue that Creative Partnerships must do more to promote dialogue about the critical role of the arts and artists in society. 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This article explores the views of girl mentees who experienced difficulty managing their mentoring programme within their school. Mentoring can be employed in different ways with different pupils to help the overall academic reputation of the school as well as helping individuals work through social and academic issues. The overarching finding from this research is that mentoring programmes can benefit relatively high achieving girls as well as those who may be defined as a ‘problem’ for the school. Schools that bring in outside agencies to assist those pupils considered in need of some extra support need to clearly communicate the mentor’s role and purpose to all members of school staff to ensure that effective mentoring can take place and sit comfortably within the school’s social inclusion policy.', 'creators_id' => 'l.russell@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '3483', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '47', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => 'doi:10.1177/1365480207073721', 'volume' => '10', 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2007', 'status_changed_hour' => '8', 'gscholar_cluster' => undef, 'producers_name_family' => undef }, '11291' => { 'funders' => undef, 'conductors_name_family' => undef, 'num_pieces' => undef, 'department' => undef, 'contributors_id' => undef, 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'completion_time' => undef, 'status_changed_minute' => '2', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '15', 'datestamp_day' => '15', 'abstract' => 'This paper discusses the findings from a one?year ethnographic study of young people attending Entry to Employment (E2E) programmes in two local authorities in the north of England. 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Accordingly, those who do not participate are seen to be at risk of long-term exclusion. This paper presents findings from the first year of a three-year ethnographic study of NEET young people in the north of England, and examines the opportunities and barriers such young people experience as they attempt to negotiate the complex territory following the end of compulsory education. The NEET category comprises a diverse range of circumstances, and in this paper we focus on a particular subgroup of participants in our study, NEET young people aged 16-18 who are living independently. Drawing on Giddens’ structuration theory, we discuss the narratives underlying the actions of these young people, their relationships with practitioners and their decisions about post-school education, work and training. Structuration theory proposes a duality of agency and structure, in which structure persists only through the practices of agents yet nevertheless provides constraints and opportunities for the exercise of agency. The paper explores the limitations young people experience, how they adapt to and exploit the experience of being NEET, and the relationship between present and future motivations and aspirations. Whilst arguing that young people are able to draw on a wide range of resources, the paper highlights the role of material and cultural inequalities in shaping the practices of NEET young people and thereby continuing the production and reproduction of disadvantage for those on the margins of education and employment. 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For most, being NEET is a temporary state as they move between different forms of participation and non-participation. This paper explores how the complexities of defining NEET, the re-structuring of the careers service and the nature of post-16 provision shape the way young people are identified, accessed and participate in ethnographies. Data drawn from a study exploring the experiences of being NEET are used to investigate the complexities involved when doing ethnography with ‘hard-to-reach’ young people. Challenges include gaining and maintaining access; conducting multiple site ethnography; and taking account of the socio-political context. Working with NEET young people across multiple sites and using various data collection techniques compound the issue of consent. This paper reveals how ethics, power and consent were experienced by the ethnographer and the young people. 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'creators_name_honourific' => '', 'pos' => '2', 'creators_name_given' => 'Ron', 'creators_id' => 'r.thompson@hud.ac.uk' } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '6', 'editors_name_honourific' => undef, 'admin_note' => 'Emailed author for PP SJT 7/6/12', 'event_title' => undef, 'date_type' => 'published', 'pres_type' => undef, 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2012', 'fileinfo' => '', 'status_changed_second' => '44', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Conceptualising the lives of NEET young people: structuration theory and ‘disengagement’', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 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'0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Lisa', 'exhibitors_name_lineage' => undef, 'divisions' => 'scr', 'institution' => undef, 'subjects' => 'H1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '27', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '7', 'datestamp_day' => '7', 'abstract' => 'Official discourse in the UK and many other OECD countries emphasises education and training as a vehicle for social inclusion and economic growth. Accordingly, those who do not participate are seen to be at risk of long-term exclusion. However, interventions aimed at re-engaging young people not in education, employment or training (NEET) can be ineffective or counter-productive. This paper presents findings from the first year of a three-year ethnography of NEET young people in the north of England, and examines the opportunities and barriers experienced by NEET young people as they attempt to negotiate the complex territory following the end of compulsory education. Drawing on Giddens’(1984) structuration theory, we discuss young people’s actions and the narratives underlying their decisions about post-school education, work and training. The paper explores the limitations young people experience and the interplay of agency and structure for those on the margins of education and employment. 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'creators_name_given' => 'Lisa', 'creators_id' => 'l.russell@hud.ac.uk' }, '0' => { 'creators_name_lineage' => '', 'creators_name_family' => 'Thomson', 'eprintid' => '8685', 'creators_name_honourific' => '', 'pos' => '0', 'creators_name_given' => 'Pat', 'creators_id' => undef } }, 'exhibitors_id' => undef, 'latitude' => undef, 'replacedby' => undef, 'status_changed_month' => '9', 'editors_name_honourific' => undef, 'admin_note' => undef, 'event_title' => undef, 'date_type' => 'published', 'pres_type' => undef, 'longitude' => undef, 'creators_name_honourific' => '', 'include_in_hebci' => 'no', 'producers_name_honourific' => undef, 'scopus_citation_count' => undef, 'datestamp_year' => '2010', 'fileinfo' => '', 'status_changed_second' => '17', 'exhibitors_name_honourific' => undef, 'editors_id' => undef, 'title' => 'Data, data everywhere - but not all the numbers that count? Mapping alternative provisions for students excluded from school', 'corp_creators' => undef, 'contributors_name_given' => undef, 'alt_title' => undef, 'contributors_name_family' => undef, 'sponsors' => undef, 'output_media' => undef, 'editors_name_lineage' => undef, 'dir' => 'disk0/00/00/86/85', 'overlay_journal_id' => undef, 'gscholar_datestamp_year' => undef, 'ispublished' => 'pub', 'item_issues_count' => '0', 'conductors_name_given' => undef, 'sword_depositor' => undef, 'full_text_status' => 'none', 'lastmod_minute' => '34', 'refereed' => 'TRUE', 'contact_email' => undef, 'copyright_holders' => undef, 'date_day' => undef, 'gscholar_impact' => undef, 'official_url' => 'http://dx.doi.org/10.1080/13603110801983264', 'succeeds' => undef, 'datestamp_month' => '9', 'commentary' => undef, 'lastmod_day' => '24', 'publisher' => 'Routledge', 'pagerange' => '423-438', 'include_in_pedagogical' => 'no', 'task_purpose' => undef, 'status_changed_year' => '2010', 'book_title' => undef, 'thesis_name' => undef, 'event_location' => undef, 'type' => 'article', 'publication' => 'International Journal of Inclusive Education', 'lastmod_second' => '17', 'place_of_pub' => undef, 'contributors_name_honourific' => undef, 'gscholar_datestamp_day' => undef, 'issn' => '1360-3116', 'datestamp_hour' => '9', 'exhibitors_name_given' => undef, 'creators_name_family' => 'Russell', 'composition_type' => undef, 'producers_id' => undef, 'datestamp_second' => '17', 'note' => undef, 'edit_lock_until' => '0', 'editor_note' => undef, 'pedagogic_type' => undef, 'date_month' => 6, 'rights' => undef, 'contributors_type' => undef, 'scopus_id' => undef, 'eprintid' => '8685', 'producers_name_given' => undef, 'thesis_type' => undef, 'projects' => undef, 'lastmod_year' => '2010', 'data_type' => undef, 'gscholar_datestamp_minute' => undef, 'editors_name_given' => undef, 'isbn' => undef, 'include_in_cv' => 'yes', 'editors_name_family' => undef, 'lastmod_month' => '9', 'event_dates' => undef, 'fulltimestamp' => '20090600', 'learning_level' => undef, 'conductors_name_lineage' => undef, 'pages' => undef, 'source' => undef, 'lastmod_hour' => '9', 'number' => '4', 'rev_number' => '7', 'edit_lock_user' => '3483', 'series' => undef, 'creators_name_lineage' => '', 'pos' => '0', 'metadata_visibility' => 'show', 'eprint_status' => 'archive', 'creators_name_given' => 'Lisa', 'exhibitors_name_lineage' => undef, 'divisions' => 'sepd', 'institution' => undef, 'subjects' => 'L1', 'gscholar_datestamp_hour' => undef, 'producers_name_lineage' => undef, 'lyricists_name_given' => undef, 'completion_time' => undef, 'status_changed_minute' => '34', 'conductors_name_honourific' => undef, 'exhibitors_name_family' => undef, 'lyricists_name_honourific' => undef, 'event_type' => undef, 'importid' => undef, 'status_changed_day' => '24', 'datestamp_day' => '24', 'abstract' => 'It is now mandatory for English schools to ensure that young people, under 16 years of age, who are excluded from school are placed in an education and training programme within 12 days. The programme must be at least half time, and should offer a meaningful and balanced curriculum. The Every Child Matters agenda also suggests that schools must coordinate services with other agencies to ensure that young people deemed 'at risk' are assisted to stay in mainstream schooling. Our research project examined the educational and training provisions for permanently excluded pupils, and young people likely to be permanently excluded, across two Midlands counties. The research focus - who gets what - is fundamental to questions of equity, access and participation. The findings suggest that, despite some very good local practices and highly skilled practitioners, there is a lack of coordinated data about which programmes exist and who attends, and a proliferation of programmes with varying funding sources, costs, entry practices, and qualifications. 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With boys currently leading the statistics on exclusion, girls’ educational and social needs are often sidelined in alternative education provision, as the majority of education and training programmes are populated by and designed for boys. Drawing on ethnographic fieldwork from six alternative education provision sites located in the Midlands England, we argue that there are problems for girls with what's on offer, and with access and participation. 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Drawing on data collected in two local authorities in the north of England with high proportions of young people categorised as NEET (not in education, employment or training), the research follows young people as they ‘churn’ between different forms of participation and non-participation, including training programmes which aim to promote ‘employability’ skills. Whilst we recognise that vocational education can help build motivation and self-esteem, it is argued that such an approach, however committed tutors are to learners’ well-being, can limit the development of young people and the opportunities available to them. The paper draws on Bernstein’s work on pedagogic discourses and ‘trainability’ to analyse work-based learning for marginalised young people, and to offer an alternative vision of this provision – one which, we argue, offers increased possibilities both for student well-being and social justice more broadly. Our central point is that, if employability programmes are to equip participants for socially and economically fulfilled lives, marginalised learners require significantly different forms of education and training. This, we argue, needs to develop not only self-esteem and motivation, but expose young people to principled learning and traditional conceptions of skill rooted in a unity of knowledge and action. 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Research was conducted in two comprehensive secondary schools in Birmingham (England) and a state governed school situated in Sydney (Australia). The implications of investigating student resistance and the importance of how the researchers’ personal dispositions influence the research process are discussed. The significance of the role the researcher adopts in the school and how this impacts upon how the researcher experiences leaving the field are examined. The predicaments an ethnographer can find themselves in when trying to balance the trust relationship between students and teachers are discussed. 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This paper, based on a three-year ethnographic study of the school, mobilizes field notes and interview and photographic data to probe the meanings of this visual 'display'. We argue that the walls (re)produce and promote normative meanings of 'good work', the 'good student', the 'good teacher' and the 'good school', which serve both internal and external purposes. They are also a means of promoting an inclusive culture which, while true of arts activities, may not always be the case in mainstream classes. In addition, the school walls support aspects of the school timetable of collective work, and also constitute resources for children to construct narratives about their collective and individual histories in the school. ', 'creators_id' => 'l.russell@hud.ac.uk', 'contributors_name_lineage' => undef, 'userid' => '3483', 'patent_applicant' => undef, 'monograph_type' => undef, 'datestamp_minute' => '4', 'lyricists_name_family' => undef, 'sword_slug' => undef, 'id_number' => 'doi:10.1080/17457820701547450', 'volume' => '2', 'gscholar_datestamp_month' => undef, 'conductors_id' => undef, 'suggestions' => undef, 'referencetext' => undef, 'date_year' => '2007', 'status_changed_hour' => '9', 'gscholar_cluster' => undef, 'producers_name_family' => undef } };

2014

Russell, L (2014) ‘Formerly NEET young people’s pathways to work; a case-study approachPower and Education , 6 (1), pp. 182-196. ISSN 1757-7438

Simmons, R., Thompson, R. and Russell, L. (2014) Education, Work and Social Change: Young People and Marginalisation in Post-Industrial Britain . : Palgrave Macmillan. ISBN 9781137335920

Russell, L., Thompson, R. and Simmons, R. (2014) Helping unemployed young people to find private sector work York, UK: Joseph Rowntree Foundation

Thompson, R., Russell, L. and Simmons, R. (2014) ‘Space, place and social exclusion: an ethnographic study of young people outside education and employmentJournal of Youth Studies , 17 (1), pp. 63-78. ISSN 13676261

Russell, L (2014) ‘Book review: What is Qualitative Research?, Martyn Hammersley, London: Bloomsbury,9781780933351, 2013 Qualitative Research , 14. ISSN 1468-7941

Russell, L (2014) ‘Book review: What are Qualitative Research Ethics?, Rose Wiles, London: Bloomsbury, 9781780938509 2013 Qualitative Research , 14. ISSN 1468-7941

2013

Simmons, R., Russell, L. and Thompson, R. (2013) ‘Young people and labour market marginality: findings from a longitudinal ethnographic studyJournal of Youth Studies , pp. 1-15. ISSN 1367-6261

Russell, L (2013) ‘Young mums outside employment, education and training’. In: Ethnography and Education Conference , 16th - 18th September 2013, Oxford, UK

Simmons, R., Thompson, R. and Russell, L. (2013) ‘Self-Esteem and Social Justice? Engaging Young People on the Margins of Education and Employment’. In: Journal of Vocational Education and Training 10th International Conference, 5th-7th July 2013, Worcester College, Oxford

Simmons, R., Russell, L. and Thompson, R. (2013) ‘NEET young people and the Labour Market: voices from the margins’. In: Discourse Power and Resistance Conference 2013 - Discourses of Inclusion and Exclusion, 9th - 11th April 2013, London, UK

Simmons, R., Russell, L. and Thompson, R. (2013) ‘NEET young people and the labour market: working on the margins’. In: Youth Studies Conference, 8-12th April 2013, Glasgow, UK

Russell, L., Simmons, R. and Thompson, R. (2013) ‘Young people’s experiences of working in the private sector: a case study approach’. In: Discourse Power and Resistance Conference 2013 - Discourses of Inclusion and Exclusion, 9th - 11th April 2013, London, UK

Russell, L (2013) ‘Researching marginalised young peopleEthnography and Education , 8 (1), pp. 46-60. ISSN 1745-7823

2012

Russell, L. and Owen, N. (2012) ‘The Creative Research Process: Delights and DifficultiesLEARNing Landscapes , 6 (1), pp. 355-371. ISSN 1913-5688

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Spatial dialectics and social exclusion: young people not in education, employment or training’. In: European conference on educational research, 18 - 21 September 2012, University of Cadiz, Spain

Simmons, R., Russell, L. and Thompson, R. (2012) ‘Social exclusion, space and place: young people not in education, employment or training’. In: British Educational Research Association Conference, 4-6 September 2012, University of Manchester

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Space, place and exclusion: young people outside education and employment’. In: Space Place and Social Justice in Education, 13 July 2012, Manchester Metropolitan University

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Exploring the lives of NEET young people: using structuration theory to conceptualise the experience of ‘disengagement’ ’. In: Youth in Crisis and Community Interventions: Past, Present and Future Priorities, 21-22 February 2012, University of the West of Scotland

Thompson, R., Russell, L. and Simmons, R. (2012) ‘Exploring the lives of NEET young people – using structuration theory to conceptualise the experience of ‘disengagement'’. In: Youth in Crisis and Community Interventions: Past, Present and Future Interventions, 21-22 February 2012, Ayr, Scotland

2011

Russell, L., Simmons, R. and Thompson, R. (2011) ‘Conceptualising the lives of NEET young people: structuration theory and ‘disengagement’Education, Knowledge and Economy , 5 (3), pp. 89-106. ISSN 1749-6896

Russell, L. and Thomson, P. (2011) ‘Girls and gender in alternative education provision Ethnography and Education , 6 (3), pp. 293-308. ISSN 1745-7823

Russell, L., Simmons, R. and Thompson, R. (2011) ‘Ordinary lives: an ethnographic study of young people attending Entry to Employment programmesJournal of Education and Work , 24 (5), pp. 477-499. ISSN 1363-9080

Russell, L (2011) Understanding Pupil Resistance - Integrating Gender, Ethnicity and Class: an Educational Ethnography . : E & E Publishing. ISBN 9780956900708

2010

Russell, L., Simmons, R. and Thompson, R. (2010) ‘Playing the numbers game: Connexions Personal Advisers working with young people on Entry to Employment programmesJournal of vocational education and training , 62 (1), pp. 1-12. ISSN 1363-6820

Thomson, P., Byrom, T., Robinson, C. and Russell, L. (2010) ‘Learning about journal publication : the pedagogies of editing a 'special issue'’. In: Publishing pedagogies for the doctorate and beyond. London: Routledge. pp. 137-155. ISBN 9780415480192

2009

Thomson, P. and Russell, L. (2009) ‘Data, data everywhere - but not all the numbers that count? Mapping alternative provisions for students excluded from schoolInternational Journal of Inclusive Education , 13 (4), pp. 423-438. ISSN 1360-3116

2007

Hall, C., Thomson, P. and Russell, L. (2007) ‘Teaching like an artist: the pedagogic identities and practices of artists in schoolsBritish Journal of Sociology of Education , 28 (5), pp. 605-619. ISSN 0142-5692

Thomson, P., Hall, C. and Russell, L. (2007) ‘If these walls could speak: reading displays of primary children's workEthnography and Education , 2 (3), pp. 381-400. ISSN 1745-7823

Russell, L., Byrom, T. and Robinson, C. (2007) ‘Engaging critically with pupil voiceImproving Schools , 10 (1), pp. 3-4. ISSN 1365-4802

Russell, L (2007) ‘Visual methods in researching the arts and inclusion: possibilities and dilemmasEthnography and Education , 2 (1), pp. 39-55. ISSN 1745-7823

Russell, L (2007) ‘Mentoring is not for you!: mentee voices on managing their mentoring experienceImproving Schools , 10 (1), pp. 41-52. ISSN 1365-4802

Thomson, P. and Russell, L. (2007) Mapping the alternatives to permanent exclusion York: Joseph Rowntree Foundation

2006

Thomson, P., Hall, C. and Russell, L. (2006) ‘An arts project failed, censored or … ? A critical incident approach to artist–school partnershipsChanging English , 13 (1), pp. 29-44. ISSN 1358-684X

2005

Russell, L (2005) ‘It's a question of trust: balancing the relationship between students and teachers in ethnographic fieldworkQualitative Research , 5 (2), pp. 181-199. ISSN 1468-7941

Miller, H. and Russell, L. (2005) ‘The personal, professional and political in comparative ethnographic educational research’. In: Methodological issues and practices in ethnography. : Elsevier JAI. . ISBN 9780762312528

Esteem

  • Member of Editorial Boards/Editorial Advisory Boards – Journal of Ethnography and Education and Teaching in Lifelong Learning
  • Guest editor – Special Issue of Improving Schools: Pupil Voice
  • Recent external PhD/EdD examinations: University of Sheffield Hallem (2013)
  • Recent referee for research funding applications – ESRC and CONICYT
  • External examiner, The Open University: Issues in Research with Children and Young People
  • Referee for a number of Journals, some of which include, Educational Research, Social Policy and Administration, Qualitative Research, International Journal of Lifelong Learning and Educational Action Research Journal, International Journal of Qualitative Studies in Education, Oxford Review of Education and Research in Post-Compulsory Education
  • Reviewed books for Routledge, Bloomsbury and Tufnell Press
  • Membership of Professional Societies

    • Fellow of Higher Education Academy Member
    • British Educational Research Association Member
    • The Ethnography and Education Association Member
    • The Discourse Power and Resistance Association Membe
    • Beta Gamma Sigma

    Research Degree Supervision

    Further information is available about Research Topics and Supervision within the School of Education and Professional Development.

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