Cambridge (Hel 303)
Chelmsford (Saw 303D)
hazel.wright@anglia.ac.uk

Qualifications & Memberships

• PhD, Sociology and Humanities, Anglia Ruskin University (2010)
• Masters in Education (MA Education) Open University (2004)
• PGCE (Post-Compulsory Education), Anglia Polytechnic University (2001)
• Bachelor of Arts (BA Hons) Geography, University of Leeds (1975)

• BERA (British Educational Research Association)
• BSA (British Sociological Association)
• ESREA (European Society for Research in Adult Education) Gender and Life History networks
• HEA (Higher Education Academy)
• SCUTREA (Standing Conference of University Teachers and Researchers in the Education of Adults)
• SRHE (Society for Research in Higher Education)

Courses

• Pathway Leader, BA (Hons) Early Childhood Studies
• Senior Lecturer, MA Early Childhood Studies, MA Early Years Professional Practice
• PhD Supervisor and EdD tutor

Current doctoral supervision:

• Mothers and daughters and access to higher education
• Identity and school transition for children with dyslexia
• Course Leader perspectives on foundation degree programmes
• Kinaesthetic approaches to children's story writing
• Story creation as a reflective practice strategy in teacher education

Outline of Career

Hazel has been extensively involved in early childhood education and care, as a practitioner, fieldworker, researcher and lecturer in community, further and higher education, with classes ranging from entry to doctoral level.

Hazel currently manages the BA (Hons) Early Childhood Studies and formerly set-up and co-ordinated a foundation degree in Early Years Care and Education and a level 3 diploma for mature women entering the childcare profession.

Her previous career was in publishing with marketing, production, editing and management responsibilities. She was Managing Editor for the FT Business Yearbooks responsible for overseeing initial transfer to database. She also has extensive freelance experience.

Research Interests

• Student identity and the enabling role of education
• Philosophy and practice within adult education, inclusive practice
• Sociology of education, educational policy, Sen?s capability approach
• Childhood, children's interactions during play
• Family and community contexts, intergenerational learning
• Professionalism, work-life and gender balance in the early years sector
• Methodological perspectives, biographical approaches to research

Current Research Projects:

• Emerging Professionals: a study of mature women enrolling on foundation degrees
• Achieving gender balance in the early years workforce (with London Early Years Foundation ? LEYF)

Recent Research Projects

• Effect of training to work in childcare on women's lives
• Small-scale projects on: graduacy and foundation degrees, action research to improve pedagogic practices, strategies children use to improve intersubjectivity in play, postmodern viewpoints in the early years workforce, the 'silent revolution' in the early years and its impact on the voluntary sector

Selected Publications

Books
Wright, H.R. (2011) Women Studying Childcare: Integrating Lives Through Adult Education, Stoke-on-Trent, Trentham Books

Chapters
Wright, H.R. (2012) 'From parent to practitioner: Alternative pathways to professionalism in the United Kingdom'. In T. Papatheodorou & J. Moyles, Cross-Cultural Perspectives on Early Childhood, London: Sage

Articles

Wright, H.R. (2012) Choosing to compromise: Women studying childcare in an English Further Education College. Gender and Education (iFirst, September 2012)

Wright, H.R. (2012) In search of stability: Women studying childcare. Journal of Further and Higher Education, iFirst (January 2012)

Special Issues

Wright, H.R. (2012) Childcare, children and capability. Cambridge Journal of Education (Special Issue on children and capability approach), Vol.42 (3), September, pp.409-424

Wright, H.R. (2011) Using biographical approaches to explore student views on learning and teaching. In A. Abbas & M. McLean (eds), Teaching sociology through students' biographies: new pedagogies for the 'oppressed' or oppressive technologies of the self, Special issue of ELiSS.

Wright, H.R. & Ashwin, P. (2011) Questioning the relations between biography, theory and power in biographical teaching methods: A dialogue. In A. Abbas & M. McLean (eds), Teaching sociology through students' biographies: new pedagogies for the 'oppressed' or oppressive technologies of the self, Special issue of ELiSS.

Wright, H.R. (2009) Trusting the process: Using an emergent design to study adult education. Kaleidoscope special issue, Educate, December 2009, available at www.educatejournal.org.

Conference proceedings

Wright, H.R. (2011) The downside of internationalisation: when universal policy damages localised practice. In A-M Houghton (ed), SCUTREA Creating and sustaining international connections: Exploring the learning opportunities for studying creative understandings about teaching and research for equity and access, Proceedings of the 41st annual conference, The University of Lancaster, 5-7 July.

Wright, H.R. (2011) Enclaves, empowerment and education. In J-M Baudouin, L. Formenti and L. West, Human agency and biographical transformations - adult education and life paths, Proceedings of ESREA Life history and biographical research network conference, University of Geneva, Friday 4 March.