Yr Athro David James
Athro Cymdeithaseg Addysg
Ysgol y Gwyddorau Cymdeithasol
- JamesDR2@caerdydd.ac.uk
- +44 29208 70930
- Adeilad Morgannwg, Ystafell 0.66 Adeilad Morgannwg, Rhodfa’r Brenin Edward VII, Caerdydd, CF10 3WA
Trosolwyg
Rwy'n Athro Cymdeithaseg Addysg yn Ysgol y Gwyddorau Cymdeithasol ym Mhrifysgol Caerdydd.
- Hanes nodedig fel ymchwilydd ac athro gwyddorau cymdeithasol.
- Dyfarnwyd Medal Hugh Owen Cymdeithas Ddysgedig Cymru 2022 am ymchwil addysgol eithriadol. Gweler https://www.learnedsociety.wales/lsws-six-new-medallists-give-insight-into-wales-exciting-research-culture/
- Cadeirydd Fframwaith Rhagoriaeth Ymchwil 2021 y DU Is-banel 23 (Addysg)
- Rhwng 2014 a chanol 2023, Golygydd a Chadeirydd Golygyddion Gweithredol cyfnodolyn rhyngwladol blaenllaw, y British Journal of Sociology of Education ( http://www.tandfonline.com/toc/cbse20/current#.Vdr-1LxViko)
- Rhwng 2011 a 2019, sefydlodd Gyfarwyddwr Partneriaeth Hyfforddiant Doethurol ESRC Cymru (consortiwm dan arweiniad Prifysgol Caerdydd sydd hefyd yn cynnwys prifysgolion Aberystwyth, Bangor, Metropolitan Caerdydd, Swydd Gaerloyw ac Abertawe - www.walesdtp.ac.uk).
- Aelod o ESRC Peer Review College.
- Hyd at 2017, aelod etholedig o Gyngor Cymdeithas Ymchwil Addysg Prydain (BERA) a Chadeirydd Pwyllgor Aelodaeth ac Ymgysylltu BERA.
- Gwasanaethodd ar yr Is-banel Addysg ar gyfer Fframwaith Rhagoriaeth Ymchwil 2014 a chadeirio panel rhyngwladol yn asesu ansawdd ymchwil addysgol ar gyfer Gweinyddiaeth Addysg Estonia yn 2013.
Mae fy niddordebau ymchwil yn cwmpasu llywodraethu, addysgu, dysgu, asesu, dysgu gydol oes a'r berthynas gwaith addysg ar draws ystod o leoliadau, gyda ffocws penodol ar y cysylltiadau rhwng prosesau addysgol ac anghydraddoldebau cymdeithasol. Mae gen i ddiddordeb yn y graddau y mae polisi addysgol yn siapio'r pethau hyn, a hefyd mewn cwestiynau methodolegol a damcaniaethol ynghylch sut y gellir eu trin a'u deall orau. Rwyf wedi cyhoeddi'n eang ar y pynciau hyn ar gyfer cynulleidfaoedd academaidd, polisi ac ymarferwyr.
Cyhoeddiad
2023
- James, D., Garner, S. and Husband, G. 2023. Understanding practices of UK college governing: Rethinking strategy and accountability. Educational Management Administration and Leadership 51(6), pp. 1422-1439. (10.1177/17411432211053691)
- James, D. 2023. Foreword. In: BERA, . ed. Education: The state of the discipline - High Impact Educational Research. London: British Educational Research Association, pp. 6-8.
- James, D. 2023. The Research Excellence Framework as a resource for the field. Research Intelligence 154, pp. 18-19.
2022
- James, D., Sadik, S. and Brown, P. 2022. Rethinking lifelong learning in the "Fourth Industrial Revolution". In: Evans, K. et al. eds. Third International Handbook of Lifelong Learning. Springer International Handbooks of Education Cham, Switzerland: Springer, pp. 1-20., (10.1007/978-3-030-67930-9_49-1)
- Morgan, A., Milton, E., James, D., Kneen, J., Clement, J., Bryant, A. and Beauchamp, G. 2022. Pandemic-related assessment experiences and innovations: implications for initial teacher education. Welsh Government.
2021
- Bathmaker, A. et al. 2021. Processes and practices of governing in colleges of further education in the UK: uncovering the complexities of governing. University of Stirling.
2020
- James, D. 2020. 40th anniversary special issue: the current and future shape of the sociology of education. British Journal of Sociology of Education 41(6), pp. 757-767. (10.1080/01425692.2020.1801222 .)
- Mills, D. and James, D. 2020. Reconceptualising organisational collaborations in social science doctoral education. Higher Education 79, pp. 791-809. (10.1007/s10734-019-00438-9)
- Brown, P. and James, D. 2020. Educational expansion, poverty reduction and social mobility: reframing the debate. International Journal of Educational Research 100, article number: 101537. (10.1016/j.ijer.2020.101537)
- James, D. 2020. Is lifelong learning still useful? Disappointments and prospects for rediscovery. Journal of Education and Work 33(7-8), pp. 522-532. (10.1080/13639080.2020.1852509)
2019
- James, D. 2019. Learning in and learning from FE and skills policy in wales: a relational approach. Journal of Education and Work 32(3), pp. 251-265. (10.1080/13639080.2019.1624697)
- Hodgson, A., Spours, K., Gallacher, J., Irwin, T. and James, D. 2019. FE and skills - is the 'UK laboratory' open for expansive policy learning?. Journal of Education and Work 32(3), pp. 277-291. (10.1080/13639080.2019.1621272)
2018
- Hodgson, A., Spours, K., Waring, M., Gallacher, J., Irwin, T. and James, D. 2018. FE and skills across the four countries of the UK. Project Report. [Online]. London: The Edge Foundation/UCL. Available at: https://www.edge.co.uk/sites/default/files/documents/fe_and_skills_across_the_four_countries_of_the_uk_final.pdf
- James, D. 2018. Learning cultures, reflexivity and creative subversion. In: Matthews, C., Edgington, U. and Channon, A. eds. Teaching With Sociological Imagination in Higher and Further Education. Springer, pp. 39-53.
- James, D. 2018. Social class, participation, and the marketised university. In: Waller, R., Ingram, N. and Ward, M. R. eds. Higher Education and Social Inequalities. Sociological Futures Abingdon and New York: Routledge, pp. 231-242.
2017
- Rintoul, J. and James, D. 2017. ‘That tricky subject’: the integration of contextual studies in pre-degree art and design education. International Journal of Art and Design Education 36(2), pp. 215-225. (10.1111/jade.12077)
- James, D. 2017. Professional identity, learning cultures and educational quality: some lessons from Further Education. Wales Journal of Education 19(1), pp. 107-124. (10.16922/wje.19.1.6)
- James, D. 2017. Knowing your place? The urban as an educational resource. In: Pink, W. T. and Noblit, G. eds. Second International Handbook of Urban Education. Springer International Handbooks of Education Berlin: Springer
- James, D. 2017. Key FE and skills developments in Wales. Discussion Paper. London: UCL Institute of Education. Available at: http://www.ucl.ac.uk/ioe/departments-centres/centres/centre-for-post14-education-and-work/projects/fe-skills-four-countries-uk/pdf/key-fe-skills-developments-wales
2016
- James, D. 2016. Lernkulturen- eine dynamische Sicht auf professionelle Praxis und Identität? [Learning cultures and a dynamic view of professional practice and identity]. Berliner Debatte Initial 27(1), pp. 1-9.
- James, D. and Unwin, L. 2016. Fostering high quality vocational further education in Wales. Project Report. [Online]. Cardiff: Public Policy Institute for Wales. Available at: http://ppiw.org.uk/files/2016/01/PPIW-Report-Fostering-High-Quality-Further-Education-in-Wales.pdf
2015
- Harrison, N., James, D. and Last, K. 2015. Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices. Research Papers in Education 30(5), pp. 568-608. (10.1080/02671522.2014.1002526)
- James, D. 2015. How Bourdieu bites back: recognising misrecognition in education and educational research. Cambridge Journal of Education 45(1), pp. 97-112. (10.1080/0305764X.2014.987644)
2014
- Coffey, A. J. and James, D. eds. 2014. Masculinity and education. London: Routledge.
- James, D. 2014. Identities of, in, and through higher education. British Journal of Sociology of Education 35(2), pp. 316-327. (10.1080/01425692.2014.881056)
2013
- James, D. 2013. Investigating the curriculum through assessment practice in higher education: the value of a 'learning cultures' approach. Higher Education n/a (10.1007/s10734-013-9652-6)
- James, D. 2013. Educational research in Estonia. Project Report. [Online]. Estonia: Ministry of Education, Estonia. Available at: http://www.etag.ee/wp-content/uploads/2012/05/Evaluation_report2013_1.pdf
2012
- James, D. 2012. The RSA area based curriculum in Peterborough: an independent evaluation. London: RSA. Available at: https://www.thersa.org/globalassets/pdfs/reports/rsa_abc_peterborough_independent_evaluation.pdf
2011
- Ritchie, R., James, D., Reed, L. R., Sutherland, R. and Keith-Miller, G. 2011. The development of enhanced university partnerships with schools in Bristol. HEFCE, Bristol.
- James, D. 2011. Beginning with Bourdieu in educational research. Discussion Paper. London: British Educational Research Association (BERA). Available at: http://www.bera.ac.uk/resources/beginning-bourdieu-educational-research
- James, D. 2011. Policy into practice: provider perspectives. In: Hodgson, A., Spours, K. and Waring, M. eds. Post-compulsory education and lifelong learning across the UK: Policy, organisation and governance. London: Institute of Education, pp. 105-124.
- Reay, D., Crozier, G. and James, D. 2011. White middle class identities and urban schooling. Identity Studies in the Social Sciences. Basingstoke: Palgrave Macmillan.
- Tannock, S., James, D. and Torres, C. A. 2011. Radical education and the common school: a democratic alternative. British Journal of Sociology of Education 32(6), pp. 939-952. (10.1080/01425692.2011.614751)
2010
- James, D., Reay, D., Crozier, G., Beedell, P., Hollingworth, S., Jamieson, F. and Williams, K. 2010. Neoliberal policy and the meaning of counterintuitive middle-class school choices. Current Sociology 58(4), pp. 623-641. (10.1177/0011392110368003)
- James, D., Ritchie, R., Jones, M., Fitzgerald, B., Orr-Ewing, M. and Harrison, N. 2010. Secondary curriculum development and innovation in Bristol. Final report for Bristol City Council. Project Report. Bristol: University of West England.
- James, D., Bathmaker, A. and Waller, R. 2010. Evaluation of the Learning and Skills Council (West of England) work related learning project. Final report for the Learning and Skills Council. Project Report. [Online]. Bristol: University of West England. Available at: http://eprints.uwe.ac.uk/11502/2/Final_report_23_april.pdf
- James, D. 2010. Professionalism matters. Association of Teachers and Lecturers Post-16 News, pp. 4.
- James, D., Bathmaker, A. and Waller, R. 2010. Inspiring learning [teacher resource]. Published jointly by Bristol City, Bath & North East Somerset, North Somerset and South Gloucestershire Councils. - teaching_resource
- James, D. 2010. Theory and educational research: toward critical social explanation. British Journal of Sociology of Education 31(2), pp. 243-248. (10.1080/01425690903541236)
2009
- James, D. R., Reay, D., Crozier, G., Jamieson, F., Beedell, P., Hollingworth, S. and Williams, K. 2009. White middle-class identity work through “against the grain” school choices. In: Wetherell, M. ed. Identity in the 21st Century: New Trends in Changing Times. Identity Studies in the Social Sciences Basingstoke: Palgrave Macmillan, pp. 76-94.
- James, D. and Beedell, P. 2009. Transgression for transition? White urban middle class families making and managing “against the grain” school choices. In: Ecclestone, K., Biesta, G. and Hughes, M. eds. Transitions and Learning Through the Lifecourse. London & New York: Routledge, pp. 32-46.
2008
- Kangro, A. and James, D. 2008. Rapid reform and unfinished business: the development of education in independent Latvia 1991-2007. European Journal of Education 43(4), pp. 547-561. (10.1111/j.1465-3435.2008.00373.x)
- Reay, D., Crozier, G., James, D., Hollingworth, S., Williams, K., Jamieson, F. and Beedell, P. 2008. Re-invigorating democracy?: White middle class identities and comprehensive schooling. Sociological Review 56(2), pp. 238-255. (10.1111/j.1467-954X.2008.00786.x)
- James, D. and Harrison, N. 2008. Enhancing tutor community: a research-based tutor consultation for the Workers’ Educational Association. Project Report. Bristol: University of the West of England.
- James, D., Bathmaker, A., Waller, R. and Last, K. 2008. Community engagement and specialist schools and academies: the implications of the Leitch Review of Skills Trust. Technical Report.
- James, D., Beedell, P., Crozier, G., Jamieson, F., Williams, K. and Hollingworth, S. 2008. Community and calculation: Counter-intuitive school choice and the white urban middle class. New Redland Papers 2, pp. 53-57.
- Crozier, G., Reay, D., James, D., Jamieson, F., Beedell, P., Hollingworth, S. and Williams, K. 2008. White middle-class parents, identities, educational choice and the urban comprehensive school: dilemmas, ambivalence and moral ambiguity. British Journal of Sociology of Education 29(3), pp. 261-272. (10.1080/01425690801966295)
- Hodkinson, P., Biesta, G. and James, D. 2008. Understanding learning culturally: overcoming the dualism between social and individual views of learning. Vocations and Learning 1(1), pp. 27-47. (10.1007/s12186-007-9001-y)
- Francis, B., Hockings, C., James, D. and Reed, L. R. 2008. Review symposium: Reconceptualising lifelong learning. Feminist interventions. British Journal of Sociology of Education 29(3), pp. 339-348. (10.1080/01425690801966469)
2007
- James, D. and Biesta, G. 2007. Improving learning cultures in Further Education. Improving Learning. London: Routledge.
- James, D. and Gleeson, D. 2007. The paradox of professionalism in English further education: A TLC project perspective. Educational Review 59(4), pp. 451-467. (10.1080/00131910701619340)
- Reay, D., Hollingworth, S., Williams, K., Crozier, G., Jamieson, F., James, D. and Beedell, P. 2007. `A darker shade of pale?' Whiteness, the middle classes and multi-ethnic inner city schooling. Sociology 41(6), pp. 1041-1060. (10.1177/0038038507082314)
- James, D. and Wahlberg, M. 2007. The limits of tutor intervention: understanding improvement in a cultural view of FE learning and teaching. Educational Review 59(4), pp. 469-482. (10.1080/00131910701619357)
- James, D. and Simmons, J. 2007. Alternative assessment for learner engagement in a climate of performativity: lessons from an English case study. Assessment in Education: Principles, Policy & Practice 14(3), pp. 353-371. (10.1080/09695940701592022)
- Colley, H., James, D. and Diment, K. 2007. Unbecoming teachers: towards a more dynamic notion of professional participation. Journal of Education Policy 22(2), pp. 173-193. (10.1080/02680930601158927)
- Hodkinson, P., Biesta, G. and James, D. 2007. Understanding learning cultures. Educational Review 59(4), pp. 415-427. (10.1080/00131910701619316)
- James, D. 2007. Book Reviews: 'On Bourdieu, education and society' by Derek Robbins [book review]. London Review of Education 5(3), pp. 313-316. (10.1080/14748460701661377)
2006
- Thomas, G. and James, D. 2006. Reinventing grounded theory: some questions about theory, ground and discovery. British Educational Research Journal 32(6), pp. 767-795. (10.1080/01411920600989412)
2005
- James, D. 2005. Importance and impotence? Learning, outcomes and research in further education. Curriculum Journal 16(1), pp. 83-96. (10.1080/0958517042000336827)
- Torrance, H., Colley, H., Garratt, D., Jarvis, J., Piper, H., Ecclestone, K. and James, D. 2005. The impact of different modes of assessment on achievement and progress in the learning and skills sector. Project Report. UK: Learning and Skills Development Agency.
- James, D. 2005. The love puddle: a simple story and some difficult questions. Educational Action Research 13(1), pp. 111-118. (10.1080/09650790500200270)
2004
- James, D. 2004. Research in practice. Building Effective Research Vol. 5. London: Learning and Skills Research Centre.
- Grenfell, M. and James, D. 2004. Change in the field—changing the field: Bourdieu and the methodological practice of educational research. British Journal of Sociology of Education 25(4), pp. 507-523. (10.1080/014256904200026989)
2003
- Simons, H., Kushner, S., Jones, K. and James, D. 2003. From evidence‐based practice to practice‐based evidence: the idea of situated generalisation. Research Papers in Education 18(4), pp. 347-364. (10.1080/0267152032000176855)
- Colley, H., James, D., Diment, K. and Tedder, M. 2003. Learning as becoming in vocational education and training: class, gender and the role of vocational habitus. Journal of Vocational Education & Training 55(4), pp. 471-498. (10.1080/13636820300200240)
- James, D. and Diment, K. 2003. Going underground? learning and assessment in an ambiguous Space. Journal of Vocational Education & Training 55(4), pp. 407-422. (10.1080/13636820300200242)
- Hodkinson, P. and James, D. 2003. Transforming elarning cultures in further education. Journal of Vocational Education & Training 55(4), pp. 389-406. (10.1080/13636820300200236)
- Bloomer, M. and James, D. 2003. Educational research in educational practice. Journal of Further and Higher Education 27(3), pp. 247-256. (10.1080/0309877032000098671)
- James, D. 2003. Martin Bloomer and the TLCFE project. Learning and Skills Research Journal 6(3)
2000
- James, D. 2000. Making the graduate: perspectives on student experience of assessment in higher education. In: Filer, A. ed. Assessment: Social Practice and Social Product. Routledge Falmer, pp. 151-167.
1999
- Ashcroft, K. and James, D. eds. 1999. The creative professional - learning to teach 14-19 year-olds. London: Falmer.
- James, D. 1999. Assessment events as social practices. In: Kelly, M. and Grenfell, M. eds. Pierre Bourdieu: language, culture and education. Oxford: Peter Lang, pp. 247-259.
1998
- Grenfell, M. and James, D. 1998. Bourdieu and education: Acts of practical theory. London: Falmer.
- James, D. and Brewer, J. 1998. Key skills on the ground: the meaning of development in 16-19 academic and vocational programmes. The Redland Papers 6, pp. 33-47.
1995
- James, D. 1995. Mature studentship in higher education: beyond a 'species' approach. British Journal of Sociology of Education 16(4), pp. 451-466. (10.1080/0142569950160402)
- James, D. 1995. Universal teacher education for the FE sector: Whatever next?. The Redland Papers 3, pp. 52-61.
Articles
- James, D., Garner, S. and Husband, G. 2023. Understanding practices of UK college governing: Rethinking strategy and accountability. Educational Management Administration and Leadership 51(6), pp. 1422-1439. (10.1177/17411432211053691)
- James, D. 2023. The Research Excellence Framework as a resource for the field. Research Intelligence 154, pp. 18-19.
- James, D. 2020. 40th anniversary special issue: the current and future shape of the sociology of education. British Journal of Sociology of Education 41(6), pp. 757-767. (10.1080/01425692.2020.1801222 .)
- Mills, D. and James, D. 2020. Reconceptualising organisational collaborations in social science doctoral education. Higher Education 79, pp. 791-809. (10.1007/s10734-019-00438-9)
- Brown, P. and James, D. 2020. Educational expansion, poverty reduction and social mobility: reframing the debate. International Journal of Educational Research 100, article number: 101537. (10.1016/j.ijer.2020.101537)
- James, D. 2020. Is lifelong learning still useful? Disappointments and prospects for rediscovery. Journal of Education and Work 33(7-8), pp. 522-532. (10.1080/13639080.2020.1852509)
- James, D. 2019. Learning in and learning from FE and skills policy in wales: a relational approach. Journal of Education and Work 32(3), pp. 251-265. (10.1080/13639080.2019.1624697)
- Hodgson, A., Spours, K., Gallacher, J., Irwin, T. and James, D. 2019. FE and skills - is the 'UK laboratory' open for expansive policy learning?. Journal of Education and Work 32(3), pp. 277-291. (10.1080/13639080.2019.1621272)
- Rintoul, J. and James, D. 2017. ‘That tricky subject’: the integration of contextual studies in pre-degree art and design education. International Journal of Art and Design Education 36(2), pp. 215-225. (10.1111/jade.12077)
- James, D. 2017. Professional identity, learning cultures and educational quality: some lessons from Further Education. Wales Journal of Education 19(1), pp. 107-124. (10.16922/wje.19.1.6)
- James, D. 2016. Lernkulturen- eine dynamische Sicht auf professionelle Praxis und Identität? [Learning cultures and a dynamic view of professional practice and identity]. Berliner Debatte Initial 27(1), pp. 1-9.
- Harrison, N., James, D. and Last, K. 2015. Don’t know what you’ve got ‘til it's gone? Skills-led qualifications, secondary school attainment and policy choices. Research Papers in Education 30(5), pp. 568-608. (10.1080/02671522.2014.1002526)
- James, D. 2015. How Bourdieu bites back: recognising misrecognition in education and educational research. Cambridge Journal of Education 45(1), pp. 97-112. (10.1080/0305764X.2014.987644)
- James, D. 2014. Identities of, in, and through higher education. British Journal of Sociology of Education 35(2), pp. 316-327. (10.1080/01425692.2014.881056)
- James, D. 2013. Investigating the curriculum through assessment practice in higher education: the value of a 'learning cultures' approach. Higher Education n/a (10.1007/s10734-013-9652-6)
- Tannock, S., James, D. and Torres, C. A. 2011. Radical education and the common school: a democratic alternative. British Journal of Sociology of Education 32(6), pp. 939-952. (10.1080/01425692.2011.614751)
- James, D., Reay, D., Crozier, G., Beedell, P., Hollingworth, S., Jamieson, F. and Williams, K. 2010. Neoliberal policy and the meaning of counterintuitive middle-class school choices. Current Sociology 58(4), pp. 623-641. (10.1177/0011392110368003)
- James, D. 2010. Professionalism matters. Association of Teachers and Lecturers Post-16 News, pp. 4.
- James, D. 2010. Theory and educational research: toward critical social explanation. British Journal of Sociology of Education 31(2), pp. 243-248. (10.1080/01425690903541236)
- Kangro, A. and James, D. 2008. Rapid reform and unfinished business: the development of education in independent Latvia 1991-2007. European Journal of Education 43(4), pp. 547-561. (10.1111/j.1465-3435.2008.00373.x)
- Reay, D., Crozier, G., James, D., Hollingworth, S., Williams, K., Jamieson, F. and Beedell, P. 2008. Re-invigorating democracy?: White middle class identities and comprehensive schooling. Sociological Review 56(2), pp. 238-255. (10.1111/j.1467-954X.2008.00786.x)
- James, D., Beedell, P., Crozier, G., Jamieson, F., Williams, K. and Hollingworth, S. 2008. Community and calculation: Counter-intuitive school choice and the white urban middle class. New Redland Papers 2, pp. 53-57.
- Crozier, G., Reay, D., James, D., Jamieson, F., Beedell, P., Hollingworth, S. and Williams, K. 2008. White middle-class parents, identities, educational choice and the urban comprehensive school: dilemmas, ambivalence and moral ambiguity. British Journal of Sociology of Education 29(3), pp. 261-272. (10.1080/01425690801966295)
- Hodkinson, P., Biesta, G. and James, D. 2008. Understanding learning culturally: overcoming the dualism between social and individual views of learning. Vocations and Learning 1(1), pp. 27-47. (10.1007/s12186-007-9001-y)
- Francis, B., Hockings, C., James, D. and Reed, L. R. 2008. Review symposium: Reconceptualising lifelong learning. Feminist interventions. British Journal of Sociology of Education 29(3), pp. 339-348. (10.1080/01425690801966469)
- James, D. and Gleeson, D. 2007. The paradox of professionalism in English further education: A TLC project perspective. Educational Review 59(4), pp. 451-467. (10.1080/00131910701619340)
- Reay, D., Hollingworth, S., Williams, K., Crozier, G., Jamieson, F., James, D. and Beedell, P. 2007. `A darker shade of pale?' Whiteness, the middle classes and multi-ethnic inner city schooling. Sociology 41(6), pp. 1041-1060. (10.1177/0038038507082314)
- James, D. and Wahlberg, M. 2007. The limits of tutor intervention: understanding improvement in a cultural view of FE learning and teaching. Educational Review 59(4), pp. 469-482. (10.1080/00131910701619357)
- James, D. and Simmons, J. 2007. Alternative assessment for learner engagement in a climate of performativity: lessons from an English case study. Assessment in Education: Principles, Policy & Practice 14(3), pp. 353-371. (10.1080/09695940701592022)
- Colley, H., James, D. and Diment, K. 2007. Unbecoming teachers: towards a more dynamic notion of professional participation. Journal of Education Policy 22(2), pp. 173-193. (10.1080/02680930601158927)
- Hodkinson, P., Biesta, G. and James, D. 2007. Understanding learning cultures. Educational Review 59(4), pp. 415-427. (10.1080/00131910701619316)
- James, D. 2007. Book Reviews: 'On Bourdieu, education and society' by Derek Robbins [book review]. London Review of Education 5(3), pp. 313-316. (10.1080/14748460701661377)
- Thomas, G. and James, D. 2006. Reinventing grounded theory: some questions about theory, ground and discovery. British Educational Research Journal 32(6), pp. 767-795. (10.1080/01411920600989412)
- James, D. 2005. Importance and impotence? Learning, outcomes and research in further education. Curriculum Journal 16(1), pp. 83-96. (10.1080/0958517042000336827)
- James, D. 2005. The love puddle: a simple story and some difficult questions. Educational Action Research 13(1), pp. 111-118. (10.1080/09650790500200270)
- Grenfell, M. and James, D. 2004. Change in the field—changing the field: Bourdieu and the methodological practice of educational research. British Journal of Sociology of Education 25(4), pp. 507-523. (10.1080/014256904200026989)
- Simons, H., Kushner, S., Jones, K. and James, D. 2003. From evidence‐based practice to practice‐based evidence: the idea of situated generalisation. Research Papers in Education 18(4), pp. 347-364. (10.1080/0267152032000176855)
- Colley, H., James, D., Diment, K. and Tedder, M. 2003. Learning as becoming in vocational education and training: class, gender and the role of vocational habitus. Journal of Vocational Education & Training 55(4), pp. 471-498. (10.1080/13636820300200240)
- James, D. and Diment, K. 2003. Going underground? learning and assessment in an ambiguous Space. Journal of Vocational Education & Training 55(4), pp. 407-422. (10.1080/13636820300200242)
- Hodkinson, P. and James, D. 2003. Transforming elarning cultures in further education. Journal of Vocational Education & Training 55(4), pp. 389-406. (10.1080/13636820300200236)
- Bloomer, M. and James, D. 2003. Educational research in educational practice. Journal of Further and Higher Education 27(3), pp. 247-256. (10.1080/0309877032000098671)
- James, D. 2003. Martin Bloomer and the TLCFE project. Learning and Skills Research Journal 6(3)
- James, D. and Brewer, J. 1998. Key skills on the ground: the meaning of development in 16-19 academic and vocational programmes. The Redland Papers 6, pp. 33-47.
- James, D. 1995. Mature studentship in higher education: beyond a 'species' approach. British Journal of Sociology of Education 16(4), pp. 451-466. (10.1080/0142569950160402)
- James, D. 1995. Universal teacher education for the FE sector: Whatever next?. The Redland Papers 3, pp. 52-61.
Book sections
- James, D. 2023. Foreword. In: BERA, . ed. Education: The state of the discipline - High Impact Educational Research. London: British Educational Research Association, pp. 6-8.
- James, D., Sadik, S. and Brown, P. 2022. Rethinking lifelong learning in the "Fourth Industrial Revolution". In: Evans, K. et al. eds. Third International Handbook of Lifelong Learning. Springer International Handbooks of Education Cham, Switzerland: Springer, pp. 1-20., (10.1007/978-3-030-67930-9_49-1)
- James, D. 2018. Learning cultures, reflexivity and creative subversion. In: Matthews, C., Edgington, U. and Channon, A. eds. Teaching With Sociological Imagination in Higher and Further Education. Springer, pp. 39-53.
- James, D. 2018. Social class, participation, and the marketised university. In: Waller, R., Ingram, N. and Ward, M. R. eds. Higher Education and Social Inequalities. Sociological Futures Abingdon and New York: Routledge, pp. 231-242.
- James, D. 2017. Knowing your place? The urban as an educational resource. In: Pink, W. T. and Noblit, G. eds. Second International Handbook of Urban Education. Springer International Handbooks of Education Berlin: Springer
- James, D. 2011. Policy into practice: provider perspectives. In: Hodgson, A., Spours, K. and Waring, M. eds. Post-compulsory education and lifelong learning across the UK: Policy, organisation and governance. London: Institute of Education, pp. 105-124.
- James, D. R., Reay, D., Crozier, G., Jamieson, F., Beedell, P., Hollingworth, S. and Williams, K. 2009. White middle-class identity work through “against the grain” school choices. In: Wetherell, M. ed. Identity in the 21st Century: New Trends in Changing Times. Identity Studies in the Social Sciences Basingstoke: Palgrave Macmillan, pp. 76-94.
- James, D. and Beedell, P. 2009. Transgression for transition? White urban middle class families making and managing “against the grain” school choices. In: Ecclestone, K., Biesta, G. and Hughes, M. eds. Transitions and Learning Through the Lifecourse. London & New York: Routledge, pp. 32-46.
- James, D. 2000. Making the graduate: perspectives on student experience of assessment in higher education. In: Filer, A. ed. Assessment: Social Practice and Social Product. Routledge Falmer, pp. 151-167.
- James, D. 1999. Assessment events as social practices. In: Kelly, M. and Grenfell, M. eds. Pierre Bourdieu: language, culture and education. Oxford: Peter Lang, pp. 247-259.
Books
- Coffey, A. J. and James, D. eds. 2014. Masculinity and education. London: Routledge.
- Reay, D., Crozier, G. and James, D. 2011. White middle class identities and urban schooling. Identity Studies in the Social Sciences. Basingstoke: Palgrave Macmillan.
- James, D. and Biesta, G. 2007. Improving learning cultures in Further Education. Improving Learning. London: Routledge.
- James, D. 2004. Research in practice. Building Effective Research Vol. 5. London: Learning and Skills Research Centre.
- Ashcroft, K. and James, D. eds. 1999. The creative professional - learning to teach 14-19 year-olds. London: Falmer.
- Grenfell, M. and James, D. 1998. Bourdieu and education: Acts of practical theory. London: Falmer.
Monographs
- Morgan, A., Milton, E., James, D., Kneen, J., Clement, J., Bryant, A. and Beauchamp, G. 2022. Pandemic-related assessment experiences and innovations: implications for initial teacher education. Welsh Government.
- Bathmaker, A. et al. 2021. Processes and practices of governing in colleges of further education in the UK: uncovering the complexities of governing. University of Stirling.
- Hodgson, A., Spours, K., Waring, M., Gallacher, J., Irwin, T. and James, D. 2018. FE and skills across the four countries of the UK. Project Report. [Online]. London: The Edge Foundation/UCL. Available at: https://www.edge.co.uk/sites/default/files/documents/fe_and_skills_across_the_four_countries_of_the_uk_final.pdf
- James, D. 2017. Key FE and skills developments in Wales. Discussion Paper. London: UCL Institute of Education. Available at: http://www.ucl.ac.uk/ioe/departments-centres/centres/centre-for-post14-education-and-work/projects/fe-skills-four-countries-uk/pdf/key-fe-skills-developments-wales
- James, D. and Unwin, L. 2016. Fostering high quality vocational further education in Wales. Project Report. [Online]. Cardiff: Public Policy Institute for Wales. Available at: http://ppiw.org.uk/files/2016/01/PPIW-Report-Fostering-High-Quality-Further-Education-in-Wales.pdf
- James, D. 2013. Educational research in Estonia. Project Report. [Online]. Estonia: Ministry of Education, Estonia. Available at: http://www.etag.ee/wp-content/uploads/2012/05/Evaluation_report2013_1.pdf
- James, D. 2012. The RSA area based curriculum in Peterborough: an independent evaluation. London: RSA. Available at: https://www.thersa.org/globalassets/pdfs/reports/rsa_abc_peterborough_independent_evaluation.pdf
- Ritchie, R., James, D., Reed, L. R., Sutherland, R. and Keith-Miller, G. 2011. The development of enhanced university partnerships with schools in Bristol. HEFCE, Bristol.
- James, D. 2011. Beginning with Bourdieu in educational research. Discussion Paper. London: British Educational Research Association (BERA). Available at: http://www.bera.ac.uk/resources/beginning-bourdieu-educational-research
- James, D., Ritchie, R., Jones, M., Fitzgerald, B., Orr-Ewing, M. and Harrison, N. 2010. Secondary curriculum development and innovation in Bristol. Final report for Bristol City Council. Project Report. Bristol: University of West England.
- James, D., Bathmaker, A. and Waller, R. 2010. Evaluation of the Learning and Skills Council (West of England) work related learning project. Final report for the Learning and Skills Council. Project Report. [Online]. Bristol: University of West England. Available at: http://eprints.uwe.ac.uk/11502/2/Final_report_23_april.pdf
- James, D. and Harrison, N. 2008. Enhancing tutor community: a research-based tutor consultation for the Workers’ Educational Association. Project Report. Bristol: University of the West of England.
- James, D., Bathmaker, A., Waller, R. and Last, K. 2008. Community engagement and specialist schools and academies: the implications of the Leitch Review of Skills Trust. Technical Report.
- Torrance, H., Colley, H., Garratt, D., Jarvis, J., Piper, H., Ecclestone, K. and James, D. 2005. The impact of different modes of assessment on achievement and progress in the learning and skills sector. Project Report. UK: Learning and Skills Development Agency.
teaching_resource
- James, D., Bathmaker, A. and Waller, R. 2010. Inspiring learning [teacher resource]. Published jointly by Bristol City, Bath & North East Somerset, North Somerset and South Gloucestershire Councils. - teaching_resource
Ymchwil
See the 'Overview' section for an indication of major projects. The central theme in my research is the relationship between education and social inequalities. I have investigated and written on a range of topics including:
- student experience and mature studentship
- learning cultures, professionalism and policy in Further Education;
- assessment, especially in Further and Higher Education
- secondary school choice, white middle class identity and urban schooling;
- curriculum innovation, creative teaching, creativity and professionalism;
- work-related learning;
- factors in GCSE attainment in secondary education;
- the social theory of Bourdieu (though my work also draws on many other theoretical sources).
Whilst most of my research work has been qualitative, I use quantitative and mixed methods as well, depending on the nature of the research questions.
I was editior and advisory group chair for the Academy of Social Sciences booklet Making the Case No. 12: Education. This was launched at the House of Commons in December 2016 at an event hosted by Neil Camichael MP, chair of the Education Select Committee.
The booklet is available at https://www.acss.org.uk/mtc-12-education/
See also http://authorservices.taylorandfrancis.com/making-the-case/jhgjhgjhjhg
A short Academy video can be seen at https://www.youtube.com/watch?v=h9ENtH9o6zs&feature=youtu.be
Addysgu
Rwyf wedi dysgu ystod eang o bynciau'r gwyddorau cymdeithasol ar draws cymdeithaseg a seicoleg, ar bob lefel o gyn-TGAU i Feddygon. Mae'r prif feysydd yn cynnwys methodoleg ymchwil, dysgu ac asesu mewn addysg bellach ac uwch, cymdeithaseg addysg ôl-orfodol, theori gymdeithasol Bourdieu, cydraddoldeb cymdeithasol ac anghydraddoldeb, damcaniaethau seicolegol a diwylliannol o ddysgu.
Gweler fy sesiwn ar gyfer myfyrwyr doethurol ESRC y DU o'r enw Sut i gael yn glir am ddull, methodoleg, epistemoleg ac ontoleg, unwaith ac am byth. Mabwysiadwyd hyn gan Brifysgol Agored y DU ac RMIT ym Melbourne, ymhlith eraill. Mae ar You Tube, gyda dros 150,000 o olygfeydd. Gweler ef yma: Cynhadledd ESRC: Sesiwn Dulliau
Archwilio allanol
Rwyf wedi archwilio dros 55 o draethodau ymchwil doethurol, yn bennaf fel arholwr allanol, mewn tua 30 o brifysgolion gwahanol yn y DU a thramor. Rwyf hefyd yn arholwr allanol profiadol ar gyfer rhaglenni a addysgir mewn prifysgolion eraill. Yn 2018 cwblheais dymor pedair blynedd fel arholwr allanol ar gyfer y rhaglen MEd/MPhil yn y Gyfadran Addysg, Prifysgol Caergrawnt.
Bywgraffiad
Mae fy nghofiant cynnar yn helpu i esbonio pam fy mod yn gymdeithasegydd addysg. Yn dilyn disgwyliadau ac addysgeg dosbarth cymdeithasol iawn yn fy ysgol gynradd, aeth fy nghanlyniad 11+ â mi i mewn i ysgol Uwchradd Modern nad yw'n ddetholus. Roedd hyn yn darparu addysg ragorol a chyflawn a ysgogodd fy niddordeb a'm chwilfrydedd ac a arweiniodd at ganlyniadau arholiadau da. Fodd bynnag, roedd y 'chweched dosbarth' llawer mwy mawreddog yr es i ymlaen wedyn i'w mynychu yn wael yn addysgol o gymharu â hynny, a gadewais gyda chanlyniadau Safon Uwch cymedrol iawn a dadrithiad cyffredinol am fy ngalluoedd.
Dilynodd cyfres o swyddi tymor byr mewn ffatrïoedd ac ar ffermydd, yna swydd mewn llywodraeth leol yn Llundain, mewn rolau clerigol a gweinyddol. Yn yr un cyfnod roeddwn yn ceisio gwneud bywoliaeth fel cerddor roc. Cyd-gerddor (Dave Pask, canwr gyda band Mark Knopfler, Cafe Racers) a dynnodd fy sylw at gymdeithaseg a mynychais ei ddosbarth nos yn y Coleg Addysg Bellach lleol, gan ennill canlyniad arholiadau da. Arweiniodd hyn at benderfyniad i adael fy swydd pan gynigiwyd lle i mi ym Mhrifysgol Bryste, a deuthum yn fyfyriwr 'aeddfed' (er mai dim ond yn fy 20au cynnar oeddwn i pan es i yno!). Fe wnes i'n dda iawn yn fy ngradd, a gwnaeth hyn i mi gwestiynu syniadau pellach eto fel 'etifeddolrwydd' deallusrwydd a'r afael ideolegol sydd gan syniadau o'r fath ar rai rhannau o addysg.
Ar ôl graddio, es ymlaen i gwblhau cymhwyster addysgu Addysg Bellach a dysgu mewn colegau AB yn Llundain, Caerfaddon a Chaerloyw. Yn 1989 dechreuais swydd yn y Bristol Polytechnic (ar y pryd) a chwblhau PhD rhan-amser (o'r enw Efrydiaeth Aeddfed mewn Addysg Uwch) erbyn 1996. Fe wnes i barhau i weithio ym Mhrifysgol Gorllewin Lloegr, Bryste, gan sefydlu a chyd-gyfarwyddo canolfan ymchwil, a chefais fy nyrchafu i'r Athro yn 2004. Dechreuais fy swydd bresennol yng Nghaerdydd yn 2011.
Cymwysterau a chymrodoriaethau
- 1981 BSc Anrh (Dosbarth 1af) Gwyddorau Cymdeithasol, Prifysgol Bryste
- 1982 Tystysgrif Addysg (AB) [Rhagoriaeth], Coleg Garnett, Llundain
- 1996 PhD – 'Efrydiaeth Aeddfed mewn Addysg Uwch', Prifysgol Gorllewin Lloegr, Bryste (Ext. Arholwr Yr Athro R Burgess)
- 2001 ymlaen - Cymrawd yr Academi Addysg Uwch (FHEA) (a chymwysterau cyfatebol blaenorol)
- 2010 ymlaen - Cymrawd Cymdeithas Frenhinol y Celfyddydau, Gweithgynhyrchu a Masnach (FRSA)
- 2015 Cymrawd Academi'r Gwyddorau Cymdeithasol (FAcSS)
Trosolwg gyrfa
- 1975-1978 Swyddog Gweithredol Cyngor Llundain Fwyaf
- 1982-1987 Darlithydd mewn Cymdeithaseg a Seicoleg, Coleg Addysg Bellach Dinas Caerfaddon
- 1987-89 Darlithydd 2/Uwch Ddarlithydd mewn Datblygu Staff, GLOSCAT
- 1989-91 Uwch Ddarlithydd mewn Astudiaethau Polisi Addysg (temp.) Polytechnig Bryste
- 1991-97 Uwch Ddarlithydd mewn Addysg Barhaus, UWE, Bryste
- 1997-2000 Prif Ddarlithydd, UWE, Bryste
- 2000-04 Darllenydd, Cyfadran Addysg, UWE, Bryste
- 2004-11 Athro, Cyfadran Addysg, UWE, Bryste
- 2011-19 Athro, Ysgol y Gwyddorau Cymdeithasol, Prifysgol Caerdydd a Chyfarwyddwr, Canolfan Hyfforddiant Doethurol/Partneriaeth ESRC Cymru
- 2019- Athro Cymdeithaseg Addysg, Ysgol y Gwyddorau Cymdeithasol, Prifysgol Caerdydd
Anrhydeddau a dyfarniadau
- 2012: Winner of book prize from The Society for Educational Studies for White Middle Class Identities and Urban Schooling (Palgrave Macmillan, 2011 & 2013) (with Reay and Crozier)
- 2012: Winner (with Colley and others) of the best Annual Conference symposium at the Annual Conference of the British Educational Research Association, on Radical Theory for Radical Times. Award included acceptance of symposium at the 2013 American Educational Research Association conference in San Francisco and funding to participate.
- 2006: Winner (with Grenfell and others) of the best Annual Conference symposium at the Annual Conference of the British Educational Research Association, on Exploring the use and usefulness of Bourdieu’s theory of practice for educational research. Award included acceptance of symposium for the 2007 American Educational Research Association conference in Chicago and funding to participate.
Aelodaethau proffesiynol
- Cymrawd Academi'r Gwyddorau Cymdeithasol (FAcSS)
- Cymrawd Cymdeithas Frenhinol y Celfyddydau, Gweithgynhyrchu a Masnach (FRSA)
- Cymrawd yr Academi Addysg Uwch (FHEA)
- Aelod o Gymdeithas Gymdeithasegol Prydain (BSA)
- Cymdeithas Ymchwil Addysgol America (AERA)
- Aelod o Gymdeithas Ymchwil Addysgol Prydain (BERA)
Meysydd goruchwyliaeth
Goruchwylio Doethuriaeth
Ar hyn o bryd, rwy'n goruchwylio chwe myfyriwr PhD. Rwyf wedi goruchwylio 24 o fyfyrwyr Doethuriaeth i gwblhau'n llwyddiannus.
Mae gen i ddiddordeb mewn goruchwylio Doethuriaethau sy'n cysylltu â'm diddordebau ymchwil ar draws cymdeithaseg addysg. Mae pynciau dangosol yn cynnwys:
- Addysg Bellach
- Natur gwybodaeth broffesiynol mewn lleoliadau addysgol
- Cyfundrefnau ac arferion asesu
- Diwylliannau dysgu
- Llwybrau dosbarth cymdeithasol ac addysgol
- Dysgu galwedigaethol a chysylltiedig â gwaith
- Perthynas addysg/gwaith
- Marchnata a 'dewis' mewn addysg
- Profiad myfyrwyr
- Polisi ac ymarfer.
Mae dosbarth cymdeithasol, rhyw, hil ac ethnigrwydd yn lensys pwysig. Mae gen i ddiddordeb hefyd yn Bourdieu a datblygiadau/beirniadaethau Bourdieu ynghylch cwestiynau addysgol.