Charlotte Chadderton
| Name | Charlotte Chadderton |
|---|---|
| Job title | Education Research Professor of Education |
| Research institute | College of Arts, Humanities and Education |
| ORCID | https://orcid.org/0000-0001-6022-6931 |
Research outputs
‘Addressing (and) inequality’. Subjectivation and desubjectivation in education, and how inequalities can be addressed
Chadderton, C. 2024. ‘Addressing (and) inequality’. Subjectivation and desubjectivation in education, and how inequalities can be addressed. in: Rose, N. (ed.) Addressing Inequality – Educational and social science contributions to subjectification research Leverkusen, Germany Verlag Barbara Budrich. pp. 21-31Rassismuskritik und (Post-)Kolonialismus
Baquero, P., Boger, M-A., Chadderton, C., Chamakalayil, L., Spieker, S. and Wischmann, A. (ed.) 2023. Rassismuskritik und (Post-)Kolonialismus. Beltz Juventa.Education policy and refugees in England and Germany: racist nativism and the reproduction of white supremacy
Chadderton, C. and Wischmann, A. 2023. Education policy and refugees in England and Germany: racist nativism and the reproduction of white supremacy. Race, Ethnicity and Education. pp. 1-21. https://doi.org/10.1080/13613324.2023.2255830Editorial: 30 Jahre und kein Ende der Geschichte (30 years since The End of History)
Buenger, C., Chadderton, C., Czejkowska, A., Dust, M., Eis, A., Grabau, C., Liesner, A., Lohmann, I., Salomon, D., Spieker, S., Springer, J-M. and Wischmann, A. 2023. Editorial: 30 Jahre und kein Ende der Geschichte (30 years since The End of History). in: Buenger, C., Chadderton, C., Czejkowska, A., Dust, M., Eis, A., Grabau, C., Liesner, A., Lohmann, I., Salomon, D., Spieker, S., Springer, J-M. and Wischmann, A. (ed.) 30 Jahre und kein Ende der Geschichte (30 years since The End of History) Germany Beltz-Juventa. pp. 9-1530 Jahre und kein Ende der Geschichte (30 years since The End of History)
Buenger, C.,, Chadderton, C., Czejkowska, A.,, Dust, M.,, Eis, A, Grabau, C.,, Liesner, A.,, Lohmann, I.,, Salomon, D.,, Spieker, S.,, Springer, J.M., and Wischmann, A. 2023. 30 Jahre und kein Ende der Geschichte (30 years since The End of History). Germany Beltz-Juventa.Schlaglicht Brexit: the United Kingdom leaves the European Union: what implications for academia?
Chadderton, C. 2022. Schlaglicht Brexit: the United Kingdom leaves the European Union: what implications for academia? in: Buenger, C., Chadderton, C., Czejkowska, A., Dust. M., Eis, A., Grabau, C., Liesner, A., Lohmann, I., Salomon, D., Spieker, S., Springer, J.M. and Wischmann, A. (ed.) 30 Jahre und kein Ende der Geschichte. Jahrbuch fuer Paedagogik 2022 Germany Beltz Juventa. pp. 209-213Schlaglicht: Flucht und Gefluechtete in der EU
Chadderton, C. and Wischmann, A. 2022. Schlaglicht: Flucht und Gefluechtete in der EU. in: Chadderton, C., Buenger, C., Czejkowska, A., Dust. M., Eis, A., Grabau, C., Liesner, A., Lohmann, I., Salomon, D., Spieker, S., Springer, J-M. and Wischmann, A. (ed.) 30 Jahre und kein Ende der Geschichte (30 years since The End of History) Germany Beltz Juventa . pp. 199-203Covid, schooling and race in England: a case of necropolitics
Chadderton, C. 2022. Covid, schooling and race in England: a case of necropolitics. Race Ethnicity and Education. https://doi.org/10.1080/13613324.2022.2069736White supremacy in postgraduate education at elite universities in England: the role of the gatekeepers
Jackson-Cole, D. and Chadderton, C. 2021. White supremacy in postgraduate education at elite universities in England: the role of the gatekeepers. Whiteness and Education. 8 (1), pp. 1-20. https://doi.org/10.1080/23793406.2021.2013131The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student
Macer, M. and Chadderton, C. 2020. The reproduction of the gender regime: the military and education as state apparatuses constraining the military wife student. Gender and Education. 33 (3), pp. 337-354. https://doi.org/10.1080/09540253.2020.1765994School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity’
Chadderton, C. 2020. School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity’. Power and Education. 12 (2), pp. 1-33. https://doi.org/10.1177/1757743820916761Career education and guidance and race (in)equality in England
Chadderton, C. 2019. Career education and guidance and race (in)equality in England. in: Hooley, T., Sultana, R. and Thomsen, R. (ed.) Career Guidance for Emancipation Reclaiming Justice for the Multitude Abingdon, Oxfordshire Routledge - Taylor and Francis.School surveillance: primary and secondary schools
Chadderton, C. 2018. School surveillance: primary and secondary schools. in: Arrigo, B. A. (ed.) The SAGE Encyclopedia of Surveillance, Security, and Privacy Los Angeles, USA. SAGE Publications.Judith Butler, Race and Education
Chadderton, C. 2018. Judith Butler, Race and Education. London Palgrave Macmillan.Higher Education and counter-terrorism in the state of exception: The case of England.
Chadderton, C. 2017. Higher Education and counter-terrorism in the state of exception: The case of England. Jahrbuch fur Paedagogik. 2017 (1), pp. 161-176. https://doi.org/10.3726/JP2017.09Preparing for disaster: a comparative analysis of education for critical infrastructure collapse
Kitagawa, K., Preston, J. and Chadderton, C. 2017. Preparing for disaster: a comparative analysis of education for critical infrastructure collapse. Journal of Risk Research. 20 (11), pp. 1-17. https://doi.org/10.1080/13669877.2016.1178661Volunteering, social cohesion and race: The German Technical Relief Service
Chadderton, C. 2016. Volunteering, social cohesion and race: The German Technical Relief Service. Voluntary Sector Review. 7 (3), p. 233–249. https://doi.org/10.1332/204080516x14672980651609Community response in disasters: an ecological learning framework
Preston, J., Chadderton, C., Kitagawa, K. and Edmonds, C. 2016. Community response in disasters: an ecological learning framework. International Journal of Lifelong Education. 34 (6). https://doi.org/10.1080/02601370.2015.1116116The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government
Chadderton, C. 2015. The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education. 13 (2), pp. 1-14. https://doi.org/10.18546/lre.13.2.08Civil defence pedagogies and narratives of democracy: disaster education in Germany
Chadderton, C. 2015. Civil defence pedagogies and narratives of democracy: disaster education in Germany. International Journal of Lifelong Education. 34 (5), pp. 589-606. https://doi.org/10.1080/02601370.2015.1073186UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis
Chadderton, C. 2015. UK Secondary Schools Under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. in: Kupfer, A. (ed.) Power and Education: Contexts of Oppression and Opportunity London Palgrave Macmillam. pp. 128–145Racialised norms in apprenticeship systems in England and Germany
Chadderton, C. and Wischmann, A. 2014. Racialised norms in apprenticeship systems in England and Germany. Journal of Vocational Education and Training. 66 (3), p. 330–347. https://doi.org/10.1080/13636820.2014.917693Refugees and access to vocational education and training across Europe: a case of protection of white privilege?
Chadderton, C. and Edmonds, C. 2014. Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education and Training. 67 (2), pp. 136-152. https://doi.org/10.1080/13636820.2014.922114The ‘state of exception’ and disaster education: A multilevel conceptual framework with implications for social justice
Preston, J., Chadderton, C. and Kitagawa, K. 2014. The ‘state of exception’ and disaster education: A multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education. 12 (4), pp. 437-456. https://doi.org/10.1080/14767724.2014.901906Collaboration and contestation in further and higher education partnerships in England: A Bourdieusian field analysis
Colley, H., Chadderton, C. and Nixon, L. 2014. Collaboration and contestation in further and higher education partnerships in England: A Bourdieusian field analysis. Critical Studies in Education. 55 (2), pp. 104-121. https://doi.org/10.1080/17508487.2014.852987Enhancing School-based Careers Work for Years 7-9
Chadderton, C. and Edmonds, C. 2014. Enhancing School-based Careers Work for Years 7-9. London University of East London, Cass School of Education and Communities. https://doi.org/10.15123/PUB.4074815
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