Barbara Crossouard

Barbara Crossouard
University of Sussex · Department of Education

PhD, Education, University of Sussex

About

60
Publications
16,597
Reads
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959
Citations
Citations since 2017
25 Research Items
602 Citations
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2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
2017201820192020202120222023020406080100120
Introduction
My research focuses on education, work and society, particularly in contexts of postcoloniality. My recent work has focused on youth livelihoods, work and education in Sub Saharan Africa, exploring their gender dynamics and their intersections with other structures of inequality.
Additional affiliations
October 2002 - present
University of Sussex
Position
  • Lecturer

Publications

Publications (60)
Article
Full-text available
This article draws on recent research (2017–20) into the livelihoods and imagined futures of rural youth in four communities in southern Nigeria. The research involved observations, sex-segregated focus group discussions and individual interviews. Taking up insights from sociologists of education and work, our analysis shows how rural youth simulta...
Article
Since the 9/11 attack on the World Trade Centre in New York, western media have consistently questioned whether being Muslim sits well with the ideals of democratic citizenship. Young Muslim males are often demonised as potential terrorists and female Muslims are singled out for critique for their dress. In France, for example, veiled Muslim women...
Article
This paper draws upon recent research that explored Muslim youth identity constructions in southern Ghana. At a time when Muslim youth are often demonized and Islam is represented as incompatible with western democratic ideals, the research explored the intersections of nation, religion, ethnicity and gender in identity narratives of female student...
Article
Full-text available
The rise of different nationalisms in an increasingly unequal and neoliberal world makes predictions about the dawn of a post-national, global society seem both incongruous and fraught with Eurocentric occlusions. In response, we present a postcolonial analysis of research into Muslim youth narratives of nation in Northern Nigeria. This highlights...
Article
This paper focuses on youth’s constructions of their national identities in two contrasting Muslim-majority contexts – Senegal and Pakistan – with very different histories of nation-state formation and post-independence trajectories. Drawing on case study research, we take up the historical specificities of their respective state formations and eme...
Article
This paper traces the symbolic importance of gender to the assertion of national and religious identities drawing on case study data with youth from Senegal, Pakistan, Nigeria and Lebanon. We start with a brief overview of the theoretical and methodological approach to the research. We then illustrate the gender assumptions within youth identity na...
Article
This paper draws on our recent research into Muslim youth identities to consider theoretical and methodological issues with respect to gender and Muslim women's agency. Western constructions of Muslim women often portray them in essentialised ways as subordinated and without agency. We take up alternative theoretical frameworks that illuminate the...
Article
This paper challenges the stereotypical homogenisation of Islam often circulated in global discourses. We do this by focusing on the different ways youth across four national case studies constructed their religious identities. The analysis is informed by our understanding that local, national and global discourses are significant to the interpella...
Article
The introductory paper to this special edition provides an overview of the multi-country research project on Muslim youth identities upon which all the papers draw. It includes outlines of its methodological and theoretical frameworks and its rationale. Using a case study approach, the research explored the identity narratives of Muslim youth in th...
Article
Dominant understandings of global or cosmopolitanism citizenship align it with the ‘modern’ and the ‘secular’, in ways that construct religious belongings as irrational, or indeed ‘pre-modern’. Assumptions of superiority embedded in claims to cosmopolitanism are all the more powerful for being constructed as a ‘universal’, in ways that erase and oc...
Article
This article reports on recent research funded by international development actors which explored how Senegalese youth acted as ‘active citizens’ and claimed their education and sexual and reproductive health (SRH) rights. Our analysis is framed by a review of contemporary international development discourses that seem to offer fertile possibilitie...
Chapter
This chapter explores how Pakistani youth make sense of themselves in relation to the social world and the ways their identifications intersect with nation, religion, gender and ethnicity. Youth navigate their identities in a socio-political context of a Muslim majority state, which traces its genesis to a religious identity. A total of 65 youth, 2...
Chapter
This chapter introduces the key concepts of the research and the theoretical frameworks we draw on to analyse our four country case studies. After addressing the concept of youth, we use poststructural and postcolonial theories to elaborate our understandings of identities as being multiple and fluid, always in process. These perspectives are again...
Chapter
Lebanon, located along the eastern Mediterranean shore, has traditionally been an important cultural crossroads between East and West. However, despite its relative ethnic homogeneity (Arab), Lebanon has often been at the centre of Middle Eastern conflicts because of its geographical positioning and its distinctively complex religious composition....
Chapter
This chapter presents an analysis of the ways that Muslim youth from Northern Nigeria construct, assert and navigate their identities. It locates this analysis within the contested social and political landscape and the complex distinctiveness of the population. Importantly, this contextualisation includes reference to the colonial history and its...
Chapter
This chapter draws together the main conclusions of our analyses of four country case studies that set out to ‘trouble’ Muslim youth identities. Our cases, Pakistan, Senegal, Nigeria and Lebanon, all in the Global South, provided contrasting contexts in which to explore how youth constructed and performed their identities along the intersecting axe...
Chapter
This chapter presents an analysis of the ways youth in Senegal articulated their identities with respect to nation, religion and gender. Identity was understood as an ongoing discursive production involving differentiation against constitutive ‘others’. Youth’s identity constructions were explored through focus group discussions which gave space fo...
Chapter
This chapter sets out our approach to the research. It outlines our collective engagement in the research development processes from its inception through to the analysis and writing. We begin by providing a rationale for the study that locates it within wider contemporary concerns and global debates. In a policy context that describes multiple ‘ho...
Book
This book explores the production of Muslim youth identities, with respect to nation, religion and gender in Pakistan, Senegal, Nigeria and Lebanon. As Muslim-majority, post-colonial states with significant youth populations, these countries offer critical case studies for the exploration of the different grammars of youth identities, and ‘trouble’...
Article
This article examines the Jordanian lower-primary national curriculum and its propensity for student-centred teaching and learning. It draws upon Basil Bernstein’s sociological theory of pedagogic codes to analyse the curriculum model and the advocated pedagogical approach within official curriculum documents, textbooks and teacher guides. Although...
Article
Full-text available
This paper draws on British Council commissioned research in response to concerns about women's absence from senior leadership positions in higher education in South Asia. The study sought existing knowledge from literature, policies, and available statistics and collected original interview data from 30 academics in Afghanistan, Bangladesh, India,...
Article
Full-text available
As higher education (HE) institutions globally become increasingly performative, competitive and corporatised in response to neoliberal rationalities, the exigencies of HE leadership are being realigned to accommodate its value system. This article draws on recent British Council-funded research, including 30 semi-structured interviews, to explore...
Article
Full-text available
This article aims to deconstruct the underpinning tenets of the term ‘newer researcher into higher education’. In recognition of the ambiguities of the term, we begin by questioning the nature of the field(s) of research into higher education (HE). Secondly, we critique the policy discourses associated with the term ‘newer researcher’. Then, with a...
Technical Report
Full-text available
The British Council in Pakistan commissioned the research in response to concerns in the profession about the under-representation of women in senior leadership positions in higher education (HE) in South Asia. The British Council in Pakistan was coordinating a series of high-level strategic policy dialogues for the South Asia region – Global Educa...
Article
Full-text available
This paper reports on empirical research on youth as active citizens in Senegal with specific reference to their education and their sexual and reproductive health rights. In a context of postcoloniality which claims to have privileged secular, republican understandings of the constitution, the authors seek to illuminate how youth activists sustain...
Article
Full-text available
The United Nations Convention on the Rights of the Child (1989) played a key role in constructing children and young people as autonomous individuals and rights holders. The dominance of human-rights in international policy discourses and the subsequent popularity of rights-based approaches in governance and development have fostered a culture of “...
Article
Full-text available
In the last decade, doctoral education has undergone a sea change with several global trends increasingly apparent. Drivers of change include massification and professionalization of doctoral education and the introduction of quality assurance systems. The impact of these drivers, and the forms that they take, however, are dependent on doctoral edu...
Article
Purpose – The purpose of this paper is to present a theoretically-informed analysis of an exploratory study which included a focus on postdoctoral researchers' views of their training needs. Design/methodology/approach – The wider mixed-methods study was focused on post-doctoral career trajectories at a time of ongoing policy interest in doctoral...
Article
Full-text available
Cultural theorists have illuminated how photographic images contribute to autobiographical remembering and identity formation. This has new significance given that digital photography now allows personal images to circulate rapidly amongst peer groups. Taking these insights into classroom contexts, this paper draws on recent case-study data to expl...
Article
This article focuses on the discursive characteristics of peer assessment interactions, drawing upon recent research into formative assessment within a task design involving extended project-based work tackled in groups by pupils. Case studies were conducted within two schools in socially deprived areas of Scotland. They included classroom observat...
Article
The opportunity offered by the Umea Symposium to probe the intersection of quality and assessment immediately brings into focus a wider issue–that of the quality of education which assessment aspires to support. Prompted by recent research into formative assessment in Scottish primary school contexts, the paper explores how formative assessment has...
Article
Full-text available
The positioning of theory in relation to educational practice has provoked much recent debate, with some arguing that educational theory constrains thinking in education, while others dismiss ‘theory’ out of hand as belonging to the world of the ‘academic’, abstracted from the ‘realities’ of the classroom. This paper views theory as necessarily imp...
Article
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This article reports on a recent small‐scale phenomenological study into the student experience of the doctoral viva voce. It was prompted by strong concerns about viva voce processes on the part of a Director of Graduate Studies in an English university. The study involved semi‐structured interviews with 20 respondents from eight English universit...
Article
Full-text available
This article reports on research into formative assessment within a task design that produces multiple opportunities for teacher and pupil dialogue. It draws upon in‐depth case studies conducted in schools in socially deprived areas of Scotland, using policy and documentary analysis, video‐observation, and an iterative series of interviews with pup...
Article
Policy interest in doctoral education has burgeoned in Europe and the UK with a realisation of its importance for producing highly skilled knowledge workers to sustain the knowledge economy. In the UK, doctoral education is increasingly constructed as a training ground for professional researchers, rather than as an entry to an academic career. Wit...
Article
The notion of lifelong learning has become a mantra within educational policies. However these have been strongly critiqued for reflecting an understanding of learning that privileges the economic benefits of participation in formal education. In UK contexts, the importance attached to widening participation in higher education is one manifestation...
Article
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This article responds to recent UK proposals on measuring and recording student achievement (Universities UK 2007) to highlight issues that are relevant across different higher education contexts, which are increasingly intertwined through the expansion of the Bologna process. Drawing from wide-ranging literature on assessment and sociology, this p...
Article
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What if knowledge is a form of doing, an engagement between a knowing subject and what is known? What if learning is a contextualised performance involving students engaging with prospective and current social identities, and therefore an ontological as well as an epistemological accomplishment? What then becomes of formative assessment within diff...
Article
Full-text available
This paper is based on a small‐scale mixed‐method research project, which was located in south‐east England and was funded by the British Academy. The project, investigated the factors that affected young people’s decisions not to progress to higher education (HE) after following a Level 3 vocational pathway in upper secondary education. Set agains...
Article
Full-text available
Introduction The traditional task of a university, to produce knowledge whilst (re)producing a small cadre of elite intellectuals has recently shattered in the face of the multiplicity of purposes which are demanded of higher education. It is expected to provide employability, professional development, wealth creation and global competitiveness alo...
Article
This article reports on aspects of a recent research and development project in doctoral education. It focuses on the use of email for tutor’s formative assessment within the early stages of a Professional Doctorate in Education (EdD) in an English university. Its case study methodology included participant observation of the programme workshops, c...
Article
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Drawing upon data arising from an evaluation carried out for the Jersey educational authority, this article discusses the interaction of two professional development initiatives, formative assessment and critical skills thinking, bringing the two initiatives together from the perspective of Cultural Historical Activity Theory (CHAT). This allows th...
Article
Full-text available
The article reports on a small‐scale in‐depth research study investigating formative assessment enacted and theorised from a sociocultural perspective within a part‐time Professional Doctorate in Education (EdD) programme in an English university. Going beyond its conventional conceptualisation within psychological and motivational frameworks, form...
Article
This paper reports on empirical research into formative assessment conducted in a blended learning environment within a professional doctorate in education (EdD.) programme in an English university, focusing primarily on peer discussion forum activity. This was conceptualised within sociocultural learning theories, where learning entails processes...
Article
Full-text available
Formative assessment has attracted increasing attention from both practitioners and scholars over the last decade. This paper draws on the authors’ empirical research conducted over eleven years in educational situations ranging from infant schools to postgraduate education to propose a theorisation of formative assessment. Formative assessment is...

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Projects

Projects (4)
Project
This project will draw on participatory visual methods to explore the livelihoods of rural female youth, the imaginaries they hold of work, and they ways they have navigated the demands of work and schooling. By involving youth researchers in Nigeria and South Africa, it aims to develop situated understandings of the values and norms within these imaginaries and through participatory methods to support youth in developing new conceptual frameworks that challenge historic gender and other structural inequalities in the ways different work is valued. This collaborative research project is funded by the British Academy within its 'Youth Futures' programme. The project partners are Professor Máiréad Dunne, Centre for International Education, University of Sussex; Professor Relebohile Moletsane, University of KwaZulu Natal, Durban, South Africa, and Dr Moses Dauda, Modibbo Adama University of Technology, Yola, Nigeria.
Project
This project is led by the Institute of Development Studies with the participation of the Centre for International Education and Global Studies, University of Sussex. It is a three year mixed methods study (2017-2020) that explores rural youth employment in six African countries, and involves in-depth qualitative research into rural youth's imagined futures in Cote D'Ivoire, Nigeria, Ethiopia and Uganda.
Project
A multi-country study of youth claiming their right to education and social and reproductive health services