Joan Forbes

Joan Forbes
University of Stirling · Faculty of Social Sciences

BA (History & Politics); MA; EdD

About

76
Publications
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Introduction
Joan Forbes is an Honorary Professor in the Faculty of Social Sciences, University of Stirling. Projects include co-leading two Research Council UK (ESRC) funded international research collaborations on transprofessional practice for children with ASN; and co-leading a Scottish Universities Insight Institute (SUII) funded multi-institutional collaboration on poverty and children. Current research is on elite schools and leaders and on interprofessional support for child language needs (SLCN).

Publications

Publications (76)
Article
Full-text available
A wide number of doctoral programmes are now available to students in education and each of these programmes is underpinned by particular pedagogical norms and particular assumptions in relation to knowledge and learning. Using post‐structuralist thinking, this paper explores the effects of the specific doctoral technologies of decision‐making, par...
Article
This paper examines how high levels of social–cultural connectedness and academic excellence, inflected by gender and social class, constitute a particular school habitus of ‘assured optimism’ at an elite Scottish girls’ school. In Bourdieuian terms, Dalrymple is a ‘forcing ground’ for the ‘intense cultivation’ of a particular privileging habitus....
Article
This paper examines how school-based practitioners supporting children with speech, language and communication needs (SLCN) use particular social capital relations. Social capital theory together with selected ‘Productive Pedagogies’ items, are applied to re-frame and understand the co/production of support for such children. Empirical data from th...
Article
Our paper analyses data from four Heads of elite fee-charging girls’ schools in Scotland, focusing on how two social landscape changes - changing pupil demographics and pressures on schools’ charitable status – may have reshaped the schools’ institutional habitus. Following Bourdieu, we examine this question through the concept of habitus clivé. Sh...
Chapter
The chapter explores how elite education can facilitate the development and realization of aspirations. Through drawing on Bourdieu's concept of habitus (e.g. Bourdieu 1977, 1996), we examine how an elite girls' school institutional habitus works spatio-temporally to extend the family habitus and, in doing so, supports the emergence of girls' agent...
Article
Full-text available
During COVID-19 lockdown precautions in Scotland, severe disruption occurred to collaborative working amongst speech and language therapists (SLTs) and education authorities' staff meeting the needs of school pupils with language disorders. This was documented in surveys undertaken by the SLT UK professional body, and by Scottish child health servi...
Conference Paper
Title Social capital in SLT professional connections around digital support for children with DLD: beyond the COVID-19 crisis.
Preprint
Title: Variation in headteachers' approaches to meeting the needs of primary school children with speech, language and communication needs (SLCN) in one English Local Authority: a systems approach. ABSTRACT Background. Recent large-scale research in England has reported lack of equity in the school services and support received by children with...
Chapter
Co-working across child sector agencies and professional groups has become a central tenet in governance, policy and practice in Scotland, other UK countries and internationally. The shift from mono- to multi-(many) or trans-(cross-cutting) forms of professional work is premised on the benefit to children and families in locating children’s assesse...
Article
Background: Effective co-practice is essential to deliver services for children with speech, language and communication needs (SLCN). The necessary skills, knowledge and resources are distributed amongst professionals and agencies. Co-practice is complex and a number of barriers, such as 'border disputes' and poor awareness of respective prioritie...
Technical Report
Full-text available
My generation Involving children and young people in decisions that affect them will be the only way to ensure meaningful solutions to address poverty. Professor Joan Forbes and Dr Daniela Sime share findings from their recent project gathering young people's experiences of poverty and inequalities The statistics are stark. Latest figures identify...
Conference Paper
Full-text available
Contribution Inter/professional Relations in Children’s Services: Insights on Social Capital for Children with Speech, Language and Communication Needs The last two decades have seen a rapid growth of research interest in children’s public sector service policy and practice, providing insights into how vulnerable children and those with disabilit...
Article
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Currently, around one in five children in the United Kingdom and the United States live in poverty. This has a devastating effect on their wellbeing, education and broader socio-political participation, and life chances. In this paper, Scottish policy documentary data are used to discuss the effects of relations amongst categories of children in po...
Chapter
Full-text available
A central sociological question has been how to understand the ways in which privilege is reproduced by and through education. A key difficulty for such work has been the limited possibilities for conducting research in institutions that successfully transmit power and privilege. This chapter seeks to examine this question through a focus on privat...
Technical Report
Full-text available
This post comments critically on Ofsted's recent report on the relative strength of sport in schools in the private sector when compared to the public sector. Its publication timed to coincide with the football World Cup in Brazil and the Wimbledon lawn tennis championships in London, a survey by the Office for Standards in Education, Children's Se...
Article
Full-text available
This paper analyses a specific disjunctive policy space in Scotland involving the current key children's social and educational policy agenda, Getting it Right for Every Child (GIRFEC), and a recent national report on teacher education, the ‘Donaldson Report’. In four main parts, the paper first introduces and applies in policy review and analysis...
Article
Full-text available
This paper draws on a research study into multiple capitals in independent schooling in Scotland. We examine gender discourses and practices in the specific inter/institutional space created within school and research group relations. A three-level conceptual framing of physical, social and intellectual space is used together with theorizations of...
Article
The main task of this paper is to understand the methodological insights from researchers' reflexive accounts about the production of gender in the specific practices of three Scottish elite schools. Accordingly, the paper poses three questions: How is gender re/constructed through the specific practices of these elite schools? What insights into t...
Chapter
Full-text available
This chapter examines the (re)production of privilege at Marischal (a pseudonym), an elite school for the education of girls in Scotland. Of specific interest are the socio-material effects of relations in this school that enable particular possibilities for the individual agency of its girls. We uncover and explore the specific socio-material cond...
Article
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This paper is concerned with the operation of professional networks, norms and trust for leadership in interprofessional relationships and cultures and so the analytic of social capital is used. A mapping is outlined of the sub-types, forms and conceptual key terms in social capital theory that is then applied to explore and better understand inter...
Article
This paper draws on case study data from a study of independent schools in Scotland, to examine school space as a site of mediation of educational dis/advantage and in/exclusion. A threefold and scalar conceptualisation of space is used together with social capital theory to analyse staff and student identifications with relations within and beyond...
Chapter
Full-text available
This chapter reports on social capital within independent schools. It investigates the activities that supported bonding processes within the school communities, and bridging social capital with other independent schools, but not with other young people in the neighbourhood of the schools. The schools were successful in drawing upon the financial,...
Chapter
Introduction This chapter reports on findings from the Scottish Independent Schools Project (SISP), a project developed to complement a range of other case studies supported by the Schools and Social Capital Network of the Applied Educational Research Scheme (AERS), which focused largely on ‘disadvantaged’ groups or communities. SISP, in contrast,...
Chapter
Full-text available
Can we imagine different ways of working together to secure better outcomes for children and families? What are the complex issues that underlie the apparently simple call for 'joined-up' services? Children's services in many countries around the world are being transformed as part of the call for 'joined-up working for joined-up solutions'. Social...
Chapter
Full-text available
Can we imagine different ways of working together to secure better outcomes for children and families? What are the complex issues that underlie the apparently simple call for 'joined-up' services? Children's services in many countries around the world are being transformed as part of the call for 'joined-up working for joined-up solutions'. Social...
Chapter
Full-text available
Can we imagine different ways of working together to secure better outcomes for children and families? What are the complex issues that underlie the apparently simple call for 'joined-up' services? Children's services in many countries around the world are being transformed as part of the call for 'joined-up working for joined-up solutions'. Social...
Article
Full-text available
This paper draws on a research study into the existence and use of different forms of capital – including social, cultural and physical capital – in three independent schools in Scotland. We were interested in understanding how these forms of capital work to produce and reproduce advantage and privilege. Analysis is framed by a multiple capitals ap...
Article
This article provides an overview and analysis of the relationship between gender, educational policy, and governance in Scotland and Sweden and the two countries’ response to European Union and global legislative and policy change. In Scotland, gender is mainly invisible in recent policies on inclusion, achievement beyond academic attainment, and...
Article
Full-text available
This paper discusses the adoption of an integrated approach to children’s services. The paper opens by introducing the Scottish policy statements that recommend that it is at the level of the school and community that integrated services need to be effective for the aims of social justice and inclusion to be achieved. The policy discourses are anal...
Article
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This paper analyses children’s sector policy and the 2011 Teaching Scotland’s Future: Report of a review of teacher education in Scotland report with the aim of distinguishing their coherence and extent of disconnect. Overarching children’s services policies which stress inter/professional collaboration are reviewed and the findings of the report s...
Article
Full-text available
Reviewing relevant policy, this article argues that the current ‘integration interlude’ is concerned with reformation of work relations to create new forms of ‘social capital’. The conceptual framework of social capital has been used by government policy-makers and academic researchers to examine different types, configurations and qualities of rel...
Article
This paper presents an analysis of the policy themes of service integration, social justice and social inclusion which underpin the integrated community schools policy initiative in Scotland. That initiative is identified as an important vehicle for the Scottish Executive Government's aim of integrating children's services with the overarching goal...
Article
Full-text available
This paper presents a study from the Scottish Independent School Project (SISP). The first part of the paper provides an overview of the characteristics of Scottish independent schools (e.g. location, structure, fees) with the aim of distinguishing the different orientations of schools in the sector. The second and main part of the paper is a disco...
Article
Full-text available
This paper analyses the work of a policy review group within the Schools and Social Capital Network (SSCN) of the Applied Educational Research Scheme (AERS) in Scotland. The AERS discourses of inter-institutional collaboration are introduced and the role of collaboration in a redesign of knowledge production and transfer in the Scottish educational...
Article
Full-text available
Using the conceptual framework offered by the fairly new but potentially fruitful conceptual map of 'social capital', this paper examines the effects of recent policy and legislation on the work relations between teachers and speech and language therapists. Policy statements are critiqued using an analytical framework of questions which explore the...
Article
Speech and language therapist and teacher practitioners need particular knowledge to work effectively together to support the needs of individual learners. Using the frame of modes of knowledge (Gibbon, Limoges, Nowotny, Schwartzmann, Scott, and Trow, The new production of knowledge, London, Sage Publications, 19947. Gibbon , M. , Limoges , C. ,...
Article
Full-text available
Teacher professionalism and development are central to the study of education across the globe, and in particular, are central to concepts of educational reform and change. This article explores the centrality of teacher professionalism and development to the three substantive networks of the Applied Educational Research Scheme (AERS) in Scotland,...
Article
Full-text available
This paper explores the relevance of social capital to the construction of education policies. In particular, it examines the four central social capital concepts of trust, norms, reciprocity and values and how these could be more explicitly employed in the construction of Scottish educational policy to enhance relevance and accountability. We draw...
Article
Full-text available
This paper opens with an introduction to the current Scottish legislation and policy context relating to the integration of children’s services. It offers the view that integrated service policy is framed by the concept of social capital and the notion of social capital building and goes on to introduce the concepts of types of social capital as to...
Article
This paper opens with a discussion of the relevance of service integration to the successful implementation of the Integrated Community Schools (ICS) policy in Scotland. It continues to offer an overview of the teacher/speech and language therapist (SLT) collaboration policy context and introduces some of the relevant wider children's services inte...
Article
Richard Rose, writing in this journal in his role as Research Section Editor (BJSE, Volume 29, Number 1), argued that teachers should learn to do research in collaboration with other professionals, as part of a drive to make teaching a ‘research-based profession’. In this article, Joan Forbes, Senior Lecturer in Educational Studies in the Faculty o...
Article
The collaborative work is described of a principal speech and language therapist (SLT) and a lecturer in a college of education in Scotland in writing and evaluating a Post Graduate Award Scheme (PGAS) module. This was in response to Her Majesty's Inspectorate's (HMI) (1996) recommendation that teacher education institutions should 'consider the in...
Article
ABSTRACT The focus of this research is on the collaboration relationships of teachers and therapists working in school-based provision for pupils with language and communication disorders. The research is concerned with how the collaboration relationship operates as a power relation for these individuals. There is an attempt to work out something o...

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