Critical pedagogies and theories for postcompulsory and informal education

Generating research and ideas for alternative and critical futures

The analytic and research contexts for this CERES research theme are the post-compulsory areas of further, higher, adult, vocational, community and informal education. The Critical Pedagogies research group has members with external research links to: the European Educational Research Association (EERA); the British Educational Research Association, (BERA); the Association for Research in Post Compulsory Education (ARPCE); Teacher Educators in Lifelong Learning (TELL); and, the Cultural Difference and Social Solidarity network (CDSS). As an outward-facing, active and university-wide research group, Critical Pedagogies also welcomes affiliations with academics and researchers at other universities, HEIs, FE colleges and professional associations for FE, as well as other associated formal and informal structures of education, (contact Craig Hammond for more details). With a keen interest in praxis, the group embraces educational theory, philosophy and/or pedagogical practices, which recognise and pursue innovative, dynamic and creative approaches to knowledge exchange, collaboration and democratic engagement. As a non-exhaustive baseline, the research group recognises critical, utopian, social, technological, vocational and hybrid pedagogies, as well as historical and historiographical analyses of past, present and future permutations of pedagogy and post-compulsory education. Within this, current and anticipated writing and research projects encompass either broad-based and multiple contexts, or work specifically within one of the sub-themes. Current areas of focus and research aims:

  • Research collaborations with FE colleges and College Based Higher Education (CBHE)
  • Innovative pedagogies within/across the sectors
  • New theories and models of leadership
  • Democratic knowledge (and collaborative student engagement)
  • Historical and historiographical analyses and critiques   
  • Technologies for empowerment
  • Community education
  • Policy, discourse and legislation
  • Prison and education       


Meet the members of this group.

Current work


Looking back Going forward: School_Time in Flux and Flow in Europe and beyond. A European Educational Research Association, Stichting Paedagogica Historica, and University of Sassari funded research project, 2018. (Dr. Geert Thyssen and Assoc. Prof. Fabio Pruneri, Università degli Studi di Sassari)

Fabricating modern societies: industries of reform as educational responses to societal challenges, c. 1880-1930: Part 2 A Fonds National de la Recherche Luxembourg funded research project, 2014-2018. (Dr Geert Thyssen and Assoc. Prof Karin Priem, University of Luxembourg)


Daley, M., Orr, K. & Petrie, J. (Eds) (2017). The Principal: Power and Professionalism in FE. London: Trentham

Daley, M., Orr, K. & Petrie, J. (Eds) (2015). Further Education and the Twelve Dancing Princesses. London: Trentham

Enriquez-Gibson, J. G. (2018) Rhythms of Academic Mobility. Judith Enriquez-Gibson (2018): Rhythms of academic mobility, Applied Mobilities, DOI: 10.1080/23800127.2017.1416828

Enriquez-Gibson, J. G. (2018) Pedagogy of Academic Mobility. In: Hosein, A , Rao, N , Shu-Hua Yeh, C and Kinchin, I, (eds.) Academics’ International Teaching Journeys Personal Narratives of Transitions in Higher Education. Academics’ International Teaching Journeys. Bloomsbury. ISBN 978-1474289771

Hammond, C. A. (2018) Roland Barthes, Guy Debord and the Pedagogical Value of Creative Liberation. PRISM, 1 (2). pp. 8-24. ISSN 2514-5347. http://researchonline.ljmu.ac.uk/8338/

Hammond, C. A. (2018) Why universities should seek happiness and contentment, British Journal of Educational Studies, DOI: https://doi.org/10.1080/00071005.2018.1443718

Hammond, C. A., (2017). Hope, Utopia and Creativity in Higher Education: Pedagogical Tactics for Alternative Futures. London: Bloomsbury

Hammond, C. A., (2017). Machiavelli, Tactics and Utopia. In: M. Daley, K. Orr & J. Petrie, Eds. The Principal: Power and Professionalism in FE. London: Trentham.

Herman F, Priem K, Thyssen G. (2017). Body_Machine? Encounters of the Human and the Mechanical in Education, Industry and Science History of Education, 46 :108-127 >DOI

Herman F, Priem K, Thyssen G. (2015). Körper_Maschinen? Die Verschmelzung von Mensch und Technik in Erziehung, Industrie und Wissenschaft Kassung C, Caruso M. Jahrbuch für Historische Bildungsforschung 2014 Band 20 Maschinen: 45-75 Klinkhardt. Bad Heilbrunn 978-3-7815-2022-6

Kirby, K. (2018) Lorna Brookes: helping children of imprisoned parents. The Lancet Psychiatry, 5 (3). P. 198. https://doi.org/10.1016/S2215-0366(18)30067-1

Petrie, J. (2018). “Faith, apostasy and professional autonomy in FE”, in Smith, R, & Bennett, P. (ed.s), Identity and Autonomy in Life-Long Education. Abingdon: Routledge

Petrie, J. (2016). “’Crippled inside?’ Metaphors of organisational learning difficulty”, in Bolt, D. & Penketh, C. (ed.s), Disability, Avoidance and the Academy: Challenging Resistance. Abingdon: Routledge

Thyssen, G. (2018) Boundlessly Entangled: Non-/Human Performances of Education for Health. Forthcoming in Paedagogica Historica: International Journal for the History of Education.

Thyssen, G. (2018) Differences that Might Matter: A Manifesto Diffractively Read. In: Manifesto for a Postcritical Pedagogy, eds. N. Hodgson, J. Vlieghe and P. Zamojski. Punctum: Earth, Milkyway, pp. 51-57.

Thyssen, G. (2018) Das Fremde in uns: Die Anfänge des luxemburgischen Schulsystems (ca. 1794-1844). In: Schule der Nation: Bildungsgeschichte und Identität, eds. M. Gardin and T. Lenz. Weinheim/Basel: BeltzJuventa, pp. 12-32.

Thyssen G, Priem K. (2016). Mobilising Meaning: Multimodality, Translocation, Technology, and Heritage Thyssen G, Priem K. Modes and Meaning: Displays of Evidence in Education :1-10 Routledge. Oxon/New York 9781138670105

Thyssen G, Priem K. 2016. Modes and Meaning: Displays of Evidence in Education Thyssen, G; Priem, K. 1-123 Routledge. Oxon/New York 9781138670105

Thyssen G. (2015). Engineered Communities? Industry, Open-Air Schools, and Imaginaries of Belonging (c. 1913-1963) History of Education & Children’s Literature, 10 :297-320

External affiliated members

Joel Petrie, City of Liverpool College
Terry McDonough, University Centre Blackburn College
William Card, University Centre Blackburn College
Dr Peter Shukie, University Centre Blackburn College
David Hayes, Blackpool & Fylde College
Dr Dave Allen, Edge Hill University
Dr Vicky Duckworth, Edge Hill University
Paul Reynolds, Edge Hill University
Fabio Pruneri, Associate Professor, (Università degli Studi di Sassari)
Professor Kevin Orr, Huddersfield University

Meeting agendas and materials

Visit the information archive and materials repository for the research group.

PhD students

Information to follow.