Dr Zeta Brown
Reader in Education for Social Justice
Dr Zeta Brown completed her PhD at the University of Wolverhampton in 2013 and joined the university in the same year as a Lecturer in Childhood, Family and Community Studies. Zeta’s PhD focused on primary education and was entitled ‘We just have to get on with it’: Inclusive teaching in a standards driven system. She teaches and module leads on undergraduate and postgraduate courses and supervises PhD and EdD students. In 2016, she gained SFHEA status with the Higher Education Academy.
She is leader of the Childhood, Youth and Families research cluster for the Centre of Developmental and Applied Research. She is currently involved in two funded projects and has published her research in a number of journals. She is also currently working on her second edited book for Routledge. She reviews for the journals EducationalFutures and the European Early Childhood Education Research Journal. She is an executive member of the British Education Studies Association (BESA). In 2016 she was Conference Chair for BESA and hosted the annual conference at the University of Wolverhampton. She is currently Vice- Chair for BESA (2016-2018) and will become Chair in 2018-2020. She is also a committee member for the International Society for the Scientific Study of Subjectivity.
Link to my research gate profile: https://www.researchgate.net/profile/Zeta_Brown
Pedagogical areas of research including ‘Flipping the Classroom’.
- British Education Studies Association executive member
- Reviewer for the British Education Studies Association journal, educational futures
- International Society for the Scientific Study of Subjectivity executive member
- PGc Academic Practice in Higher Education (PGCert teaching qualification) University of Wolverhampton 2013-2014
- Mphil/PhD in Education and Inclusion University of Wolverhampton 2009-2013
- BA(Hons) Early Childhood Studies, Special Educational Needs and Inclusion Studies University of Wolverhampton 2005-2008
• Brown, Z. and Ward, S. (2017) Contemporary issues in Childhood: A bio-ecological approach. London: Routledge. Currently being written and should be published this academic year.
• Brown, Z. (2016) ‘We Just Have To Get On With It’ Inclusive Teaching in a Standards Driven System the design decisions of a Q-Methodology Study. Operant Subjectivity. Pending publication.
• Brown, Z. and Palaiologou, I. (2016) Inclusive practice in Early Childhood Education, in Brown, Z. (ed.) Inclusive Education: perspectives on pedagogy, policy and practice. London: Routledge.
• Brown, Z. (2016) Primary teachers’ perspectives on implementing the inclusion agenda, in Brown, Z. (ed.) Inclusive Education: perspectives on pedagogy, policy and practice. London: Routledge.
• Brown, Z. and Wilson, M. (2016) The complexity of in-class debates in Higher Education: student perspectives on differing designs. EducationalFutures. 7(2), pp.14-28.
• Brown, Z. and Manktelow, K. (2015) ’Perspectives on the Standards agenda: exploring the agenda’s impact on primary teachers’ professional identities. Education 3-13. 44(1), pp.1-13.
• Brown, Z. (2015) The use of in-class debates as a teaching strategy in increasing students’ critical thinking and collaborative learning skills in higher education. EducationalFutures.7(1), pp.39-55.
• Brown, Z. and Edwards, T. (2015) ‘From theory to practice: the placement journey of level four childhood studies students’. Presented at the European Early Childhood Education Research Association (EECERA) in Barcelona.
• Brown, Z. and Wilson, M. (University of East London) (2015) Debating the use of in class debates in Education Studies: a comparative investigation into the use of debates as a teaching strategy in Higher Education. Presented at the British Education Studies Association Cardiff Metropolitan University conference
• Brown, Z and Edwards, T. (2015) ‘From theory to practice: the placement journey of level four childhood studies students’. Presented at the British Early Childhood Education Research Association Birmingham conference.
• Brown, Z. (2014) ‘The use of debates as a teaching strategy in increasing students’ critical thinking and collaborative learning skills in Higher Education. Presented at the British Education Studies Association Glasgow University conference.
• Brown, Z. (2013) ‘We just have to get on with it: Inclusive teaching in a standards driven system: A Q-methodology study’. Presented at the International Society for the Scientific Study of Subjectivity conference in Amsterdam.
• Brown, Z. (2013) ‘We just have to get on with it’: Inclusive teaching in a standards driven system. Presented at the British Education Studies Association conference Swansea Metropolitan University.
- Visiting Lecturer in Special Educational Needs and Inclusion Studies and Childhood, Family and Community Studies for University of Wolverhampton. September 2010- April 2013.
- Additional Learning Support Co-ordinator at Worcester College, All Saints Building, Deansway, Worcester, West Midlands, WR1 2JF. September 2011- April 2013.
- Associate Lecturer in Education Studies for Manchester Metropolitan University, Crewe Campus, Crewe Green Road, Crewe, Cheshire, CW1 5DU. September 2011- July 2012.
- Research Assistant for the University of Wolverhampton. July 2008- July 2011.
In 2015, external advisor in validating changes to Trinity St David’s, University of Wales BA (Hons) Education Studies programme
Current doctoral (PhD and EdD) supervisions
• Edwards, T. Placement experiences: Effective mentoring in the Early Years workforce
• Hare, R. ‘Doing well’: a qualitative exploration of how teachers use personal agency to foster their well-being.
• Holt, J. The role of the teacher in a digital education future
• Lyndon, H. How is practice changed in early year’s settings when developing open listening climates through pedagogical research?
• Morgan-Guthrie, R. Teachers’ and student teachers’ research practices: a comparative study exploring the perceptions of the value of research, from a practitioner to a theoretical context
• Pedrelli, P. How the complexity of leadership is navigated within children’s centres
• Philips, A. Nurses’ views on compassionate care: a Q method study
• Watkins, C. A grounded theory approach to explore the transition to secondary schools as experienced by families’ and adolescents with ASD
Current funded projects
Brown, Z. (2016-2017) The Early Years Pupil Premium (EYPP): an investigation of its use for looked-after children. Funded by the Early Research Award Scheme (ERAS) University of Wolverhampton.
Brown, Z. Duncan, N. Rhoades, G. and Smith, M. (2016-2017) Working title: Did Explore Uni workshops impact on secondary pupil’s Higher Education perspectives? Funded by Explore Uni.
Arjunan, A. Bannister, D. Brown, Z. Ellison, L. Jones, D. and Wang, W. (2015-2016) An investigation into ‘Good Practice’. Students’ and Lecturers’ perspectives on the NSS questions 1-4. Funded by the Higher Education Academy.