Dr Hugh Busher

Dr Hugh BusherAssociate Professor in Education

M.Ed (Birmingham), PhD (Leeds)

Tel: 0116 252 3688

Email: hcb5@le.ac.uk

 

Hugh Busher has a PhD in the micro-politics of schools and teaches and supervises Masters and Doctoral students in the School of Education, University of Leicester. He researches into critical perspectives on people, power and culture in education-based communities, including representations of students’ and teachers’ voices, and hybrid learning communities using ethical visual and online methods. Recent funded research, with Dr Nalita James, focuses on marginalised adult students’ shifting learning identities on Access to HE courses. Recent publications focus on: student perspectives on learning; visual ethnography; teachers’ identities; liminality; power in communities.  Recent invited Conference papers:

TERG Seminar, The Cass School of Education and Communities, The University of East London, 31 Jan 2013, 'Out of the mouth of babes and sucklings …: A critical Ethnographic perspective on performativity and learners’ identities in schools'

1st International conference on Reimagining Schooling, Thessaloniki University, Greece, 25-28 June 2013, 'Student voice: a site for developing democracy, a vehicle for improving learning'

Research

Teaching

Hugh's teaching interests lie in:

  • Constructing learning communities in education and related topics of power, micro-politics and culture.
  • Social justice, students’ voices and identities and teachers' development in and for school communities.
  • The ethics of research, the use of online and visual methods, especially in qualitative research.

Selected Recent Publications

Bahous, R. Busher, H. & Nabhani, M. (2016) Constructing professional learning communities in some urban Lebanese Primary schools. Journal of Teacher Development http://dx.doi.org/10.1080/13664530.2015.1124137

Busher, H., James, N. & Piela, A. (Sept 2015) On Reflection: Mature students’ views of successful teaching and learning on Access to Higher Education courses in England International Studies in the Sociology of Education http://dx.doi.org/10.1080/09620214.2015.1083405

Busher, H. Gunduz, M. Cakmak, M. & Lawson, A. (2015) Student Teachers’ views of Practicums (Teacher training Placements) in Turkish and English Contexts: a comparative Study. COMPARE 45(3) 445-466 http://www.tandfonline.com/doi/abs/10.1080/03057925.2014.930659

Busher, H. & James, N. (2015) In pursuit of ethical research: Studying hybrid communities using online and face-to-face communications.  Educational Research & Evaluation: An International Journal on Theory and Practice, Special Issue on Ethical Issues in Online Research 21 (2) pp.168-181 http://dx.doi.org/10.1080/13803611.2015.1024011 .

Piela, A. Busher, H. James, N. Palmer, A-M. (2014) AGENCY AND FUTURE LIFE TRAJECTORIES IN ACCOUNTS OF ACCESS TO HIGHER EDUCATION STUDENTS IN ENGLAND. In Bernd Käpplinger, Nina Lichte, Erik Haberzeth, Claudia Kulmus (Eds) Changing Configurations of Adult Education in Transitional Times. Proceedings of the ESREA Triennial Research Conference 2013, Humboldt University of Berlin: Germany ISBN: 978-3-86004-297-7

Busher, H. James, N. Piela, A. Palmer, A-M (2014) Transforming marginalised adult learners’ views themselves: Access courses in England British Journal of Sociology of Education 35

James, N. and Busher, H. (2013) Researching hybrid learning communities in the digital age through educational ethnography, Ethnography in Education, Special Issue on On-line Ethnography, 8:2

Busher, H. (2012) Students as expert witnesses of teaching and learning Management in Education, Special Issue on Student voice  26 (3) 112 - 118.

Busher, H. and Cremin, H. (2012) Developing understanding through ethnography: Students’ and teachers’ perspectives on schooling in performative times, in Jeffrey, B. and Troman, G. (Eds) Performativity across UK education: ethnographic cases of its effects, agency and reconstructions, Painswick: E&E Publishing.

Nabhani, M. Busher, H. Bahous, R. (2012) Cultures of engagement in challenging circumstances: Four Lebanese Primary Schools in urban Beirut, School Leadership and Management, 32 (1) 37-55

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