Research Interests

Hugh’s research interests include:

  • Critical perspectives on the interactions of people, power and culture in constructing change and inclusive learning communities in educational institutions
  • Developing inclusive schooling in particular social and policy contexts
  • Students’ and teachers’ voices and identities in particular policy contexts and their impact on educational institutions
  • Developing professional practice through reflecting on teaching and learning
  • Researching hybrid communities using ethical visual, on-line and face to face methods

Research Projects

Opening Doors: Access students perspectives of their developing learning identities in particular contexts (2012- 13), with Dr Nalita James of CLMS, funded with £9,500 from British Academy, £45,000 from AIMAwards

This project investigates how Access students view their learning experiences on Access to HE courses and how they transform their identities as learners. These views are related to the contexts and tutors in which and with whom they work.

Research Report: James, N. Busher, H. Piela, A. Palmer, A-M (2013) Opening Doors to Higher Education: Access Students’ Learning Transitions Final Project Report - Phase 2, University of Leicester, November 2013

Busher, H. James, N. Suttill, B. (2012) Opening Doors to Higher Education: Access Students’ Learning Transitions, Final Project Report - Phase 1 University of Leicester, November 2012

POISED- Perceptions of school students' and their teachers' changing identities in Science Education (2010-2011)

This project with Maarten Tas investigates Secondary school students’ and their teachers views of science education, through questionnaires and interviews in the East Midlands of England.

Understanding student teachers' perspectives on Europeanness and European Citizenship education in Turkey and England (2008-2009)

This EU funded project with Tony Lawson and Chris Wilkins focuses on the views of student teachers from two universities in England and Turkey during an exchange programme about the teaching of citizenship in each country.

Comparing students’ and teachers’ voices to construct inclusive schooling (2007-2008)

This project with Dr Hilary Cremin of Cambridge University was funded by the British Academy (£60,000) and investigatds the views of school students and teachers through interviews, photographs / scrapbooks and posters focused on the relationships between themselves and school.

Constructing engagement and inclusion in selected Primary schools in Greater Beirut (2005-2006)

This project was conducted with Dr Rima Bahous and Dr Mona Nabhani of the Lebanese American University.

Topics for Doctoral supervision include:

Hugh welcomes Doctoral students within his research interests. Topics could include:

  • Students’ and teachers voices and the construction of equity and social justice in education through the practice of values and power
  • Developing and sustaining learning communities/ communities of practice in particular policy contexts: Teacher Professional Development
  • Critical perspectives on educational organisations: power, culture, change and the interaction of policy and community contexts with the internal decision-making processes of schools
  • Cultural perspectives on the construction and development of students' and teachers' learning and identities in particular policy contexts

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