Research Staff Interests
Dr Lorna Roberts
Prior to joining the Institute Lorna taught French on a part-time basis for a number of years. She then became a full time Lecturer teaching on Access courses in FE from 1989-1996. She then moved to the School of Continuing Studies at the University of Birmingham where she worked as a Development Officer on a HEFCE funded Widening Participation Project. She became interested in research after embarking on the MMU IOEs MA in Teaching in 1994. Successful completion of the MA led to the opportunity of a full time studentship to pursue doctoral study in 1998. She was awarded her PhD in 2004.
Whilst researching for her PhD, Lorna worked as a Research Assistant on a number of funded projects including: ESRC (R000223073) The Transition from Student to Primary Teacher of Mathematics; TTA The Recruitment and Retention of Minority Ethnic Trainees (pilot study) and Reasons why Minority Ethnic Trainees Leave Training. She also worked as an ESOL tutor with Manchester Adult Education Service and worked with Bengali, Somali and Pakistani parents to promote the educational achievement of pupils in schools.
Lorna has been involved in the following evaluation projects: Wythenshawe Education Action Zones (WyEAZs); a Key Stage 2/3 transition project delivered by WyEAZs and funded by the DfES Innovation Unit, and an LEA funded project examining Race Equality Policy and Practice: an exploration of the position in Rochdale schools.
Teacher professional development; educational experiences of minority ethnic groups; social justice research
Roberts, L., Satterthwaite, J. & Martin, W. (eds) (2006) Discourse Resistance and Identity Formation Stoke on Trent: Trentham Books
Refereed Journal Articles
Roberts, L. (2013) Becoming a Black Researcher: reflections on racialised identity and knowledge production International Review of Qualitative Research 6(3) pp 337-359
Roberts, L., Basit, T., et al (2007) "The Bar is Slightly Higher": the perception of racism in teacher education. Cambridge Journal of Education 37(2) pp 279-298
Roberts, L., Basit, T. et al (2006) Did they jump or were they pushed? Reasons why minority ethnic trainees withdraw from initial teacher training courses. British Educational Research Journal 32(3) pp 387-410
Roberts, L., McNamara, O., Basit, T. & Brown, T. (2002) Rites of Passage in Initial Teacher Training: ritual, performance, ordeal and the numeracy skills Ttest. British Education Research Journal 28(6) pp 863-878
Roberts, L. & Brown, T.(2000) Memories are Made of This: temporality and practitioner research. British Education Research Journal 26(5) pp 649-659
Roberts, L. & Parker, L. (2005) 'Critical theories of race and their use in social science research: stories from the field' in Bridget Somekh and Cathy Lewin (eds) Research Methods in the Social Sciences Sage Publications
Roberts, L. (2007) 'Racialized Identities: The experiences of minority ethnic trainee teachers,' in Colley et al Social inclusion and young people Strasbourg: Council of Europe & European Commission
Research-based Contributions to Practitioner and Academic Conferences
(2007) 'Guess whose coming to Bera: has Critical Race Theory arrived in UK Educational Research?' BERA keynote symposium, Institute of Education, London
(2007) 'What Lies Beneath?: Working the Gaps and Silences' Paper presented at the Symposium 'Making Meaning From Silence', American Educational Research Association Annual Conference, 9 - 13 April, Chicago
(2007) 'Listening to the voices of Black and minority ethnic teachers and students: lessons for a quality education for all.' Paper presented at the panel 'Recruiting and Retaining High Quality Teachers in Urban Environments': Division K - Teaching and Teacher Education, American Educational Research Association Annual Conference, 9 - 13 April, Chicago
(2007) Critical Race Praxis in the K-12 Classroom. Presentation at the From Theory to Praxis: First Annual Critical Race Theory and Education Conference, 14 April, College of Education, University of Illinois-Chicago
(2007) Troubling notions of evidence and voice: the absent presence within interview encounters. Paper presented at the Third International Congress of Qualitative Inquiry 2-5 May, University of Illinois at Urbana-Champaign
(2006) 'Colour is not an issue today ...: Dilemmas researching the experience of Black and minority ethnic trainee teachers in the UK context' Second International Congress of Qualitative Inquiry University of Illinois, Urbana Champaign (May 4-6)
(2006) 'Evolving professional identity: meeting the challenges of diversity and urban education' Division K - Teaching and Teacher Education, American Educational Research Association Annual Conference, 7-11 April, San Francisco
(2005) 'Racialized Identities: The experiences of minority ethnic trainee teachers' Council of Europe & European Commission Youth Research Partnership, Budapest Oct 31-Nov 2
(2005) 'Becoming a Black Researcher: reflections on racialised identity and knowledge production.' ICARE, ESRI, MMU (September 13-14)
(2005)'Oh my Soul it's taking me away...' The role of emotions in teacher development and research. BERA, University of Glamorgan, (September 15-17)
(2005) "Rendering the invisible visible and the visible invisible: living the contradictions between 'formal equality' discourses and lived experiences of 'informal inequality'": First International Congress of Qualitative Inquiry University of Illinois, Urbana Champaign (May 5-7)
(2005) ESRC TLRP Research Seminar 'Racialized Identities in Initial Teacher Training' Kings College, 15 March
(2004) Discourse Power Resistance (Plymouth, April) '"Are you just helping?" The Perceptions and Experiences of Minority Ethnic Trainees'
(2004)Bera 'Did they Jump or were they Pushed: Reasons Why Trainees Leave Initial Teacher Training.'
(2002) Bera 'It's like Black People are Still Aliens: Retention of Minority Ethnic Student Teachers.'
(2000)Bera 'Rites of Passage in Initial Teacher Training, Ritual Performance and the Numeracy Skills Test.'
Education and Social Justice
Areas of Post-graduate Supervision
Black and minority ethnic school experience, transition experiences of Black British young men