Dr Paula Hamilton
Programme Leader, MA Social Justice and Globalisation in Education
Paula is a Senior Lecturer in the School of Education and is currently Programme Leader for MA Education, Society and Globalisation.
She has worked as a senior lecturer in higher education since 2007 on programmes related to early years, childhood, family, inclusion, and education studies. After leading the BA (Hons) Education and Childhood Studies programme for 10 years at Wrexham Glyndwr University, she took up her position at the University of Chester in January 2018.
Paula's areas of teaching and research relate to social justice, inclusion and equality, particularly issues concerning children and young people.
Previous to working in higher education, Paula worked in further education teaching on childhood studies and health and social care programmes. She also has experience of teaching in primary and secondary schools.
Paula delivers modules on under-graduate and post-graduate programmes and, supervises dissertations, on a range of topics relating to social justice, equality and diversity, health and well-being, and research methods. Modules taught include:
Children and Communities
Marginalisation in Childhood
Research Design
Dissertation
Academic and Reflective Practice
Paula’s research interests lie in the field of social justice, equality, diversity, and inclusion, particularly issues relating to gender equality, cultural diversity and the health and well-being of children and young people. She is a keen advocate of creative participatory research methodology which enables children, young people, and marginalised groups, to better express their lived experiences.
Paula's journal and book publications relate to gender equality; children in care; Gypsy, Roma, Traveller communities; migrant worker/EAL children; and children's perceptions of disability.
Paula's PhD, completed in 2011, focused on the transitions made by Eastern European children as they settled into primary schools in Northeast Wales, and the pedagogical practices of practitioners who had little previous exposure of linguistic and ethnic diversity.
Prior to the completion of the PhD, Paula had attained a Master of Philosophy which focused on the European Network of Health Promoting Schools in the 1990s and later, in 2007, a Master of Education (Primary and Inclusive Education).
Published work:
Hamilton, P. & Devarakonda, C. (eds) (forthcoming). Empowering teachers and children to become critical thinkers of social justice and inclusion. In Burke, J., Cacciattolo, M. & Toe, D. Inclusion and social justice in teacher education in global contexts. WFATE.
Hamilton, P. & Dynes, R. (2023). From ‘tiaras and twirls’ to ‘action and adventure’. Eliciting children’s gendered perceptions of Disney characters through participatory visual methodology, International Journal of Early Years Education.
DOI: 10.1080/09669760.2022.2164259: https://doi.org/10.1080/09669760.2022.2164259
Free e-print: https://www.tandfonline.com/eprint/GHCXJGKZVGIB9UYADF8H/full?target=10.1080/09669760.2022.2164259
Hamilton, P. (2021). Diversity and Marginalization in Childhood: A Guide to Inclusive Thinking 0-11. London, UK: SAGE
Hamilton, P. & Kevin Forgacs-Pritchard, K. (2021). The complex tapestry of relationships which surround adoptive families: a case study, Education 3-13 International Journal of Primary, Elementary and Early Years Education, 49:5, 558 571, DOI:10.1080/03004279.2020.1742186
Free e-print: https://www.tandfonline.com/eprint/FTJ9ZCKJSSDIBPRJV7N5/full?target=10.1080/03004279.2020.1742186
Hamilton, P. (2017), ‘Engaging Gypsy and Traveller pupils in secondary education in Wales: tensions and dilemmas of addressing difference.’ International Studies in Sociology of Education. Vol. 27, No. 1, 2018. http://dx.doi.org/10.1080/09620214.2017.1377100
Free e-print: https://www.tandfonline.com/eprint/3uID9dXU78qiIc3HhHji/full?target=10.1080/09620214.2017.1377100
Hamilton, P. and Roberts, B. (2017), ‘Man-up, go and get an ice-pack. Gendered stereotypes and binaries within the primary classroom: a thing of the past?’ Education 3-13: International Journal of Primary, Elementary and Early Years Education, Vol. 45, No. 1, pp. 122-134.
Free e-print: https://www.tandfonline.com/eprint/zeQ9nqzIF9ruf6q8hqdy/full?target=10.1080/03004279.2015.1059871
Hamilton, P. (2016), ‘School books or wedding dresses? Examining the cultural dissonance experienced by young Gypsy/Traveller women in secondary education’, Gender and Education. Vol. 30, No 7. http://dx.doi.org/10.1080/09540253.2016.1270423
Free e-print: https://www.tandfonline.com/eprint/w4Smj3aNWP7YHtav34UT/full?target=10.1080/09540253.2016.1270423
Davies, R. and Hamilton, P. (2016), ‘Assessing learning in the early years’ outdoor classroom:
Examining challenges in practice, ’ Education 3-13: International Journal of Primary, Elementary and Early Years Education. Vol 46, No 1.
http://dx.doi.org/10.1080/03004279.2016.1194448
Free e-print: https://www.tandfonline.com/eprint/Jp6KyxptmRwXa6KWaDFT/full?target=10.1080/03004279.2016.1194448
Danby, G. and Hamilton, P. (2016), ‘Addressing the ‘elephant in the room’. The role of the primary school practitioner in supporting children’s mental well-being.’ Pastoral Care in Education, Vol. 34, No. 2, pp. 90-103.
Free e-print: https://www.tandfonline.com/eprint/qEq7jv8qN7r33yddDUNA/full?target=10.1080/02643944.2016.1167110
Hamilton, P. and Jones, L. (2016), ‘Illuminating the ‘boy problem’ from children’s and teachers’ perspectives: a pilot study’, Education 3–13: International Journal of Primary, Elementary and Early Years Education, Vol. 44, No. 3, pp.241-254.
Free e-print: https://www.tandfonline.com/eprint/FTqC6MiQ4vdj526c6gUb/full?target=10.1080/03004279.2014.903987
Hamilton, P. (2014), Review of Addressing Tensions and Dilemmas in Inclusive Education: Living with Uncertainty (Norwich, B.), Analytic Teaching and Philosophical Praxis (USA) Vol. 34, No. 2, pp. 89-91.
Hamilton, P. (2013), ‘Fostering effective and sustainable home–school relations with migrant worker parents: a new story to tell?’ International Studies in Sociology of Education, Vol. 24, No.4, pp.298-317.
Free e-print: https://www.tandfonline.com/eprint/GHYXeE3ZA5grkkKkiTx9/full?target=10.1080/09620214.2013.815439
Hamilton, P. (2013), ‘It’s not all about academic achievement: supporting the social and emotional needs of migrant worker children’, Pastoral Care in Education: An International Journal of Personal, Social and Emotional Development, Vol. 31, No.2, pp. 173-190.
Free e-print: https://www.tandfonline.com/eprint/sbiiG7iCDXZtnhzuf8Gm/full?target=10.1080/02643944.2012.747555
Hamilton, P. (2013), ‘Including migrant worker children in the learning and social context of the rural primary school’, Education 3-13: International Journal of Primary, Elementary and Early Years Education, Vol. 41, No. 2, pp. 202-217.
Free e-print: https://www.tandfonline.com/eprint/RKqMwyJQdNurVJSj3ZFf/full?target=10.1080/03004279.2011.569737
Editorial roles:
2022 - British Journal of Special Education. Wiley-Blackwell.
2021 - Niolaki, G. et al. Using Psychology to Promote Educational Inclusion. Open University Press, McGraw Hill.
2018 - Adams, S., O’Reilly, M. & Karim, K. Mental Health, and Wellbeing in Primary Aged Children: A Practical Guide for Teachers (Sage)
2015 - Journal of International Migration and Integration. Managing co-editor: Lori Wilkinson. Springer.
2014 - Journal of Research in Childhood Education. Managing co-editors: April Bedford and Renee Casbergue. Routledge.
BEd; MPhil; MEd; PhD, Senior Fellow HEA.