Prof Marie-Pierre Moreau

Marie-Pierre is a sociologist by training, who has studied and worked in France, Ireland, Italy and the UK.

[email protected]

Background

Before joining Anglia Ruskin, Marie-Pierre was Reader in Sociology of Education and Director of the RISE (Research in Inequalities, Societies and Education) research centre at the University of Roehampton, London.

Marie-Pierre's research is primarily informed by feminist post-structuralist theories and located at the nexus of education, work and equality issues, with specific reference to gender. Over the years, she has sustained a keen interest in researching the re/production of identities and inequalities based on gender, social class, ethnicity and other identity markers in education and work settings. Her current research concentrates in two key areas:

• teachers' identities and careers, with specific reference to gender and the 'feminisation' of teaching
• the relationship between care and academic work, with specific reference to the way students and academic staff with caring responsibilities are positioned in academic discourses.

She is the author or co-author of over 100 publications, including three books: Les enseignants et le genre (Presses Universitaires de France, Paris, 2011); Inequalities in the teaching profession: A global perspective (Palgrave MacMillan, London, 2014); and Teachers, gender and the feminisation debate (Routledge, London, 2019). She was an elected executive member of the Gender and Education Association (2013-17) and a lead organiser of the 2015 Gender and Education Association conference (with Prof Debbie Epstein).

Marie-Pierre is the lead editor of Access: Critical Explorations of Equity in Higher Education, with Prof Penny Jane Burke (University of Newcastle, Australia). She also serves on the editorial boards of the British Journal of Sociology of Education, Gender and Education, Teaching in Higher Education and, previously, International Studies in Sociology of Education. She is editor of the Bloomsbury Gender and Education book series, with Prof Penny Jane Burke (University of Newcastle, Australia) and Prof Nancy Niemi (Yale University, USA). She regularly provides expertise to the European Commission on issues related to gender equality, research and education.

Marie-Pierre is Education Research Lead at ARU and the founding Director of CERII, ARU's Centre for Education Research on Identities and Inequalities.

Spoken Languages

• French (fluent)
• Italian (fluent)
• German (conversational)
• Spanish (conversational)

Research interests

• Gender, class and ‘race’-based Inequalities in schools, higher education and the labour market
• Teachers’ identities and careers
• The ‘feminisation’ of the teaching profession
• Carers in academia
• Social, spatial and educational Im/mobilities
• Sociological theories and research methods, with specific reference to post-structuralist, feminist and cross-national comparative approaches

Areas of research supervision

Marie-Pierre has experience of supervising doctoral students to completion and welcomes expressions of interest from potential PhD students with an interest in the broad field of education, work, identities and social justice.

Teaching

• MA Education
• MA Special Educational Needs
• MA Early Childhood
• Professional Doctorate in Education

Qualifications

• PhD in Sociology and Education (joint European doctorate, summa cum laude)
• MA in Sociology
• BA in Sociology and Anthropology

Memberships, editorial boards

• Lead Editor (with Prof Penny Jane Burke, University of Newcastle, Australia), Access: Critical Explorations of Equity in Higher Education (since 2011)
• Editorial Board member, Teaching in Higher Education (since 2018)
• Editorial Board member, British Journal of Sociology of Education (since 2016)
• Editorial Board member, International Studies in Sociology of Education (2014-2017)
• Editorial Board member, Gender and Education (2008-14, 2016-ongoing)
• Bilingual Section Editor, Thirdspace: A journal of feminist theory and culture (2010-12)

Research grants, consultancy, knowledge exchange

• 2020-2022: Precarious conditions: Doctoral students negotiating the shift to academic positions, funded by British Academy/Leverhulme (Principal Investigator)
• 2020-2022: Fostering a sense of belonging for higher education staff and students with caring responsibilities: What works?, funded by Advance HE, Good Practice Awards (PI)
• 2020-2021: Gender Equality Index in the EU Member States: policy context and statistical analysis, UK and France case studies, funded by European Institute for Gender Equality (EIGE), European Commission (Principal Investigator UK and France; Lead partner: PPMI, Vilnius, Lithuania)
• 2018-2019: ‘Gendering the nomadic subject: Women refugees and education’, funded by Anglia Ruskin University, Research and Enterprise Investment programme (Co-Investigator)
• 2018-2019: ‘Care-free at the top’? Exploring the experiences of senior academic staff who are caregivers, funded by the SRHE, 2017 SRHE Research Awards (PI)
• 2018: Carers and careers in academia: What works?, funded by the Leadership Foundation for Higher Education (PI)
• 2016: Carers and careers: Career development and access to leadership positions among academic staff with caring responsibilities, funded by the Leadership Foundation for Higher Education (PI)
• 2014-22: Expert to the European Commission (Education Audiovisual and Culture Executive Agency, Research Executive Agency and DG Consumers and Justice)
• 2016: Student parents: Five years on, funded by the University of Roehampton (PI)
• 2015: International evidence on impact of funding linked to additional needs on participation and attainment by 16-19 year olds, funded by Department for Education (PI)
• 2013: Towards the child-friendly university?, funded by Leadership Foundation for Higher Education (PI)
• 2010-2012: Supporting Student Parents in Higher Education: A policy perspective, funded by Nuffield Foundation (PI)
• 2010: Monitoring the Presence and Representation of Women in SET Occupations in UK Based Online Media, funded by the UK Resource Centre for Women in Science Engineering and Technology (Co-Investigator)

Selected recent publications

Books

Moreau, M. P., [under contract - due for publication in 2022]. Winn, M., Winn T. (chief eds.), 2022. Gender and Sexuality volume: Encyclopedia of Social Justice in Education (London: Bloomsbury).

Moreau, M. P., Lee, C., Okpokiri, C. (eds) [under contract - due for publication in 2022]. Reinventing the family in uncertain times: Education, policy and social justice (London: Bloomsbury).

Hook, G. Moreau, M. P., Brooks, R. (eds) [under contract - due for publication in 2021]. Student carers in higher education: Navigating, resisting and redefining academic cultures (London: Routledge).

Moreau, M. P., 2019. Teachers, gender and the feminisation debate (London: Routledge).

Moreau, M. P. (ed.), 2014. Inequalities in the teaching profession: A global perspective (London & New York: Palgrave MacMillan).

Moreau, M. P., 2011. Les enseignants et le genre: Les inégalités hommes-femmes dans l’enseignement du second degré en France et en Angleterre [Teachers and Gender: Inequalities between men and women in French and English secondary schools] (Paris: Presses Universitaires de France).

Peer-reviewed articles

Henderson, E., Moreau, M. P., 2020. Carefree conferences? Academics with caring responsibilities performing mobile academic subjectivities. Gender and Education, 32(1), Special Issue: Thoughtful Gatherings.

Moreau, M. P., Robertson, M., 2019. ‘You scratch my back and I’ll scratch yours’? Support to academics who are carers in higher education. Social Sciences, Special Issue on Family and Work: Parental Leave and Careers.

Moreau, M. P., 2018. Challenging social hegemonies through pedagogies of résistance. International Studies in Widening Participation, 5(2), (Editorial).

Moreau, M. P., 2018. A matter of time? Gender equality in the teaching profession through a cross-national comparative lens. Gender and Education. doi: 10.1080/09540253.2018.1533918

Moreau, M. P., 2018. Inhabiting and researching the spaces of higher education. International Studies in Widening Participation, 4(2), pp. 6-10.

Epstein, D., Moreau, M. P., 2017. Feminism, power and pedagogy: Editors’ introduction. Gender and Education, 29(4), pp. 425-429.

Moreau, M. P., Brownhill, S., 2017. Teachers and educational policies: negotiating discourses of male role models. Teaching and Teacher Education, 67, pp. 370-377.

Moreau, M. P., 2016. Regulating the student body/ies: University policies and student parents. British Educational Research Journal, 42(5), pp. 906-925.

Moreau, M. P. & Kerner, C., 2015. Care in academia: An exploration of student parents’ experiences. British Journal of Sociology of Education, 36(2), pp. 215-233.

Moreau, M. P., 2015. Becoming a secondary school teacher in England and France: Contextualising career ‘choice’. Compare: A Journal of Comparative and International Education, 45(3), pp. 401-421.

Moreau, M. P., 2014. Usages et conceptions des organisations syndicales chez les enseignants du second degré: Une comparaison France-Angleterre [Uses and views of trade unions among secondary school teachers: A France-England comparison]. Sociologie du Travail, 56(4), pp. 493-512.

Moreau, M. P., 2014. Penser l’égalité professionnelle entre les hommes et les femmes dans l’enseignement du second degré: Une comparaison France-Angleterre [Thinking gender equality in secondary school teaching: A France-England comparison]. Revue Française de Pédagogie, 186, pp. 99-113.

Moreau, M. P., 2014. Towards the family-friendly university? Research evidence on student parents and implications for higher education policies. Stimulus Paper Series, Leadership Foundation for Higher Education.

Mendick, H., Moreau, M. P., 2013. New media, old images: Constructing online representations of women and men in science, engineering and technology. Gender & Education, 25(3), pp. 325-339.

Moreau, M. P., Mendick, H., 2012. Discourses of women scientists in online media: Towards new gender regimes? International Journal of Gender, Science & Technology, 4(1).

Moreau, M. P., 2011. The societal construction of boys’ underachievement in educational policies: A cross-national comparison. Journal of Education Policy, 26(2), pp. 161-180.

Moreau, M. P., Mendick, H., Epstein, D., 2010. Constructions of mathematicians in popular culture and learners’ narratives: A study of mathematical and non-mathematical subjectivities. Cambridge Journal of Education, 40(1), pp. 25-38.

Epstein, D., Mendick, H., Moreau, M. P., 2010. Imagining the mathematician: Young people talking about popular representations of maths. Discourse, 31(1), pp. 45-60.

Moreau, M. P., Osgood, J., Halsall, A., 2008. Equal opportunities policies in English schools: Towards greater gender equality in the teaching workforce? Gender, Work and Organization, 15(6), pp. 553-578.

Moreau, M. P., Osgood, J., Halsall, A., 2007. Making sense of the glass ceiling: An exploration of women teachers’ discourses. Gender & Education, 19(2), pp. 237-253.

Moreau, M. P., Leathwood, C., 2006. Graduates' employment and the discourse of employability: A critical analysis. Journal of Education and Work, 19(4), pp. 305-324.

Moreau, M. P., Leathwood, C., 2006. Balancing paid work and studies: Working (-class) students in higher education. Studies in Higher Education, 31(1), pp. 23-42.

Recent presentations and conferences

Moreau, M. P., ‘Care-full’ futures? Transforming the care-free norms of higher education, Carer’s Week, University of Lincoln, 8 June 2021.

Moreau, M. P. and Campbell Galman, S. Fostering a sense of belonging for HE staff and students with caring responsibilities: A research- and art-based collaboration, London School of Hygiene and Tropical Medicine, 12 March 2021.

Moreau, M. P., Care work and equity issues in pandemic times, Managers in Partnership [the union for managers in the health an care sector], 8 March 2021.

Moreau, M. P., Towards the ‘care-full’ academia: Enabling new approaches to carers in higher education, Beds Care! (Public engagement event), University of Bedfordshire, 26 November 2020.

Moreau, M. P., Towards the ‘care-full’ academia: Enabling new approaches to carers in higher education, Equality Week. University College Cork, 3 March 2020.

Moreau, M. P., ‘Now you see me, now you don’t’: the experiences of academics and students with caring responsibilities, Equality Week, University College Cork, 4 March 2020.

Moreau, M. P., Carers in academia: In/visibilities, mis/recognition and hierarchies of care, Wolfson College Education Society, 15 November 2019.

Moreau, M. P., Carers in academia, Part-time and flexible working staff forum, Anglia Ruskin University, 11 February 2019.

Moreau, M. P., Closing remarks, Who cares? The (in)visibility of caring responsibilities and working in Geography, School of Geography and the Environment, Oxford University, 10 January 2019.

Moreau, M. P., Evaluation of National country reports: Key findings and recommendations, Education Audiovisual and Culture Executive Agency of the European Commission, Brussels, 27 November 2018.

Moreau, M. P., Presentation of research findings on carers in academia, UCU National Executive Committee, Equality Sub-Committee, UCU Headquarters, London, 2 November 2018.

Moreau, M. P., Teachers, gender and the feminisation debate, Wonder Women seminar series event, Edge Hill University, 18 September 2018.

Moreau, M. P., Carers and careers: The impact of caring on academic careers, University of Cambridge, 22 March 2018.

Moreau, M. P., Carers and careers: Career development and access to leadership positions among academic staff with caring responsibilities, University of Plymouth, 1 February 2018.

Moreau, M. P., L’enseignement du second degré au prisme du genre: Une comparaison France-Angleterre, Université des Femmes, Brussels, Belgium, 14 December 2017.

Moreau, M. P., The Emperor’s New Clothes? New Public Management et reconfiguration des identités professionnelles enseignantes en Angleterre, Université de Bourgogne, France, Colloque de l’IREDU ‘Nouvelle Gestion Publique et évolution des conditions de travail des professeurs des écoles, quels liens?’, Université de Bourgogne, Dijon, France, 4 September 2017.

Moreau, M. P., Performing mobile academic subjectivities in neoliberal times: Is care an equity issue?, SRHE Event: ´In Two Places at Once: Conferences and Caring Responsibilities’, SRHE, London, 4 July 2017.

Moreau, M. P., Carers performing academic subjectivities in the neoliberal university: in/visibilisation, mis/recognition and the im/possibility of inclusive academic spaces, CEEHE, University of Newcastle, Australia, April 2017.

Moreau, M. P., Brexit and the rise of right-wing populism: A politics of othering, Panel member, Higher Education Policy Network, Research Directions Discussion Forum, SRHE conference, Newport, 7-9 December 2016.

Moreau, M. P., As you like it: Politiques éducatives et différentiation de l’offre scolaire à l’école moyenne anglaise, Université Catholique de Louvain, Belgium, 28-29 April 2016.

Media experience

Professor Moreau’s work attracts regular mentions in the local and national press, including in the Guardian, the Times and Le Monde. She regularly contributes articles for the Guardian Higher Education network.