Marie-Pierre is a sociologist by training, who has studied and worked in France, Ireland, Italy and the UK.
View Marie's profile on Academia.edu: https://anglia.academia.edu/MariePierreMoreau
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).
As an editor, Marie-Pierre edits the open access, peer-reviewed journal International Studies in Widening Participation, with Dr Anna Bennett (University of Newcastle, Australia) and Dr Nadine Zacharias (Deakin University, 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.
- French (fluent)
- Italian (fluent)
- German (conversational)
- Spanish (conversational)
- 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.
- MA Education
- MA Special Educational Needs
- MA Early Childhood
- Professional Doctorate in Education
- PhD in Sociology and Education (joint European doctorate)
- MA in Sociology
- BA in Sociology and Anthropology
Memberships, editorial boards
- Editor (with Dr Anna Bennett, University of Newcastle, Australia, and Dr Nadine Zacharias, Deakin University, Australia), International Studies in Widening Participation (since 2017)
- 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
- 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 (Principal Investigator)
- 2018: Carers and careers in academia: What works?, funded by the Leadership Foundation for Higher Education (Principal Investigator)
- 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 (Principal Investigator)
- 2014-18: Expert to the European Commission (Education Audiovisual and Culture Executive Agency and Research Executive Agency)
- 2016: Student parents: Five years on, funded by the University of Roehampton (Principal Investigator)
- 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 (Principal Investigator)
- 2013: Towards the child-friendly university?, funded by Leadership Foundation for Higher Education (Principal Investigator)
- 2010-2012: Supporting Student Parents in Higher Education: A policy perspective, funded by Nuffield Foundation (Principal Investigator)
- 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-applicant)
- 2009: The Experience of Black and Minority Ethnic Staff Working in Higher Education, funded by the Equality Challenge Unit (Researcher)
Selected recent publications
- 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.
- Moreau, M.P. (2018) A matter of time? Gender equality in the teaching profession through a cross-national comparative lens. Gender and Education, https://doi.org/10.1080/09540253.2018.1533918
- Moreau, M.P. (2018) Inhabiting and researching the spaces of higher education. International Studies in Widening Participation, 4(2): 6-10.
- Epstein, D. & Moreau, M.P. (2017) Feminism, power and pedagogy: Editors’ introduction, Gender and Education, 29(4): 425-429.
- Moreau, M.P. & Brownhill, S. (2017) Teachers and educational policies: negotiating discourses of male role models, Teaching and Teacher Education, 67: 370-377.
- Moreau, M.P. (2016) Regulating the student body/ies: University policies and student parents, British Educational Research Journal, 42(5): 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): 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): 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): 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: 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, online access: http://www.lfhe.ac.uk/en/research-resources/commissioned-research/leading-equality-and-diversity/index.cfm#child-friendly.
- 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): 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), online access: http://genderandset.open.ac.uk/index.php/genderandset/article/view/222/384.
- Moreau, M.P. (2011) The societal construction of boys’ underachievement in educational policies: A cross-national comparison, Journal of Education Policy, 26 (2): 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): 25-38.
- Epstein, D., Mendick, H. and Moreau, M.P., (2010) Imagining the mathematician: Young people talking about popular representations of maths, Discourse, 31(1): 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): 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): 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): 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): 23-42.
Recent presentations and conferences
- 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.
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.