Dr Suanne Gibson
Profiles

Dr Suanne Gibson

Interim Director of Plymouth Institute of Education

Plymouth Institute of Education (Faculty of Arts, Humanities and Business)

Suanne can be contacted through arrangement with our Press Office, to speak to the media on these areas of expertise.
  • Special educational needs
  • Disability
  • Inclusive education
  • Critical pedagogy
  • Undergraduate pedagogy
  • Research informed teaching

Associate Director- (Teaching, Learning and Internationalisation) Institute of Education

PhD and EdD- supervisor

Masters and BA in Education- tutor

2011      Winner of UPSU Outstanding Personal Tutor Award

2005-2014  Winner of 4 Plymouth University Teaching Fellowships 

2012      Awarded HEA National Teaching Fellowship

2013      Founding member of UK Undergraduate Journal for Education Studies- http://educationstudies.org.uk/journal/transformations/

2013      Awarded HEA International Scholarship

2013      Referee for International Journal of Inclusive Education

2013      Founder and co-ordinator of PEDRIO themed group- Critically Inclusive Pedagogies

2013      Nominated and Finalist in Plymouth University’s Vice-Chancellor’s Enterprise Awards

2014      Fellowship of the Royal Society of Arts (FRSA)

2014      Editorial board Teaching in Higher Education Journal

2018      Mentor on Newcastle University Australia, Writing Program for Equity & Widening Participation Practitioners- Australian Program

2018     Referee for international Journal Students as Partners


Qualifications

Academic and Professional Qualifications:

1995 BA (2.1 Hons) Politics Queen’s University

1996 MPhil Russian and East European Studies Glasgow University

1998 PGCE History and Special Education Oxford University

2001 PhD Education management of Inclusive Education Oxford Brookes

Teaching interests

I currently teach on the BA EDST programme, the MA in Education and at Doctoral level. My specialisms are: Disability and inclusion, social justice in higher education, student experience and partnership.

Research interests

Research interests in the fields of:

Critical Disability Studies, Critical Pedagogy, Higher Education social justice and inclusion, student partnership and student experience, inclusive education theories, practices and policy.

I have published with Sage/Paul Chapman, Learning Matters, Continuum, Routledge, various international education journals- eg: Disability and Society, International Journal of Inclusive Education, Support for Learning and Journal of Further and Higher Education, Teaching in Higher Education

Research groups

Other research

Conference papers: 

2004 British Educational Research Association – Manchester Metropolitan University

Managing Special Educational Needs (SEN) In the Mainstream School. The Role of the SEN Team.

2005 British Educational Research Association – University of Glamorgan

Student experiences of working in groups at undergraduate level. “Its just a load of GAS”

2005 International Practitioner Research Conference and CARN --Fontys University, Utrecht.

Working with the contemporary undergraduate, group work and G.A.S

2006 Discourse Power and Resistance conference-- Manchester Metropolitan University. Engaging professionally with the unexpected in learning (Paper presented by Dr Tony Brown ESCALATE with Suanne Gibson as co-contributor)

2006 International Society for the Scholarship of Teaching and Learning --- Washington, USA. Engaging professionally with the unexpected in learning (Paper presented by Dr Tony Brown ESCALATE with Suanne Gibson as co-contributor)

2007 British Education Studies Association conference Bath Spa University, Understanding and Responding to Conflict: the path of the Education Studies Undergraduate.

2008 VC’s Teaching and Learning Conference -- University of Plymouth, Making connections and making an impact-tutoring the contemporary undergraduate of Education Studies

2008 British Education Studies Association conference -- Liverpool Hope University, Cultures of knowledge, learning and assessment: an encounter between 2 education studies programmes

2009 NACADA International conference on Student Success -- Liverpool Edge Hill University, The impact of an Information Literacy Curriculum (ILC) on Undergraduate student development and success: a critical analysis

2009 Marjon Centre for Educational Research — Inaugural Marjon Centre for Educational Research seminar: Musings on‘Perspectives on Participation and Inclusion- Engaging Education’

2010 12th Annual International Conference on Education-- Athens Institute for Education and Research (ATINER), Exploring transitions and questions of ‘Access’ to Higher Education for students with identified Disabilities

2010 The Fifth CILIP CoFHE and UC&R Joint Conference—Exeter University, Empowering and effective collaboration: The voice of the subject librarian

2011 The European Conference on Educational Research--- Freie Universität, Berlin, Reflections on the second year as undergraduates:
‘access’ and matters of the socio-cultural for students with identified
disabilities.

2012 British Education Studies Association conference – Hull University, ‘Complementary voices’ in sighting changes to‘Educator’ practices for students with disabilities’

2012 British Education Studies Association conference – Hull University, ‘Plymouth University

Student voices: considerations and expressions of Education Studies final year research projects; from the horse’s mouth!’

2012 British Education Studies Association conference – Hull University, P.I.E paper

2013 British Education Studies Association conference—Swansea Met University, What’s up with ‘Inclusive Education’? -A time for questions.

2013 British Education Studies Association conference—Swansea Met University, ‘Plymouth University. Student voices: Education Studies final year research projects’

2013 PEDRIO Internationalisation and the Student Experience- Plymouth University, ‘To question, understand and grow with that which is ‘other’.Reflections on a UK HEA International Scholarship project 2013/14 to develop inclusive pedagogy for relationship with students, tutors and the university.’

2014 BESA- PG Student pre conference: 'Dialogue and space'-considering the ebb, flow and purpose of the focus group.

2014 BESA Conference- Listening to our ‘diverse’ students and preparing learning futures to enhance the retention and academic success of all.Reflections on a HEA International Scholarship 2013-2014.

2014 Higher Education Academy Annual Conference—Workshop and paper: Listening to our ‘diverse’ students and preparing learning futures to enhance the retention and academic success of all. Reflections on a HEA international scholarship 2013-2014

2014 European Conference Education Research(Porto University) 2014- : 'Diversity' And Relationship On Campus-International Student Voices.

2015 Bath University A symposium: 'Quality in Qualitative Research and Enduring Problematics'. Gibson and Black: Participatory methods – inclusive research:pitfalls and promise.

Gibson, S. (2015) ‘Exploring and engaging with the failings of ‘Inclusion in Higher Education’. Is a post-rights inclusive future possible?’, British Educational Studies Association, Cardiff Met University.

Gibson, S. and Walker, J., Wallwork, C. Witcombe, J. (2015), ‘Plymouth University Student voices: Education Studies final year dissertation award -research projects’ British Educational Studies Association, Cardiff Met University.

Gibson, S and Baskerville, D., Berry, A., Clarke, M. and Norris, K., (2015) ‘Diversity' in Higher Education and inclusive learning futures’, Symposium, British Educational Research Association, Queens University Belfast.

Gibson, S. (2015), ‘Possibilities of and questions for a ‘post-rights' inclusive pedagogy in H.E’, Symposium, British Educational Research Association, Queens University Belfast, 2015.

Gibson. S. and Norris, K. (2015), Assessing Inclusivity in Higher Education: A Multinational Assessment of Inclusive Programs and Practices, American Association of Evaluation, Chicago, USA.

Gibson, S. (2016), When rights are not enough: what is?- The need for ‘politicised’ compassion in the quest for social justice, Multiple Perspectives on Access, Inclusion and Disability. The Ohio State University’s Columbus Campus.

Suanne Gibson, Melanie Parker, Ciaran O’Sullivan, Andrew Grace and Rachel Fenlon (2016), Exploring Stories of ‘Becoming Student’, British Educational Studies Association, Wolverhampton University.

Gibson, S. and Parker, M. (2016), A Kaleidoscope for Disability and Social Change: Reconsidering the ‘Human’, Theorising Normalcy and the Mundane, Manchester Met University.

Gibson, S; Grace, A; Olden, J; O’Sulliavan, C and Pritchard, C. (2017), Exploring Stories of ‘Becoming Student’, Annual PedRIO conference, Plymouth University

Gibson, S. (2017), When rights are not enough: what is?- The need for ‘politicised’ compassion in the quest for social justice, British Educational Studies Association, Liverpool Hope University.

Gibson, S.; O’Sullivan, C. and Pritchard, C. (2018) Becoming Student: A compassionate methodology and a challenging learning culture, Annual PedRIO conference, Plymouth University

Gibson, S. and Cook-Sather, A. (2019), Politicised Compassion and Pedagogical Partnership:
A Position and Place for Social Justice in the Inclusive Academy, Transforming Futures International Research-Based Education Conference, Adelaide University.

Grants & contracts

  • 2004-2005 - HEA- ESCalate: Research Project: Exploring the pedagogy of group work at HE level 1.

  • 2005-2006 -  Teaching Fellowship, Plymouth University: Research Project: A critical study of current practices in undergraduate group work, its role in the development of graduate attributes and skills (GAS) and the management of conflict.

  • 2007-2008 - Teaching Fellowship, Plymouth University: Research project: An emerging voice: students’ experience of writing for publication in Education Studies.

  • 2009-2011 - HEA- ESCalate: Research project with John Moore’s University Liverpool: Exploring transitions and questions of ‘Access’ to Higher Education for students with identified disabilities. Evaluating the efficacy of RIO projects.

  • 2011-2012 - Teaching Fellowship, Plymouth University: Participatory Partnerships in Education.

  • 2012 - Awarded HEA National Teaching Fellowship.

  • 2013-2014 - Awarded HEA International Scholarship: Developing a critically inclusive pedagogy of relationship for the retention and success of ‘non-traditional’ students or ‘students at risk of exclusion’.

  • 2015-2016 - Awarded PedRIO research fellowship: ‘Becoming Student’- partnerships and voices. Developing a ‘relationships for academic success and transformation’ model.

Journals

Blandford, S., and Gibson, S. (2000), ‘A Poisoned Chalice?’, Times Education SEN Supplement, 14th July.

Gibson, S. (2001), Special Educational Needs Teacher’s Guide to the Internet, Bristol: Classroom Resources

Gibson, S. (2002), The first year of the student portal system at Plymouth University, anecdotes from the Faculty of Arts and Education, in, ETHOS, Plymouth University.

Blandford, S and Gibson, S. (2005), Managing Special Educational Needs in Primary and Secondary schools, London, Sage.

Gibson, S. (2006), ‘Beyond a ‘culture of silence’:inclusive education and the liberation of ‘voice’’, Disability and Society, Vol. 21, No. 4

Gibson, S and Brown, T. (2006), In Conversation with Suanne Gibson, in, The Higher Education Academy Subject Centre for Education (Escalate) Newsletter, Issue 4, Spring.

 Gibson, S. (2007) ‘Book Review- Sage handbook of Special Education’, in British Education Research Journal, 33, 4, pp.629-630

Gibson, S and Knowler, H. (2007), The Joy of Meeting Pupil Needs through Developing Community, in, Hayes, D. (Ed.), Joyful Teaching and Learning in the Primary School, Exeter, Learning Matters.

Gibson, S. (2009), ‘Inclusion versus neo-liberalism: Empowering the ‘Other’’, in Gibson and Haynes (Eds.) Perspectiveson Participation and Inclusion:Engaging Education, London, Continuum.

Gibson,S. and Luxton, J. (2009),‘Departure from the Library desk! One undergraduate programme’s story of their Subject Librarian’s evolving role’, in, SCONUL Focus, 45, pp41-44

Gibson,S. and Haynes, J. et al,(2009) ‘Cultures of knowledge, learning and assessment: an encounter between two education studies programmes’, in, Educational Futures, Vol.2No.1,pp57-70.

Gibson,S. and Luxton, J. (2009), The impact of an information literacy curriculum on undergraduate student development and success: a critical analysis, Widening Participation and Lifelong Learning, Vol.11, No.3, pp6-12.

Gibson, S and Kendall, L.(2010), Stories from School:Dyslexia and Learners’ Voices on factors impacting on achievement, Support for Learning, Vol. 25, No. 4, 187-193

Gibson,S. (2012), Narrative Accounts of University Education: Socio-Cultural Perspectives of Students with Disabilities, Disability and Society , Vol. 27, No.3, May 2012, 353–369

Gibson, S. (2013a), ‘Disability matters’ – The role of the personal tutor for inclusive teaching and learning,in Bilham, T. (Ed);NTF collection: For the Love of Learning Basingstoke,Palgrave.

Gibson, S. (2013b), SEN and the question of Inclusive Education, in Curtis, W and Ward, S. (Eds); EducationStudies an Issues Based Approach, London, Sage.

Jane Seale, Suanne Gibson, Joanna Haynes & Alice Potter(2014): Power and resistance:Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education, Journal of Further and Higher Education,DOI:10.1080/0309877X.2014.938264

Gibson, S. (2015) When rights are not enough:What is? Moving towards new pedagogy for inclusive education within UK universities, International Journal of Inclusive Education, 19:8, 875-886

Gibson, S., Baskerville,D.,Berry, A., Black, A., Norris, K., Symeonidou, S. (2016), ‘Diversity’‘Widening Participation’ and ‘Inclusion’in Higher Education: An International study, Journal of Widening Participation and Lifelong Learning, 18, 3,7-33

 Gibson,S. (2016). Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’. In Inclusive Education: perspectives on pedagogy,policy, and practice, ed. S. Bartlett and Z. Brown.London: Routledge

Gibson, S., Baskerville,D.,Berry, A., Black, A., Norris, K., Symeonidou, S. (2017), Including students as co-enquirers: matters of identity,agency, language and labelling in an International participatory research study, International Journal of Educational Research, 81,108-118 https://authors.elsevier.com/a/1UN4d38nswHVcZ

Special Edition- Pastoral Care in Education (2017), 35,3 - edited by Suanne Gibson and DeliaBaskerville: ‘The politics of care,compassion and concern in the contemporary academy’ http://www.tandfonline.com/toc/rped20/current

Gibson,S.,Grace, A., O’Sullivan, C. & Pritchard, C. (2018),Exploring transitions into the undergraduate University world using a student-centred framework, Teaching in Higher Education https://doi.org/10.1080/13562517.2018.1511538

Reports & invited lectures

Invited lectures/seminars and keynotes:

2012 (November) Cornwall Disability Research Network annual conference-

Symposium~: 'Linking the social with the cultural: musings on 'Inclusive Education'.

2012 (December) Bristol University- Inclusive and Special Education Network (ISEN)- What’s up with ‘Inclusive Education’? Messages from my students.

2013 (November) Derby University- Academic Practice Programme: 'Inclusive Teaching: Raising the Bar'.

2013 (December) CETL, Plymouth State University, New Hampshire, U.S.A: ‘Thoughts and Recent Developments Regarding Inclusive Education- a UK Perspective’.

2013 (December) California State University, LA, ‘Examining Parents’ Rights – Education and access for children with SEN- USA versus UK’.

2014 (April) Victoria University, Wellington, New Zealand- Questions and dilemmas of inclusive education. A UK voice and international responses on a pedagogy for relationship.

2015 (Feb) Plymouth University Research Ed seminars- Journeys with 'diversity'- reflections on an International Higher Education Academy Scholarship and research project.

2017 (April)- Sussex Uni, CHEER research network seminar: When rights are not enough: what is? - The need for ‘politicised’ compassion in the quest for social justice

2019 (July)- Newcastle University, Australia. Centre of Excellence for Equity in Higher Education Newcastle University (CEEHE) Politicised Compassion and Pedagogical Partnership:
A Position and Place for Social Justice in the Inclusive Academy.

2019 (July) Newcastle University, Australia. Centre of Excellence for Equity in Higher Education Newcastle University (CEEHE) Re-considering ‘Disability’ and student experience- questions of equality and social justice in Higher Education

Conferences organised

  • March 2015 Professor Penny Burke keynote and workshop day: Teaching Inclusively: Changing Pedagogical Spaces
  • Sept 2015 Suanne Gibson et al: Exploring culturally responsive pedagogies and shifting inclusive pedagogy- crossing borders with international voices. 
  • Gibson, S. (2015), Journeys with 'diversity'- reflections on an International Higher Education Academy Scholarship and research project, Plymouth University Institute of Education Research seminar series, 4th February.
  • Gibson, S and Gristy, C. (2015), What do we understand by Inclusive Assessment? Plymouth University Institute of Education Staff development seminar, Jurys Hotel Plymouth, 21st October.

Key notes:

Gibson, S (2015), Key note: ‘Divided and dividing discourses: conflicts with and for Inclusion’, PEDRIO, International Seminar- Exploring culturally responsive pedagogy and shifting inclusive pedagogy - crossing borders with international voices, Plymouth University, September 10th

Gibson, S (2016), When rights are not enough: what is?- The need for ‘politicised’ compassion in the quest for social justice, Key note at VC Teaching and Learning Conference Plymouth University, June 30th

Gibson, S (2019), When rights are not enough: conflicts with Inclusion & best practice developments. Key note at Sussex University-Swansea Academy on Inclusivity and Learner Success (SAILS) annual conference, May 14th

Other academic activities

Publications:

Gibson, S. (1998), The History Teacher’s Guide to the Internet, Bristol, Classroom Resources

Gibson, S. (1999), The History Teacher’s Guide to the Internet, Teaching History, Issue 95

Gibson, S. (1999), The Special Educational Needs Co-ordinator and Education management, Graduate Education Forum, Vol. 1, No.1.

Blandford, S., and Gibson, S. (2000), ‘A Poisoned Chalice?’, Times Education SEN Supplement, 14th July.

Gibson, S. (2001), Special Educational Needs Teacher’s Guide to the Internet, Bristol, Classroom Resources

Gibson, S, (2001), Clustering and the benefits for SENCOs, in, ISEC 2000 CD Rom, Inclusive Consultancy and Training Ltd, Oldham.

Gibson, S. (2002), The first year of the student portal system at Plymouth University, anecdotes from the Faculty of Arts and Education, in, ETHOS, Plymouth University.

Blandford, S and Gibson, S. (2005), Inclusion: Managing Special Educational Needs in Primary and Secondary schools, London, Sage.

Gibson, S. (2006), ‘Beyond a ‘culture of silence’: inclusive education and the liberation of ‘voice’’, in, Disability and Society, Vol. 21, No. 4

Gibson, S and Brown, T. (2006), In Conversation with Suanne Gibson, in, The Higher Education Academy Subject Centre for Education (Escalate) Newsletter, Issue 4, Spring.

Gibson, S and Knowler, H. (2007), ‘The Joy of Meeting Pupils Special Needs’, in, Hayes, D. (Ed.) Joyful Teaching, Exeter, Learning Matters.

Gibson, S. (2007) ‘Book Review- Sage handbook of Special Education’, in British Education Research Journal, 33, 4, pp.629-630.

Gibson, S. and Haynes, J. (Eds.) (2009), Perspectives on Participation and Inclusion: Engaging Education, London, Continuum.

Gibson, S. (2009), ‘Inclusion versus neo-liberalism: Empowering the ‘Other’’, in Gibson and Haynes (Eds.) Perspectives on Participation and Inclusion: Engaging Education, London, Continuum.

Gibson, S. and Luxton, J. (2009), ‘Departure from the Library desk! One undergraduate programme’s story of their Subject Librarian’s evolving role’, in, SCONUL Focus, 45, pp41-44

Gibson, S. and Haynes, J. et al, (2009) ‘Cultures of knowledge, learning and assessment: an encounter between two education studies programmes’, in, Educational Futures, Vol.2 No.1,pp57-70.

Gibson, S. and Luxton, J. (2009), The impact of an information literacy curriculum on undergraduate student development and success: a critical analysis, Widening Participation and Lifelong Learning, Vol.11, No.3, pp 6-12.

Gibson, S and Kendall, L. (2010), Stories from School: Dyslexia and Learners’ Voices on factors impacting on achievement, Support for Learning, Vol. 25, No. 4, 187-193

Gibson, S. (2012), Narrative Accounts of University Education: Socio-Cultural Perspectives of Students with Disabilities, Disability and Society , Vol. 27, No. 3, May 2012, 353–369

Gibson, S. (2013a), ‘Disability matters’ – The role of the personal tutor for inclusive teaching and learning, in Bilham, T. (Ed); NTF collection: For the Love of Learning Basingstoke, Palgrave.

Gibson, S. (2013b), SEN and the question of Inclusive Education, in Curtis, W and Ward, S. (Eds); Education Studies an Issues Based Approach, London, Sage.

Seale, J., Gibson, S., Haynes, J. & Potter, A. (2015): Power and resistance: Reflections on the rhetoric and reality of using participatory methods to promote student voice and engagement in higher education, Journal of Further and Higher Education, 39:4, 534-552

Gibson, S. (2015) When rights are not enough: What is? Moving towards new pedagogy for inclusive education within UK universities, International Journal of Inclusive Education, 19:8, 875-886

Gibson, S. (2016). Students as core: A time for change in the higher education discourse of 'Widening participation’ and ‘Inclusion’. In Inclusive Education: perspectives on pedagogy, policy, and practice, ed. S. Bartlett and Z. Brown. London: Routledge

Gibson, S., Baskerville, D., Berry, A., Black, A., Norris, K., Symeonidou, S. (2017), Including students as co-enquirers: matters of identity, agency, language and labelling in an International participatory research study, International Journal of Educational Research, 81, 108-118 https://authors.elsevier.com/a/1UN4d38nswHVcZ

Gibson, S., Baskerville, D., Berry, A., Black, A., Norris, K., Symeonidou, S. (2016), ‘Diversity’ ‘Widening Participation’ and ‘Inclusion’ in Higher Education: An International study, Journal of Widening Participation and Lifelong Learning, 18, 3, 7-33

Special Edition- Pastoral Care in Education (2017), 35, 3 - edited by Suanne Gibson and Delia Baskerville: ‘The politics of care, compassion and concern in the contemporary academy’ http://www.tandfonline.com/toc/rped20/current

Gibson, S., O’Sulliane, C., Pritchard, C., Grace, A.; Exploring transitions into the undergraduate University world using a student-centred framework, Teaching in Higher Education, https://doi.org/10.1080/13562517.2018.1511538

Gibson, S. (2019). Special Education Needs and Disabilities. In W.J. Jacob (Series Ed) & J. Wearmouth (Vol. Ed.), Bloomsbury Education and Childhood Studies: Higher Education: England (Web). London: Bloomsbury.

In print- Gibson, S. and Cook-Sather, A. ‘Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy’, in, International Journal for Students as Partners (2020)