Charlotte Chadderton

Education Research Professor of Education

Charlotte Chadderton lecturing


College of Arts, Humanities and Education





I am Professor of Education and Head of Research in the Institute of Education. I oversee research and doctoral provision at the Institute, and lead on REF.

My research is in the field of social justice in education with a particular focus on race (in)equality and on the way in which different kinds of inequalities are produced and reproduced in educational spaces and by educational processes, policies, practices and discourses.

My work focuses both on areas of formal education, in particular secondary, vocational and higher education, as well as informal learning spaces such as volunteering, and non-formal learning such as public and cultural pedagogies. I am particularly interested in the ways in which subjectivities are formed and shaped through different kinds of formal and non-formal pedagogies.

Theoretically, I draw on Critical Race Theory, Critical Whiteness Studies and poststructural theory, to explore the reproduction of inequality in the education system.

My research has been funded by the Aldgate and Allhallows Foundation, Hackney Council, the Skills Funding Agency, Tower Hamlets Council and the Greater London Authority. My book, ‘Judith Butler, Race and Education’ was published in 2018 by Palgrave Macmillan.

Current projects:

Teaching responsibilities

Doctoral supervision

I have supervised the following completed doctoral theses:        

Current doctoral supervision

Research interests

Membership of professional bodies


Recent publications


Chadderton, C. and Wischmann, A. (2023) Education policy and refugees in England and Germany: racist nativism and the reproduction of white supremacy. Race, Ethnicity and Education

Chadderton, C. (2023) Covid, schooling and race in England: a case of necropolitics. Race, Ethnicity and Education, 26 (1), pp. 112-128.

Jackson-Cole, D. and Chadderton, C. (2023) White supremacy in postgraduate education at elite universities in England: the role of the gatekeepers. Whiteness and Education, 8 (1), pp. 101-119.  10.1080/23793406.2021.2013131.



Macer, M. and Chadderton, C. (2021) Reproduction of the gender regime: The military and education as state apparatuses constraining the military wife student'. Gender and Education, 33 (3), pp. 337-354 


Chadderton, C. (2020) School-to-work transitions support: ‘cruel optimism’ for young people in ‘the state of insecurity’. Power and Education, 12 (2) 173–188

Chadderton, C. (2020) A longitudinal study of young women’s transitions in Tower Hamlets in an age of austerity. Report for the Aldgate and Allhallows Foundation, London


Chadderton, C. (2019) Race, ethnicity and education in England. In Ward, S. and Simon, C. A student’s guide to Education Studies

Chadderton, C. (2019) Career education and guidance and race (in)equality in England. In Hooley, T., Sultana, R. Thomsen, R. (eds.) Career Guidance for Emancipation:  Reclaiming Justice for the Multitude. Routledge, pp. 81-97


Chadderton, C. (2018) Judith Butler, race and education. Palgrave Macmillan

Chadderton, C. (2018) Higher Education and counter-terrorism in the state of exception: The case of England. In Salomon, D., Springer, J. and Wischmann, A. (eds.) Jahrbuch fur Paedagogik 2017: Paedagogik in Zeiten von Krieg und Terror, pp. 161-176. Berlin: Peter Lang

Chadderton, C. (2018) Towards a research framework for race in education: critical race theory and Judith Butler. In Youdell, D. (ed.) Judith Butler and education. Routledge

Chadderton, C. (2018) School surveillance: primary and secondary schools. In Arrigo, B. A. The SAGE Encyclopedia of Surveillance, Security, and Privacy. Sage


Kitagawa, K., Preston, J. and Chadderton, C. (2017) Preparing for disaster: a comparative analysis of education for critical infrastructure collapse, Journal of Risk Research, 20 (11), pp. 1450-1465


Chadderton, C. (2016) Volunteering, social cohesion and race: the German Technical Relief Service, Voluntary Sector Review, 7 (3), pp. 233-249

Chadderton, C., Mansaray, A. and Weekes-Bernard, D. (2016) Report on the partnership model for improving outcomes for young black men from the London Borough of Hackney. Report for the London Borough of Hackney


Preston, J., Chadderton, C. Kitagawa, K. and Edmonds, C. (2015) Community response in disasters: an ecological learning framework, International Journal of Lifelong Education 34 (6), pp. 727-753

Chadderton, C. (2015) Civil defence pedagogies and narratives of democracy: disaster education in Germany, International Journal of Lifelong Education 34:5, pp. 589-606

Chadderton, C. (2015) The new statutory requirements in careers guidance in England and the implications for careers provision under the Coalition government. London Review of Education 13:2, pp. 84-97

Chadderton, C. and Edmonds, C. (2015) Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education and Training 67:2, pp. 136-152

Chadderton, C. (2015) UK Secondary Schools under Surveillance: What are the Implications for Race? A Critical Race and Butlerian Analysis. In Kupfer, A. (Ed.) Power and Education. Contexts of oppression and opportunity. Palgrave Macmillan


Chadderton, C. & Wischmann, A. (2014) Racialised norms in apprenticeship systems in England and Germany, Journal of Vocational Education & Training 66:3, pp. 330-347

Preston, P., Chadderton, C. & Kitagawa, K. (2014) The ‘state of exception’ and disaster education: a multilevel conceptual framework with implications for social justice. Globalisation, Societies and Education 12:4, pp. 437-456

Chadderton, C. (2014) The militarisation of education: Troops to Teachers and the implications for Initial Teacher Education and race equality. Race, Ethnicity and Education 17:3, pp.407-428 (Special issue on Initial Teacher Education: developments, dilemmas and challenges)

Colley, H., Chadderton, C. & Nixon, L. (2014) Collaboration and contestation in further and higher education partnerships in England: a Bourdieusian field analysis. Critical Studies in Education 55:2, pp. 104-121

Chadderton, C. (2014) Book review of Surveillance Schools. Security, discipline and control in contemporary education by E. Taylor, Surveillance and Society, 12:1 pp. 182-4

Chadderton, C. and Edmonds, C. (2014) Enhancing School-based Careers Work for Years 7-9. Report for the Greater London Authority


Chadderton, C. (2013) Towards a research framework for race in education: Critical Race Theory and Judith Butler. International Journal of Qualitative Studies in Education 26:1, pp.39-55

Preston, J. & Chadderton, C. (2013) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. In Chakrabarty, N., Roberts, L. and Preston, J. (eds.), Critical Race Theory in England, Routledge

Chadderton, C. (2013) Secondary schools under surveillance: young people ‘as’ risk in the UK. An exploration of the neoliberal shift from compassion to repression. In Cudworth, E.; Senker, P. and Walker, K. (eds.) Technology, Society and Inequality: New Horizons and Contested Futures, Peter Lang, 139-154

Chadderton, C. (2013) Book review of Lifelong learning in Europe: equity and efficiency in the balance by S. Riddell, J. Markowitsch, and E. Weedon, Journal of Vocational Education & Training, 65:3


Chadderton, C. (2012) Problematising the role of the white researcher in social justice research.  Ethnography and Education 7:3, pp. 363-380

Chadderton, C. & Colley, H. (2012) School-to-work transition services: marginalising ‘disposable’ youth in a state of exception? Discourse. Studies in the cultural politics of education 33:3, pp. 329-343

Chadderton, C. (2012) UK secondary schools under surveillance: the implications for race. A Critical Race and Butlerian analysis. Journal of Critical Education Policy Studies 10:1

Preston, J. & Chadderton, C. (2012) Rediscovering race traitor: towards a Critical Race Theory informed public pedagogy. Race, Ethnicity and Education 15:1, pp. 85-100

Chadderton, C. (2012) Book review of Racism and Education in the UK and the US: towards a socialist alternative by M. Cole Power and Education, 4:3


Chadderton, C. (2011) Not capturing voices? A poststructural critique of the privileging of voice in research. In Czerniawski, G. & Kidd, W. (eds.) The student voice handbook: Bridging the academic/ practitioner divide. Bingley: Emerald, 73-85

Ravenscroft, A., Kolokitha, M., Preston, J., Brimicombe, A., Chadderton, C., Edmonds, C., McAlister, S., Li, Y., Ferrario, M. A., Longstaff, M., Bond, K. (2011) Westfield Opening Observation Exercise. Report for the Olympic Delivery Authority

Mostafa, T., Edmonds, C., Preston, J., Green, A., Jenkins, A., Chadderton, C. (2011) The Meso-social benefits of VET for social groups and communities. Report for the European Commission (CEDEFOP)


Chadderton, C. & Torrance, H. (2010) Case Study. In Somekh, B. & Lewin, C. Theory and Methods in social research. London, Thousand Oaks, New Delhi: Sage Publications

Colley, H., Chadderton, C. & Lewin, C. (2010) Changing career guidance practice in Connexions: a question of ethics? Career Guidance Today 18: 3, 33-37

Colley, H., Lewin, C., Chadderton, C. (2010) The impact of 14-19 reforms on career guidance in England. Economic and Social Research Council


Chadderton, C. (2009) Book Review of Recasting Race: women of mixed heritage in further education by I. Dewan British Education Research Journal, 35: 6, 929-937

MMU Team (2009) Barclay’s Spaces for Sports Report. Report for Barclay’s


Colley, H. & Chadderton, C. (2008) Supporting sustainable progression post-16. Report for the Learning and Skills Council

Colley, H. & Chadderton, C. (2008) Evaluation of the Greater Merseyside and West Lancashire Lifelong Learning Network. Report for the GM & WL LLN