Dr Joan Forbes

Emeritus Reader

BA (Strathclyde), MA (Ed) (Open), EdD (Stirling), PGCE/S, PGCE/P, PGD (HI), PGC (SEN)

Contact Details

Telephone: +44 (0)1224 274512
Email: j.c.forbes@abdn.ac.uk
Address: Room 520 MacRobert Building
University of Aberdeen
Aberdeen
AB24 5UA
hCard

Biography

Joan Forbes is an Honorary Professor at the Centre for Child Wellbeing and Protection, School of Social Sciences, University of Stirling and Emeritus Reader, University of Aberdeen.  She was appointed Honorary Professor in 2016 having been Reader and Senior Lecturer in Education at the University of Aberdeen and prior to that Lecturer at Northern College, Aberdeen. Her research is located at the intersections of inter/professional practice, children's spaces, and social and educational in/exclusions and embraces social and cultural theory and policy sociology. Her published studies on inter/professional working, children’s public services, gender and education, and elite schooling are both empirical and theoretical. She was Director of Research and member of the School Executive between 2006 and 2009, Director of the Centre for Children’s Services Research and Policy Study from 2008 until 2012, and held a Fellowship of the Scottish Educational Research Scheme (AERS) within its Schools and Social Capital Network between 2005 and 2008. She was Principal Investigator and grantholder for two Economic and Social Research Council (ESRC) funded seminar series on inter/professional practice in children's public services (2006-07 and 2008-09) and co-editor (with Prof. Cate Watson, University of Stirling) of the series of ESRC seminars related books (Sense 2009 and Routledge 2012) and collected papers publications. She is Co-PI (with Dr Daniela Sime, University of Strathclyde, Glasgow) for a Scottish Universities Insight Institute Knowledge Exchange Programme on Children and young people's experiences and views of poverty and inequality: Policy and practice implications.

Professor Forbes has been a member of the UK ESRC Peer Review College since its inception in 2010. She is on the editorial boards of several academic journals: Scottish Educational Review; Education in the North; Child Language Teaching and Therapy; British Journal of Special Education; Journal of Research in Special Education; and Support for Learning. In addition to doctoral supervision, she teaches mainly on the Master of Science (Social and Educational Research) and Master of Education (Inclusive Education) programmes.  Professor Forbes has been a member of ProPEL: Professional Practice, Education and Learning, University of Stirling, a collaborative, multi-professional international network to promote research and knowledge exchange in leading issues of professional education, practice, and learning, since its foundation in 2010. Since 2012 she, with Dr Archie Graham, led the School of Education Theory Space initiative (The Theory Space). She is a founding member of the Aberdeen Forum for the Child (an interdisciplinary initiative of the University of Aberdeen and Robert Gordon University) and is a member of the organising committee of The Teacher in Public project (The Teacher in Public Project), a cross-College of Arts and Social Sciences research collaboration between the School of Education and Centre for Modern Thought (The Centre for Modern Thought).

Research Interests

Joan Forbes' research engages with social theory to understand the interconnections between education and society related to a social justice and equalities agenda. Her studies cross a number of strands including children's sector transformations; schools, social and multiple capitals; inter/professional knowledge and practice relations; independent schooling and privilege; spatio-temporalities of schooling; and gender, education and social policy.

Indicative invitation contributions:

Forbes, J. & McCartney, E. Invited Speech and Language Sciences Seminar Series paper: The acquisition of inter/professional social capital and its implications for children with speech, language and communication needs. Institute of Health and Society, Centre for Research in Linguistics and Language Sciences, University of Newcastle, UK. Thursday 25 April 2013.

Forbes, J., Graham, A. & Fynsk, C.  Invited paper at Institute of Applied Health Sciences (IAHS) University of Aberdeen seminar series: The Teacher in public: (re)engaging the disciplines. Interdisciplinary working and the development of future ‘public intellectuals’: Promoting the THEORY SPACE ‘across-Schools’ agenda. Medico-Chirurgical Hall, CLSM, University of Aberdeen. Wednesday 26 June 2013.

Forbes, J. & Weiner, G. Invited symposium keynote paper:  The state of 'independence': Private and elite education in Scotland. International invitation symposium on elite education: Private and elite education: international perspectives. Thursday 7 - Friday 8 November 2013. Institute of Education, London University. Economic and Social Research Council UK (ESRC) funded event. Project PIs: Dr Claire Maxwell, Institute of Education, University of London and Professor Peter Aggleton, the University of New South Wales, Australia.

Forbes, J. & Weiner, G. Invited paper: Gender sensitive research in schools: gender, social class, economic wealth, and intersectionality. Seminar 3: Intersecting childhood identities, inequalities and social jusice: intersectionality, methods and research. The Scottish Universities Insight Institute knowledge exchange seminars series: Children's Rights, Social Justice and Social Identities in Scotland: Intersections in Research, Policy and Practice. The Scottish Universities Insight Institute, Glasgow. 23 July 2014.

Forbes, J. & Weiner, G. Invited seminar paper: Poverty and intersecting inequalities, including gender. Children and young people's experiences and views of poverty and inequality: policy and practice implications programme. Seminar 2: Poverty as a human rights issue: rights, social participation and ways of increasing children's voice in the debate. Scottish Universities Insight Institute/The University of Aberdeen, Aberdeen. 26 June 2015.

Current Research

Elite schooling and equalities: advantage, agency and affect.

Trans/professional and trans/disciplinary knowledges and identities.

Gender, policy and educational governance.

Methodological research on intersectionalities, identifications, and inequalities.

Children's public sector policy sociology.

The Teacher in Public (a collaborative project with the Centre for Modern Thought, University of Aberdeen).

Understanding child sector practitioners' knowledge, skills and social and multiple capitals across multiagency pathways for children with speech, language and communication needs (a research collaboration with the University of Newcastle and University of Strathclyde). 

Children and young people's experiences and views of poverty and inequalities: policy and practice implications. A Scottish Universities Insight Institute funded research and knowledge exchange collaboration with the University of Strathclyde, Glasgow School of Art, Child Poverty Action Group, and Glasgow City Council. Seminar series information: http://www.scottishinsight.ac.uk/Programmes/Equality2015/ChildrensViewsofInequalityPoverty.aspx Poverty and Children's Rights seminar, University of Aberdeen, 26 June 2015 programme: http://www.eventbrite.co.uk/e/poverty-as-a-human-rights-issue-rights-social-participation-and-ways-of-increasing-childrens-voice-tickets-16349385452   Programme Policy Briefings and the 'Art of Getting By' virtual children's art exhibition available: http://www.scottishinsight.ac.uk/Programmes/Equality2015/ChildrensViewsofInequalityPoverty.aspx  

Collaborations

Scotland, University of Aberdeen.The School of Education cross-institutional Theory Space initiative (The Theory Space). Project leads: Dr Joan Forbes and Dr Archie Graham.

Scotland, Centre for Modern Thought, University of Aberdeen; Sweden, Sodertorn University, Stockholm; England, University of Birmingham; England, Institute of Education, University of London. Teacher in Public (TiP) project (The Teacher in Public Project). A College of Arts and Sciences (CASS) School of Education Theory Space collaboration. Project PIs: Dr Edith Doron (CMT); Dr Joan Forbes (School of Education); Professor Christopher Fynsk (CMT); Dr Archie Graham (School of Education).

Scotland, University of Aberdeen; Scotland, Robert Gordon University, Aberdeen. Aberdeen Forum for the Child (AFC). A School of Education Theory Space collaboration.(http://www.abdn.ac.uk/education/research/aberdeen-forum-for-the-child-525.php ).

Scotland, University of Edinburgh; Scotland, University of Strathclyde; Scotland, University of Stirling; Scotland, Robert Gordon University. Scottish Universities Insight Institute (SUII). Project title: Children's rights and social identities in Scotland: intersections. 2013-14 seminars series award: (http://www.scottishinsight.ac.uk/Programmes/Programmes201314/ChildrensRights.aspx).

Scotland, University of Strathclyde; Scotland, University of Aberdeen; Scotland, Glasgow School of Art. Scottish Universities Insight Institute (SUII). Project title: Children and young people's experiences and views of poverty and inequalities: policy and practice implications. 2014-15 seminars series. Project PIs: Dr Daniela Sime, University of Strathclyde; and Dr Joan Forbes, University of Aberdeen. Seminar 2: Poverty as a human rights issue: Rights, social participation and ways of increasing children's voice in the debate. 26 June 2015, University of Aberdeen. Belgium, University of Antwerp; Northern Ireland, University of Ulster; Scotland, University of Glasgow.Keynote 1: Child poverty and children's rights: an uneasy fit? Professor Wouter Vandenhole, UNICEF Chair in Children's Rights, University of Antwerp, Belgium; Keynote 2: Poverty and young people: Foregrounding young people's perspectives. Goretti Horgan, Institute for Research in Social Science, University of Ulster, Northern Ireland; Keynote 3: The Relationship of poverty and deprivation to school education. Professor Stephen McKinney, Professor of Education, University of Glasgow, Scotland. Scottish Universities Insight Institute seminar series papers, policy briefings, virtual children's art exhibition video, and other materials available at: http://www.scottishinsight.ac.uk/Programmes/Equality2015/ChildrensViewsofInequalityPoverty.aspx

England, University of Newcastle; Australia, Murdoch University; Scotland, University of Strathclyde. Co-constructing an intervention to promote 'Language for All': Understanding the multiagency pathway for children with Speech, Language and Communication Needs (SLCN). PIs: Dr Cristina McKean, Newcastle University, UK, and Murdoch University, Australia: Centre for Research Excellence in Child Language (CRE-CL) Research Fellow; and Professor James Law, Newcastle University, UK.

Australia, University of Queensland; Sweden, Umea University; England, University of Sussex; England, University of Central Lancashire. Scottish Independent School Project (SISP), Applied Educational Research Scheme (AERS) & University of Edinburgh Godfrey Thomson Trust funded independent schooling project (2006-09) and subsequent research collaborations, publications and other outputs. SISP2 (2009-continuing). Co-Is: Dr Joan Forbes, University of Aberdeen, Scotland; Professor John Horne, UCLAN, England; Professor Bob Lingard, University of Queensland, Australia; Professor Gaby Weiner, Umea University Sweden/Sussex University, England (http://www.sera.ac.uk/documents/2011/research/). Project publications listed below.

England, Institute of Education, London University; Australia, University of New South Wales; Australia, University of Queensland; England, University of Sussex and other institutions. Elite education: advantage, agency, and affect research collaborations, publications and other outputs. Economic and Social Research Council UK (ESRC) funded invitation international symposium: Private and Elite Education:International Perspectives, Institute of Education, University of London, November 2013. PI: Dr Claire Maxwell, IoE, London & Professor Peter Aggleton, NSW, Australia. Chapter together with Professor Bob Lingard (2013) Elite school capitals and girls’ schooling: understanding the (re)production of privilege through a habitus of ‘assuredness’. In C. Maxwell & P. Aggleton (Eds.) Privilege, agency and affect: understanding the production and effects of action. London/New York: Palgrave MacMillan. Chapter on elite schooling in Scotland by Joan Forbes & Gaby Weiner in new edited collection: Elite Education - international perspectives on the education of elites and the shaping of education systems, edited by Claire Maxwell & Peter Aggleton. The edited book to be published by Routledge, London & New York, in 2015.

England, Institute of Education, University of London; France, Science Po/CNRS, Paris. Two symposia at the European Conference on Educational Research (ECER), University of Porto, Portugal, 2-5 September 2014. Elite and private education - European perspectives. Symposium 1 - Elite education: historical and contemporary perspectives in different European countries. Symposium 2: Elite Education: a comparative perspective - implications for education systems across Europe. Co-organisers and Proposers: Dr Joan Forbes (School of Education, University of Aberdeen); Dr Claire Maxwell (Institute of Education, University of London); Professor Agnes van Zanten (Science/Po/CNRS, Paris). Belgium, UC Louvain; Australia, University of Queensland; England, University of Sussex; Sweden, Umea University; Germany, MLU Halle-Wittenberg; Australia, University of New South Wales; Italy, European University Institute, Florence; Sweden, Uppsala University; Spain, Universidad Autonoma de Barcelona; Spain, Universidad Complutense de Madrid.   

Scotland, University of Stirling; Scotland, University of Strathclyde; Scotland, Glasgow School of Social Work; Northern Ireland, Ulster University; England, University of Birmingham; USA, Indiana University; USA, Penn State University; USA, Albany, SUNY; and other institutions.  Inter/professional relations (policy, practice, and knowledge) across education, health and other child sector agencies. Outputs and collaborations subsequent to ESRC funded seminars series: Service integration in schools (2006-07) (RES-451-25-4179) (http://www.esrc.ac.uk/my-esrc/grants/RES-451-25-4179/read), and The effects of professionals' human and cultural capital for interprofessional social capital (2008-09) (RES-451-26-0339) (http://www.esrc.ac.uk/my-esrc/grants/RES-451-26-0339/read). PI, both ESRC awards: Dr Joan Forbes, University of Aberdeen, Scotland.

Sweden, Umea University; Sweden, Gothenburg University; England, University of Sussex. Gender and education policy and practices (http://www.genderandeducation.com/issues/slippage-andor-symbolism-gender-policy-and-educational-governance-in-scotland-and-sweden/).

Research Grants

Indicative major awards:

Scottish Universities Insight Institute, Programmes of Knowledge Exchange Seminar Series award. Equality 2015 Programme on: Children and young people's experiences and views of poverty and inequalities: policy and practice implications. Equality 2015 programme PI, with Sime, University of Strathclyde, School of Social Work and Social Policy.

CASS Research Project Award Scheme (RPAS) Scholarship Package, PI: Professor John Brewer.Transitional justice, peace and reconciliation. RPAS Award to support four PhD students in each of two intake years 2013/14 and 2014/15.

PI/Grantholder: ESRC research seminar series: The effects of professionals' human and cultural capital for interprofessional social capital: exploring professional identities, knowledges and learning for inter-practitioner relationships and interprofessional practice in schools and children's services. RES-451-26-0339.

PI/Grantholder: ESRC research seminar series: Service integration in schools: research and policy discourses, practices and future prospects. RES-451-25-4179.

Fellowship in Schools and Social Capital (2005-2007): Scottish Funding Council funded Applied Educational Research Scheme (AERS). AERS award to support Principal Investigator development. 

Teaching Responsibilities

PhD thesis supervision:

Current:

Peat, S. Thesis title: Higher education in/exclusion and social capital. Co-supervision with Dr Andrew McKinnon, Sociology.

Ramasamy, P. Thesis focus (title tbc): Seven days in a year: is it enough? In-service training for primary school teachers in Malaysia. Co-supervision with Dr. Archie Graham, Education.

Supervisory Team member, PI: Professor John Brewer. Award to support eight PhD students in total - four PhD students in each of two intake years 2013/14 and 2014/15. CASS Research Project Award Scheme (RPAS) Scholarship Package. Transitional justice, peace and reconciliation.

Completed (lead supervisor):

Graham, A.  (2011) School ethos: an analysis of teacher pupil relations in a Scottish primary school. PhD Thesis, University of Aberdeen.

Watson, C.J. (2007) Language to the second degree: narratives of self and identification in the academy. PhD thesis, University of Aberdeen.

 

Master of Science (MSc) (Educational and Social Research) teaching [from 2014-15 cohorts, previously Master of Research (Educational and Social Research)]:

Master of Science (MSc) (Educational and Social Research) (91X3SEH9). Advanced Quantitative and Qualitative Data Analysis and interpretation (ED503T): Discourse Analysis; Social Capital: Research methods and applications.

Master of Science (MSc) (Educational and Social Research) (91X3SEH9). Research Dissemination (ED54G1).

Master of Science (MSc) (Educational and Social Research) (91X3SEH9). Educational Research: Policy and Practice (ED503S).

Master of Science (MSc) (Educational and Social Research) (91X3SEH9). Introduction to Educational Research Design (ED53G1).

Master of Science (MSc) (Educational and Social Research) (91X3SEH9). Dissertation (ED50G1).


Master of Research (Educational and Social Research): dissertation supervision (ED50G1):

Role confusion, identity confusion: is there a place for Chartered Teachers in Scottish schools?

Counsellors' experiences of the process of personal development during person-centred training.

Social exclusion, professional support and 'critical moments' in narratives of transition.

Tutors' understandings of culture & cultural interstices: a narrative analysis.

Artist/teacher identity.

 

Master of Education (MEd)/ Master of Science (MSc) WBP and Dissertation teaching (ED50FM):

Inclusion: the effects of the deployment of Pupil Support Assistants in schools.

 

Master of Education (MEd) (Inclusive Practice) teaching:

Exploring Difference and Diversity (Course 1) (ED50BM)

Exploring Difference and Diversity (Course 2) (ED50BM)

Participation and Learning (ED50BR)

 

Master of Arts (MA) (Education) teaching:

Course: From Learning to Teaching (ED2055).

Lecture title: Interdisciplinary Working.

Tutorial title: Boundary crossing and impact on teacher identity.

 

External Responsibilities

Economic and Social Research Council (ESRC) Peer Review College (2010-present).

Applied Educational Research Scheme (AERS) Fellowship (2005-08).

proPEL international research network: Professional Practice, Education and Learning at the University of Stirling.

UK Independent Schools Project, a continuing Applied Educational Research Scheme (AERS) Schools and Social Capital Network (SSCN) research group.

Editorial Advisory Board of NASEN academic journals: the British Journal of Special Education (BJSE); Journal of Research in Special Educational Needs (JORSEN); and Support for Learning (SfL).

Editorial Board of Scottish Educational Review (SER). 

International Advisory Board of Child Language Teaching and Therapy (CLTT).

Advisory Board of Education in The North (EiTN).

External examiner PhD/EdD awards: University of Cambridge; University of Stirling; University of Western Australia.

Admin Responsibilities

Director of Research, School of Education (2006-09).

Director of the Centre for Children's Services Research and Policy Study (2008-12).

School academic lead: REF2020 Research impact lead (2015-present).

School academic lead: School of Education Theory Space initiative and projects (2012-present).

School academic lead: School Research Committee: REF2020 Writing/Publication sub-group (2015-present).

School of Education Strategic Coordination Team (2012-14).

School Research Committee (SRC chair 2006-2009).

Acting Programme Director, Master of Research (Educational and Social Research) February 2013 cohort.

Course Coordinator (2012-present), Master of Research (Educational and Social Research) (until 2014)Master of Science (MSc) (Educational and Social Research) (from 2014):

Master of Research (Educational and Social Research) (91X3SEH9). Educational Research: Policy and Practice (ED50GL/ED503S).

Master of Research (Educational and Social Research) (91X3SEH9). Research Dissemination (ED54G1).

Course Coordinator (2013-present), Master of Education (Inclusive Practice): Participation and Learning (ED50BR).

Personal Tutor (twelve students) 2013-present: MA (Hons.) (Education); BMus (Hons.) (Education); BMus (Hons.) (non ITE); BEd (Hons.) (Primary) programmes levels 1-4 (2013-14).

Research Mentor: Academic staff School of Education.

 

Publications

Contributions to Journals
Articles
       
Forbes, J. & McCartney, E. (2015). 'Educating child practitioners: A (re)turn to the university disciplines'. Discourse : studies in the cultural politics of education, vol 36, no. 1, pp. 144-159.  [ONLINE] DOI: 10.1080/01596306.2013.871235
 
Forbes, J. & Lingard, B. (2015). 'Assured optimism in a Scottish girls' school: Habitus and the (re)production of global privilege'. British Journal of Sociology of Education, vol 36, no. 1, pp. 116-136.  [ONLINE] DOI: 10.1080/01425692.2014.967839
 
Forbes, J. & Weiner, G. (2014). 'Gender power in elite schools: methodological insights from researcher reflexive accounts'. Research Papers In Education, vol 29, no. 2, pp. 172-192.  [ONLINE] DOI: 10.1080/02671522.2013.767369
 
Forbes, J. & Weiner, G. (2013). 'Gendering/ed research spaces: Insights from a study of independent schooling'. International Journal of Qualitative Studies in Education, vol 26, no. 4, pp. 455-469. [ONLINE] DOI: 10.1080/09518398.2013.765610
 
Forbes, J. & McCartney, E. (2012). 'Leadership distribution culturally?: Education/speech and language therapy social capital in schools and children’s services'. International Journal of Leadership in Education: Theory and Practice, vol 15, no. 3, pp. 271-287.  [ONLINE] DOI: 10.1080/13603124.2011.608437
 
Forbes, J. & Weiner, G. (2012). 'Spatial paradox: educational and social in/exclusion at St Giles'. Pedagogy, Culture & Society, vol 20, no. 2, pp. 273-293.  [ONLINE] DOI: 10.1080/14681366.2012.688766
 
Forbes, J. (2011). 'Interprofessional capital in children's services transformations'. International Journal of Inclusive Education, vol 15, no. 5, pp. 573-588.  [ONLINE] DOI: 10.1080/13603110903183995
 
Forbes, J., Ohrn, E. & Weiner, G. (2011). 'Slippage and/or symbolism: gender, policy and educational governance in Scotland and Sweden'. Gender and Education, vol 23, no. 6, pp. 761-776.  [ONLINE] DOI: 10.1080/09540253.2010.527830
 
Horne, J., Lingard, B., Weiner, G. & Forbes, J. (2011). 'Capitalizing on Sport: Sport, Physical Education and Social Capitals in Three Scottish Independent Schools'. British Journal of Sociology of Education, vol 32, no. 6, pp. 861-879.  [ONLINE] DOI: 10.1080/01425692.2011.614739
 
Forbes, J. & McCartney, E. (2011). 'Educating Scotland’s future together?: Inter/professional preparation for schools and children’s services'. Scottish Educational Review, vol 43, no. 2, pp. 39-54.
 
Forbes, J. & McCartney, E. (2010). 'Social capital theory: a cross-cutting analytic for teacher/therapist work in integrating children's services?'. Child Language Teaching and Therapy, vol 26, no. 3, pp. 321-334.  [ONLINE] DOI: 10.1177/0265659010369282
 
Forbes, J. (2009). 'Redesigning children's services: mapping interprofessional social capital'. Journal of Research in Special Educational Needs, vol 9, no. 2, pp. 122-132.  [ONLINE] DOI: 10.1111/J.1471-3802.2009.01125.X
 
Forbes, J. (2008). 'An 'integrative moment'?: Interprofessional collaboration to children's services integration'. Journal of Educational Enquiry, vol 8, no. 1, pp. 20-34.
 
Forbes, J. & Weiner, G. (2008). 'Understated powerhouses: Scottish independent schools, their characteristics and their capitals'. Discourse : studies in the cultural politics of education, vol 29, no. 4, pp. 509-525.
 
Forbes, J. (2008). 'Transforming research culture?: A critical analysis of social capital building through/in a research network'. Education in the North, vol 16, pp. 33-43.
 
Forbes, J. (2008). 'Knowledge transformations: examining the knowledge needed in teacher and speech and language therapist co-work'. Educational Review, vol 60, no. 2, pp. 141-154.  [ONLINE] DOI: 10.1080/00131910801933989
 
Forbes, J. (2008). 'Reflexivity in professional doctoral research'. Reflective Practice, vol 9, no. 4, pp. 449-460.  [ONLINE] DOI: 10.1080/14623940802431523
 
Kennedy, A., Christie, D., Forbes, J., Fraser, C., Macdonald, A., Menter, I., Paton, G. & Reid, L. (2007). 'Changing Teachers, Changing Scotland?'. Scottish Educational Review, vol 39, no. 1, pp. 60-71.
 
Arshad, R., Forbes, J. & Catts, R. (2007). 'The Role of Social Capital in Scottish Education Policy'. Scottish Educational Review, vol 39, no. 2, pp. 127-137.  [LINK] HTTP://WWW.SCOTEDREVIEW.ORG.UK/PDF/177.PDF
 
Forbes, J. (2006). 'Types of social capital: tools to explore service integration?'. International Journal of Inclusive Education, vol 10, no. 6, pp. 565 - 580.  [ONLINE] DOI: 10.1080/13603110500264594
 
Forbes, J. (2006). 'For social justice and inclusion: engaging with the other'. Journal of Research in Special Educational Needs, vol 6, no. 2, pp. 99 -107.  [ONLINE] DOI: 10.1111/J.1471-3802.2006.00065.X
 
Forbes, I. & Forbes, J. (2006). 'Imagine all the people: All different, all equal'. Education in the North, vol 13, pp. 62-64.
 
Forbes, J. (2005). ''Productive' work? Struggles over teacher/therapist collaboration policy'. Education in the North, no. 13, pp. 37-46.
 
Forbes, J. (2005). 'Values and vision: working together in integrated community schools?'. Education in the North, vol 12, pp. 63-64.
 
Forbes, I. & Forbes, J. (2004). 'All different. All equal. All together We are Aberdeen'. Education in the North, vol 11, pp. 79-83. 
 
Forbes, J. (2003). 'Grappling with collaboration: would opening up the research 'base' help?'. British Journal of Special Education, vol 30, no. 3, pp. 150-155.[ONLINE] DOI: 10.1111/1467-8527.00301
 
Forbes, J. (2002). 'The curriculum for pupils with language and communication disorders: teachers and therapists discuss developments'. Education in the North, vol 10, pp. 79-86.
 
Forbes, J. & Welbon, H. (2001). 'Teacher/Therapist Collaboration: A Scottish Higher Education development'. International Journal of Language and Communication Disorders, vol 36 (supplement), pp. 417-422.  [ONLINE] DOI: 10.1080/13682820110045883
 
Forbes, J. (2001). 'Teacher/therapist collaboration policy: an analysis'. Child Language Teaching and Therapy, vol 17, no. 3, pp. 195-205.  [ONLINE] DOI: 10.1191/026565901680666518
 
 
Chapters in Books, Reports and Conference Proceedings
Chapters
 
Forbes, J. & Weiner, G. (2016). ''Independent' in Scotland: Elite by education?'. in C Maxwell & P Aggleton (eds), Elite Education: International perspectives. Routledge, London, pp. 29-41.
 
Forbes, J. & Lingard, B. (2013). 'Elite school capitals and girls’ schooling: understanding the (re)production of privilege through a habitus of ‘assuredness’'. in C Maxwell & P Aggleton (eds), Privilege, agency and affect: understanding the production and effects of action.Palgrave Macmillan, London/New York, pp. 50-68.
 
Forbes, J. & McCartney, E. (2012). 'Changing children’s services: a social capital analysis'. in M Hill, G Head, A Lockyer, B Reid & R Taylor (eds), Children’s Services: Working Together. 1 edn, Pearson Education, London, pp. 275-287.
 
Lingard, B., Forbes, J., Weiner, G. & Horne, J. (2012). 'Multiple capitals and Scottish independent Schools: the (re)production of advantage'. in J Allan & R Catts (eds), Social capital, children and young people: Implications for practice, policy and research. Policy Press, Bristol, pp. 181-198.
 
Forbes, J. (2011). 'Transprofessional social capital in children's services: dis/connects in policy and practice'. in J Forbes & C Watson (eds), The Transformation of Children's Services: Examining and Debating the Complexities of Inter/Professional Working. Routledge, London, pp. 40-51.
 
Forbes, J. & Watson, C. (2011). 'Introducing the complexities of inter/professional working'. in J Forbes & C Watson (eds), The Transformation of Children's Services: Examining and Debating the Complexities of Inter/Professional Working. Routledge, London, pp. 3-12.
 
Watson, C. & Forbes, J. (2011). 'Inter/professional children's services: complexities, transformations and futures'. in J Forbes & C Watson (eds), The Transformation of Children's Services: Examining and Debating the Complexities of Inter/Professional Working.Routledge, London, pp. 183-194.
 
Forbes, J. (2009). 'Redesigning professional knowledge using social capital'. in J Allan, J Ozga & G Smyth (eds), Social Capital, Professionalism and Diversity. Sense Publishers, Rotterdam, Netherlands, pp. 91-106.
 
Books and Reports
Books
 
Forbes, J. & Watson, C. (2012). The Transformation of Children’s Services: Examining and debating the complexities of inter/professional working. Routledge, London.
 
Forbes, J. & Watson, C. (2009). Service Integration in Schools: Research and Policy Discourses, Practices and Future Prospects. Sense Publishers, Rotterdam, Netherlands.
 
Other Reports
 
Forbes, J. & Weiner, G. (2015). Gender and economic equality in Scotland: mission (im)possible? Gender and Education Association. 
 
Sime, D., Forbes, J. & Lerpiniere, J. (2015). Poverty and Children's Education. Scottish Universities Insight Institute.  [ONLINE] AURA: POLICYBRIEF_SUIIPROGRAMME_EDUCATION.PDF
 
Forbes, J., Sime, D., McCartney, E., Graham, A., Valyo, AH. & Weiner, G. (2015). Scottish Universities Insight Institute Policy Briefing. Poverty and Children's Access to Services and Social Participation. Policy Briefings, no. 3, Scottish Universities Insight Institute, Glasgow.  [ONLINE] AURA: POLICYBRIEF_SUIIPROGRAMME_SERVICES.PDF
 
Forbes, J. & McCartney, E. (2015). Inequalities, soft practices and access to Scottish higher education: The role of policy and 'powerful soft practices' for more equal childhoods and university chances in Scotland. SocialTheoryApplied. 
 
Forbes, J., Lingard, B., Weiner, G. & Horne, J. (2014). Social Theory Applied extended blogpost. Using a capitals frame to understand boarding schools: exposing the economic ‘elephant’…. Social Theory Applied. 
 
Forbes, J. & Weiner, G. (2014). Extended blogpost. Olympians v The Rest: Applying/to social theory. Labour Women in Education.. University of Aberdeen. 
 
Forbes, J. & Weiner, G. (2014). Sport, gender and dis/advantage - continued. Labour Women in Education (LWiE) website extended post. University of Aberdeen. 
 
Forbes, J. & G, W. (2014). Gender and equality in public in Scotland? The Teacher in Public: Seeking impact through collaboration website extended post. University of Aberdeen. 
 
Forbes, J. & McCartney, E. (2013). Embracing inter/professionalism in children’s services?: SocialTheoryApplied invited extended blogpost. SocialTheoryApplied. 
 
Forbes, J., Lingard, B., Weiner, G. & Horne, J. (2011). Research in the Independent Sector. vol. 1, SERA Researching Education Bulletin, Edinburgh.
 
Forbes, J. & Weiner, G. (2011). Gender and Education invited extended blog post. Reflection on writing the GEA published paper: ‘Slippage and/or symbolism:…’. Gender and Education Association. 
 
Forbes, J. & Watson, C. (eds) (2009). Exploring subject disciplinary and practice specific knowledges and learning for interprofessional practice: ESRC Seminars 2 and 3 Proceedings. Education Research Papers, no. 19, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_NO_19_EXPLORING_SUBJECT_DISCIPLINARY_AND_PRAC...
 
Forbes, J. & Watson, C. (2009). Confluences of identity, knowledge and practice: building interprofessional social capital: ESRC Seminar 4 proceedings.. Research Papers publications series, vol. 20, University of Aberdeen, Aberdeen. 
 
Forbes, J. (2009). Capitals in the time of integration: Theorising interprofessional social and human capital in children's services transformations In Forbes, J. & Watson, C. (Eds.) Research into Professional Identities: theorising social and institutional identities. ESRC Seminar 1 Proceedings.. vol. Research paper 18, University of Aberdeen, Aberdeen, United Kingdom.
 
Forbes, J. & Watson, C. (2009). Research into professional identities: theorising social and institutional identities. ESRC Seminar 1 Proceedings. vol. 18, University of Aberdeen, Aberdeen.  [ONLINE] AURA: RESEARCH_PAPER_18_JANUARY_2009_RESEARCH_INTO_PROFESSIONAL_ID...
 
Forbes, J., Stelfox, K., Lingard, B., Weiner, G., Benjamin, S., Horne, J. & Baird, A. (2008). The Scottish Independent Schools Project: Applied Educational Research Scheme Research Briefing Paper 5. Research Briefing Paper, vol. 5, vol. 5, AERS (Applied Educational Research Scheme), Edinburgh.
 
Forbes, J. (ed.) (2007). Future school services, 'Global Solutions': ESRC Seminar 4 Proceedings. Education Research Papers, no. 17, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_17_DECEMBER_2007_FUTURE_SCHOOL_SERVICES_GLOBA...
 
Forbes, J. (ed.) (2007). How service integration is operating in practice in the Scotland, Northern Ireland and England and Wales policy contexts: ESRC Seminar 2 Proceedings. Education Research Papers, no. 15, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_15_MARCH_2007_HOW_SERVICE_INTEGRATION_IS_OPER...
 
Forbes, J. (ed.) (2007). Leading and managing collaborative practice: the research: ESRC Seminar 3 Proceedings. Education Research Papers, no. 16, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_16_OCTOBER_2007_LEADING_AND_MANAGING_COLLABOR...
 
Forbes, J. (ed.) (2006). The research and policy discourses of service integration, interprofessional and interagency working: ESRC seminar 1 Proceedings. Research Paper, no. 14, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_14_NOVEMBER_2006_THE_RESEARCH_AND_POLICY_DISC...
 
Forbes, J. (ed.) (2006). Children's Services Integration in Scottish Schools: Research Seminar Proceedings. Education Research Papers, no. 13, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_13_JUNE_2006_CHILDRENS_SERVICES_INTEGRATION_I...
 
Forbes, J. (ed.) (2006). Service Integration in Scottish Schools: Values, Vision and Vital Voices. Education Research Papers, no. 12, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: RESEARCH_PAPER_12_JUNE_2006_CHILDRENS_SERVICES_INTEGRATION_I...
 
Forbes, J. (2006). Social Capital: A lens to examine professional ties in school hubs?. Research Paper, no. 13, vol. Research Paper, no 13, University of Aberdeen, Aberdeen.
 
Forbes, J. (2005). Disposed to collaborate?: Teacher-Therapist Power Relations and Positions. Education Research Papers, no. 11, University of Aberdeen, Aberdeen, United Kingdom.
 
Forbes, J. (ed.) (2004). Values and Vision: Working Together in Integrated Community Schools?. Education Research Papers, no. 10, vol. 10, University of Aberdeen, Aberdeen, United Kingdom.  [ONLINE] AURA: VALUES_AND_VISION_WORKING_TOGETHER_IN_INTEGRATED_COMMUNITY_S...
 
Non-textual Forms
Web Publications and Websites
 
McCartney, E. & Forbes, J., Who Distributes Distributed Leadership?. , 2015, Web publication/site, Robert Owen Centre for Educational Change, Online. 
 
Forbes, J., Scottish Universities Insight Institute (SUII) Seminar Series 2013-14. Children’s Rights, Social Justice and Social Identities in Scotland. Intersections in Research, Policy and Practice: Seminar 1: Childhood Identities, Inequalities and Rights: Unpacking Concepts and Exploring Implications. , 2014, Web publication/site, SUII Glasgow.  [LINK] HTTP://VIMEO.COM/81648812
 
Forbes, J., Scottish Universities Insight Institute (SUII) Seminar Series 2013-14. Children’s Rights, Social Justice and Social Identities in Scotland. Intersections in Research, Policy and Practice: Seminar 3: Intersecting childhood identities, inequalities and social justice: intersectionality, methods and research. , 2014, Web publication/site, Glasgow.  [LINK] HTTPS://VIMEO.COM/99921014
 
 

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