Professor Chrissie Rogers

Professor Chrissie Rogers is a Professor of Sociology, and a Major Leverhulme Trust Fellow (2024-2027) titled, ‘Creating performance sociology: re-imagining education and the school environment for pupils and teachers before the crime’. She is in the latter stages of writing ‘Criminalised and Disabled: a sociological criminology beyond the crime’ (Bristol University Press), drawn from a previous Leverhulme Trust Fellowship Care-less Spaces: Prisoners with learning difficulties and their families. Professor Rogers has published monographs, Intellectual Disability and Being Human, and Parenting and Inclusive Education. Journal articles can be viewed via KAR, below. Professor Rogers graduated from the University of Essex (2005) with a PhD in Sociology (ESRC), and subsequently was awarded a post-doctoral fellowship (ESRC) at the University of Cambridge. 

Intellectual disability, autism, mothering, ‘special education’, criminal justice, education, families, care ethics, auto/biographical sociology, visual methods, life stories, offending, social justice. 

Current PhD candidates

• Kraus, E. R. (2022) Method for Madness: A Humoural Design to Destigmatise Stagings of Early Modern Mad Scenes (FT) (associate supervisor, Kent) (CHASE funded).
• Callandar, K. (2022) Care, trauma and identity among late diagnosed autistic women with experience of sexual assault: Reconfiguring the traumatised self in society (PT) (lead supervisor, Kent).
• Smith, H. (2021) An exploration into the importance of the language used when talking about autism and its effect / on the experiences of autistic people and the public perception of autism (lead supervisor, Kent).
• Bass, S. (2021) ‘Exploring relationships between power, identity and mental health of neurodivergent adults through craft’ (PT) (lead supervisor, Kent).
• Morris, I. (2020) ‘Traumatic Brain Injury: stigma and identity (PT) (lead supervisor, Kent)
  
• Ellinor, F. (2020) ‘Isn’t that just a boy thing?’ To what extent are gender stereotypes of autism prevalent amongst educational practitioners and how do they influence provision and support? (PT) (lead supervisor, Kent).
  
• Elson, N. (2019) Beyond the four walls of the classroom: Extending the Learning Environment Outdoors for children and young people with learning disabilities (PT) (lead supervisor, Kent). 
  

Candidates completed

• Simmons, A. (2020) A Qualitative Exploration of Autism and Transition into Further and Higher Education (FT) (lead supervisor, Bradford)
• Hall, M (2017) The new further education teacher as an agent of change: a case study of initial teacher training in further education, Anglia Ruskin University (associate supervisor)
• Corral Granados, A (2016) [PhD] Professional development of early years’ educators when promoting inclusive teaching practices for children with SEN: two European exploratory case studies in primary schools Anglia Ruskin University (lead supervisor)
• D’almeida, E (2015) [PhD] ‘SEN’ learners in the Modern Foreign Languages classroom: exclusion in disguise? Aston University (lead supervisor)
• Lithari, E (2014) [PhD] Children and their identities: the case of dyslexia and transition to secondary education, Anglia Ruskin University (lead supervisor)
• Cooper, L (2014) [PhD] Extended mothering: a study to determine maternal influences in daughters’ higher education, Anglia Ruskin University (lead supervisor)
• Levinstein, S (2014) [PhD] A Case Study of a Reading Intervention Programme for Dyslexic Students in Israel, Anglia Ruskin University (joint supervisor)
• Shahminan, H (2013) [PhD] A Critical Exploration of Deaf Young People’s Underachievement in Brunei Darussalam, Brunel University (joint supervisor)
• Al-Zyoud, N (2012) [PhD] An investigation of the current status of meeting the needs of pupils with learning difficulties in Jordanian schools from special educational needs teachers’ perspective, Brunel University (lead supervisor)
• McLachlan, B (2012) [PhD] ‘Learning for Excellence’, Professional Learning for Learning Support Assistants in Further Education, Anglia Ruskin University (lead supervisor)
• Hill, Y (2008) [EdD] Doing, Undoing and Redoing: a feminist study of teachers’ professional identities’ Keele University (associate supervisor) 

Professor Chrissie Rogers is on the executive editorial for International Journal of Disability and Social Justice and an editorial member of British Journal of Sociology of Education