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Dr Paula Hamilton, Senior Lecturer on the BA (Hons) Early Childhood Studies and BA (Hons) Primary Education Studies programmes has recently had her first book published, Diversity and Marginalisation in Childhood: A Guide for Inclusive Thinking 0-11 (SAGE).

The book offers students an accessible foundation in the topics of diversity, inclusion and marginalisation and guidance on how practitioners can work with those marginalised to empower them. It also explores the issues encountered by these groups; the impact they can have on their lives as well as offering an understanding of how marginalisation happens.

The publication is aimed at degree students and practitioners studying or working within education or community settings that cater for children and their families, predominantly within the 0-11 age range. It aims to offer critical insight into some of the challenges and barriers encountered by marginalised groups of children that negatively impact their life outcomes, particularly in relation to health, education and community participation. It also presents suggestions as to how practitioners can support and empower children from these groups to overcome inequalities and injustice.

Dr Hamilton also brings attention to less cited marginalised groups such as children in care; children with mental health conditions; and gender variant, intersex and transsexual children.

Dr Hamilton has taught social justice education (inclusion, equality, diversity) within post-16 settings since the 1990s. Having written a module Marginalisation in Childhood for the BA (Hons) Early Childhood Studies programme at the University, she could not identify a suitable textbook to reflect the more critical outlook required. Leading publishers SAGE encouraged her to produce a text which they believed would close some gaps: the consideration of sociological and psychology theories and concepts underpinning the field; the role of the media in introducing and reinforcing stereotypes; marginalised groups less commonly considered and contemporary issues emerging within settings.

She said: “This is an area that I am extremely passionate about. At first, the prospect of writing solo felt rather daunting as I had only previously written for peer reviewed journals. The editors at SAGE were, however, very supportive. It took seven months to write. I got ahead of my deadlines, as once started I was on a roll.

“It feels like 27 years of lesson preparation, research studies and class discussions held with students has been bound into one publication. I am thrilled to see it published. I am also delighted that SAGE permitted me to target the wider age range 0-11, so that the book is equally applicable to primary school practitioners as well as those working within the early years.”

To order a copy of the book visit here


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education; early years