Dr Laura Barnett
About
Biography
I am a Lecturer in Higher Education in the Surrey Institute of Education, having joined the team in 2018. I am also a Senior Fellow of AdvanceHE. Prior to this, I have been in a Teaching Fellow in the Department of Higher Education (University of Surrey) undertaking higher education research and supporting teachers with their academic development. I have also been a Student Learner Developer at the University of Surrey and the University of Roehampton, supporting UG and PG students with their academic skills development, success and progression. I was also a Module Tutor in the Department of Media, Art and Design at Canterbury Christ Church University.
I graduated with a BA Media and Cultural Studies at Canterbury Christ Church University (CCCU) in 2009 and my PhD in Cultural Studies in 2018 at CCCU. My PhD research was an ethnographic study of youth drinking cultures in a South West London community.
My research interests include:
- Ethnography
- Inclusive education
- Social justice in education
- Widening access and participation in HE
Areas of specialism
ResearchResearch interests
I am broadly interested in inclusive education and addressing social inequalities experienced by students in HE.
Influenced by my PhD research, I am also interested in ethnography, youth studies, alcohol studies and gender.
Research projects
Exploring Awarding Gaps for Black British Students at University through Participatory Visual EthnographyI was awarded the 'Newer Researcher Award' by the Society for Research in Higher Education (SRHE) in 2022.
Perceptions of fun and its value in Higher Education learning and teaching amongst UG students and teachers in the UKI was awarded the Vice Chancellor's Inclusion and Investment Award at the University of Surrey (2020)
Research interests
I am broadly interested in inclusive education and addressing social inequalities experienced by students in HE.
Influenced by my PhD research, I am also interested in ethnography, youth studies, alcohol studies and gender.
Research projects
I was awarded the 'Newer Researcher Award' by the Society for Research in Higher Education (SRHE) in 2022.
I was awarded the Vice Chancellor's Inclusion and Investment Award at the University of Surrey (2020)
Supervision
Postgraduate research supervision
Jennifer Park 2021 - Present. Working Title: The degree of interpretation and implementation of culturally relevant pedagogy for international students in UK Private Universities' Business schools.
Teaching
My teaching philosophy is underpinned by pedagogies of inclusion and fun in attempts to make sure that my students never feel excluded and hopefully enter a state of 'flow' in their learning.
I am the Programme Leader for the PGCert in HE (October cohorts).
I am a Personal Tutor on the MA in Higher Education.
I mentor staff through the Surrey Open Pathway to achieve AdvanceHE Fellowship (AFHEA/FHEA/SFHEA).
Publications
This chapter is a critical feminist exploration of the social relations of gender and alcohol use by young adult women and men. Through employing ethnographic moments from two studies in the South-East of England, this chapter seeks to challenge the notion of gender convergence between young people’s drinking in the UK night-time economy. These studies identified a potential convergence in gendered drinking patterns, but also a distinction between gendered drinking styles. Whilst female drinking is portrayed as both problematic and overtly sexualised through British newspapers and social media, this chapter found that young women construct their own space and autonomy towards determined drinking. Applying Bourdieu’s (1984) concept of ‘field’ to our gender analysis, the chapter found that young people are fully involved in hedonistic lifestyles of pleasure with different social outcomes; male drinking becomes normalised and defined as less of a policy problem area, whereas young women who drink become sexually objectified through stigma and moral condemnation in the night-time economy. The chapter argues that young women are seeking to restore a sense of agency to their intoxication within the night-time economy, whilst managing the commodification of hyper-sexual femininity and pursuing their own valued ideas of pleasure.
The University of Surrey Library and Learning Support Services (LLSS) recognised an increasing need to transform its welcome, induction and orientation activities for students. Past activities have entailed delivering information to students in ways which may have led to information overload and lack of engagement by students with library services. The LLSS have been exploring innovative ways to welcome students to university, moving away from didactic approaches. This paper presents one such innovation produced among a series of activities during 2017/18, an educational escape room, informed by the work of Walsh (2017). This activity invited students to solve a series of themed puzzles in the escape room, introducing them to library services and information literacy (IL) skills to support their studies. This report provides an account of the challenges and positive outcomes encountered in designing the escape room, with a view to sharing good learning and teaching practice.