Dr Caroline Sarojini Hart
BA (Hons), PGCE, MEd, MPhil, PhD
School of Education
Lecturer in Education
Senior Fellow of the Higher Education Academy
+44 114 222 8178
Full contact details
School of Education
Edgar Allen House
241 Glossop Rd
- Research interests
Caroline Hart is a member of the Centre for the Study of Higher Education, in the School of Education, and she is also a member of the Centre for the Study of Childhood and Youth within the University of Sheffield. Caroline Hart has a range of active research interests related to the roles of education and health in human development. She is an inter-disciplinary researcher and her conceptual work has been principally concerned with notions of aspiration, capabilities, well-being and social justice.
Caroline’s recent empirical work has focused on UK higher education policies, educational practices in schools and post-16 education, centred around the nature of transition and holistic notions of development. Theoretically, Caroline’s research builds on Amartya Sen’s capability approach, Social Quality Theory and the sociological thinking of Pierre Bourdieu. Caroline has recently been leading a group of international colleagues to complete a new edited volume on agency and participation in childhood and youth. This work reflects Caroline’s concern with thinking about the promotion of human development both inside and beyond formal educational institutions.
Child Poverty and Human Development
Caroline is an international partner on a 3-year research project led by the University of Salzburg to examine social justice and child poverty. The project is funded by the FWF - Austrian Science Fund and will run from April 1, 2014 until March 31, 2017.
The Social Contexts of Food Practices in Primary Schools
Caroline is principal investigator on this project researching school food policy and practices in primary schools in the context of the national School Food Plan (2013) and wider education initiatives to promote educational engagement, attainment and child health. Visit the website for details of the national context for this project.
- The capability approach and school food education and culture in England: ‘gingerbread men ain’t gonna get me very far’. Cambridge Journal of Education. View this article in WRRO
- Education, inequality and social justice: A critical analysis applying the Sen-Bourdieu Analytical Framework. Policy Futures in Education, 17(5), 582-598. View this article in WRRO
- Disruptive knowledge: sociologies of educational spaces and processes. International Studies in Sociology of Education, 28(1), 1-3.
- Learning, teaching, ‘searching’, and ‘healing’: conceptual and practical challenges for education. International Studies in Sociology of Education, 28(2), 87-89.
- What does it mean to work in education today? Professional learning, doing and being. International Studies in Sociology of Education, 27(4), 329-332.
- Miseducation: inequality, education and the working classes. International Studies in Sociology of Education, 27(4), 445-448.
- A Capability Approach to Children's Well-Being, Agency and Participatory Rights in Education. European Journal of Education, 53(3), 293-309. View this article in WRRO
- Understanding cultural dissonance and the development of social identities. International Studies in Sociology of Education, 27(1), 1-3.
- Twenty-five years of International Studies in Sociology of Education: looking ahead. International Studies in Sociology of Education, 26(1), 1-2.
- How Do Aspirations Matter?. Journal of Human Development and Capabilities, 17(3), 324-341. View this article in WRRO
- The School Food Plan and the social context of food in schools. Cambridge Journal of Education, 46(2), 211-231. View this article in WRRO
- The capability approach for medical education: AMEE Guide No. 97. Medical Teacher, 37(6), 510-520. View this article in WRRO
- Quo Vadis? The Capability Space and New Directions for the Philosophy of Educational Research. Studies in Philosophy and Education, 28(5), 391-402.
- Teaching activities
Caroline is a qualified teacher and worked in secondary schools in the UK, Malaysia and Italy before moving into higher education in the UK. She has extensive experience of research supervision at undergraduate and postgraduate level and previous posts include being programme coordinator for the Masters in Politics, Development and Democratic Education at the University of Cambridge.
Caroline currently teaches and supervises students on the EdD and MA programmes in the School of Education. She specialises in higher education and has a key role in delivering the higher education strand of the EdD programme.
- Professional activities
Caroline has worked as an international consultant to the UNDP on education, youth and development, being involved recently in work related to the 2014 Human Development Report for Panama (see the executive summary of the final report, ‘The Future is Now: Early Childhood, Youth and the Formation of Skills for Life’). She has also recently advised on research evaluation work for Crianca Esperanca in Brazil. Caroline regularly reviews book proposals and articles for peer-reviewed journals including the Cambridge Journal of Education, International Journal of Educational Development and the International Journal of the Institute of Health Promotion and Education. She holds the following professional memberships and roles:
- Affiliated Lecturer, Faculty of Education, University of Cambridge
- Member of the Human Development and Capability Association (HDCA)
- Council Member of the Institute of Health Promotion and Education
- Member of the Sheffield Food Executive Group
- Member of the British Sociological Association (BSA)
- Member of the Society for Studies in Higher Education (SRHE)
- Member of the Philosophy of Education Society of Great Britain (PESGB)
- Co-director of the HDCA Children and Youth Thematic Group
- Co-Director of the HDCA Education Thematic Group
- Member of the University of Cambridge’s Centre for Science and Policy policy fellows’ network
- Member of the Public Health Hub