Dr Harriet Cameron
School of Education
Lecturer in Psychology and Education
Academic Integrity Lead
+44 114 222 8131
Full contact details
School of Education
Edgar Allen House
241 Glossop Rd
- Research interests
I am interested in the discourses of learning, learning difference and learning identity.
I am particularly interested in the way language around learning disabilities and differences comes to shape the way diagnoses of autism, (specific) learning disability, ADHD and mental ill-health are constructed in specific places, spaces and times.
I am also interested in the lived experiences of people who come to be categorised as ‘deficient’ in learning or communicating, and in how systems, processes, and policies interact with these experiences, both in ‘western’ contexts and in the global South.
- Equality Law Obligations in Higher Education: reasonable adjustments under the Equality Act 2010 in assessment of students with unseen disabilities. Legal Studies. View this article in WRRO
- Black or Minority Ethnic (BME), female, and dyslexic in white-male dominated disciplines at an elite university in the UK; an exploration of student experiences. Race Ethnicity and Education. View this article in WRRO
- Bookishness, blue skies, bright hats and brickies: discourse and positioning in academics’ conversations around ‘academic intelligence’ and the ‘good’ student. Studies in Higher Education. View this article in WRRO
- ‘Just deal with it’: neoliberalism in dyslexic students’ talk about dyslexia and learning at university. Studies in Higher Education, 42(8), 1358-1372. View this article in WRRO
- Beyond cognitive deficit: the everyday lived experience of dyslexic students at university. Disability & Society, 31(2), 223-239. View this article in WRRO
- The discursive construction of dyslexia by students in higher education as a moral and intellectual good. Disability & Society, 30(8), 1225-1240. View this article in WRRO
- Book Review: How Matter Matters: Objects, Artifacts and Materiality in Organisation Studies, Cage-Busting Leadership, Why Teach? In Defense of a Real Education, School Leadership in the Caribbean: Perceptions, Practices, Paradigms. Power and Education, 6(3), 327-333.
- Lecturer perspectives on dyslexia and dyslexic students within one faculty at one university in England. Teaching in Higher Education, 17(3), 341-352.
- Dyslexia support at university. Psychologist, 21(10), 900.
- Students’ engagement with a collaborative wiki tool predicts enhanced written exam performance. Research in Learning Technology, 22.
- Fathers' experiences as carers for autistic children with learning disabilities. British Journal of Learning Disabilities.
- ‘It’s been taken away’: an experience of a disappearing dyslexia diagnosis. International Journal of Inclusive Education.
- Conditions for mental health in education: Towards relational practice. British Educational Research Journal.
- ‘Being’ dyslexic in higher education: reflections on discourse and identity In Goodley D, Corcoran T, Billington T & Williams A (Ed.), Critical Educational Psychology (pp. 250-259). John Wiley & Sons
- View this article in WRRO Specific Learning Difficulties as a relational category: reconstruction, redistribution and resistance in higher educational practice In McNamee S, Gergen M, Camargo-Borges C & Rasera E (Ed.), Handbook of Social Constructionist Practice
- Teaching interests
My teaching centres largely upon the ways in which Psychology as a discipline has come to shape and be shaped by Education.
From the BA in Culture, Education and Childhood to our masters programmes in Psychology and Education, my approach is to enable students to make connections between critical psychological, sociological and educational theories and their own experiences within learning communities.
My academic career follows many years’ as a service director and specialist teacher in Higher Education for students with specific learning difficulties, differences and disabilities, including dyslexia, dyspraxia, autism and ADHD. I have since run an MA in Autism Spectrum Conditions and led modules around Inclusive Education, and Critical Psychology.