Head of School
School of Education
After qualifying as a secondary teacher in 1993 I completed a PhD in the field of education before working in a variety of roles in HE for the last twenty years. This included an eleven year period at Manchester Metropolitan University (MMU), three years at Liverpool John Moores University (LJMU) and six and a half years at the University of Chester. In this time I worked extensively on undergraduate education studies programmes both at MMU and LJMU and also developed and led several postgraduate programmes including an Economic and Social Research Council-approved Master of Research: Education and Society course at MMU, Master of Research at LJMU, MSc Research Methods and Masters in Teaching and Learning at the University of Chester. My experience as a qualitative researcher and work with postgraduate students (both taught and research-focused) together provided the opportunity for me to undertake a secondment as Director of the Graduate School and Associate Dean of Research at the University of Chester before moving to York St John.
At my previous institution I was heavily involved in the development and growth of the EdD programme from its inception in 2010 until my recent departure. I served as module leader for the following level-eight course modules: ‘Research Methodologies for Professional Enquiry’ and ‘Thesis in Context’. At pan-University level, I was module lead for: ‘Developing in Research Supervision’ located within the University’s ‘Learning and Teaching in Higher Education’ Master’s programme. As former Director of the Graduate School I was also responsible for leading staff development workshops to enhance the skills of new PGR supervisors.
My research interests are broad and eclectic and, hovering somewhere between the educational and social, span a diverse range of sociological themes, philosophical perspectives and methodologies with a commitment to social justice. These have included the sociological critique of citizenship education - (relating to notions of democracy, monarchy, identity, cosmopolitan and global conceptions of citizenship theory, sport and ‘race’ and ethnicity) and critical analysis of education policy-making. I am further especially interested in the sociology and politics of sport and sports coaching. Such diversity is coupled with a long-standing interest in qualitative research methodologies and their underpinning philosophies, especially those of phenomenology and philosophical hermeneutics, post-structuralism and, more recently, Lacanian psychoanalytic theory, along with ‘queer’ and transgendered perspectives.
Selected publications and conferences
Selected publications – last five years only
Forrester, G. and Garratt, D. (2016) Education Policy Unravelled (second edition), Bloomsbury, London.
Piper, H., Garratt, D. and Taylor, W. (eds.) (2015) Moral Panic in Physical Education and Coaching (Sport in the Global Society - Contemporary Perspectives), pp.154. London, Routledge.
Garratt, D. and Forrester, G. (2012) Education Policy Unravelled, pp. 224. London, Continuum.
Garratt, D. and Piper, H. (2016) Too hot to handle? (2016) A social semiotic analysis of touching in ‘Bend it Like Beckham’, Sports Coaching Review, 5 (1), 102-115
Taylor, B., Piper, H. and Garratt, D. (2016) Sports coaches as ‘dangerous individuals’ - practice as governmentality, Sport, Education and Society, 21 (2), 183-199
Garratt, D. and Piper, H. (2016) Dangerous liaisons: youth sport, citizenship and intergenerational mistrust, International Journal of Sport Policy and Politics, 8 (1), 1-14
Garratt, D. (2015) Queer and Uncanny: An ethnographic critique of female natural bodybuilding, Qualitative Inquiry, 21 (9), 776-786
Garratt, D. (2015) Challenging Convention(s): Methodological Explorations in Contemporary Qualitative Inquiry, Power and Education, 7 (1), 7-18.
Garratt, D. (2014) Psychoanalytic-autoethnography: troubling natural bodybuilding, Qualitative Inquiry, 21 (4), 343-353.
Pherali, T. and Garratt, D. (2014) ‘Post conflict identity crisis in Nepal: Implications for educational reforms?’ International Journal of Educational Development, 34 (1), 42-50.
Garratt, D. (2013) Philosophy, qualitative methodology and sports coaching research: an unlikely trinity? Sports Coaching Review, 2 (1), 1-12.
Piper, H. and Garratt, D. (2013) Olympic Dreams and Social Realities: a Foucauldian analysis of legacy and mass participation, Sociological Research Online 18 (2).
Mckay, J. and Garratt, D. (2013) ‘Participation as Governmentality? The effect of disciplinary technologies at the interface of service users and providers, families and the state’, Journal of Education Policy, 28 (6), 733-749.
Piper, H., Garratt, D. and Taylor, B. (2013) Editorial: Hands off! The practice and politics of touch in physical education and sports coaching, Sport, Education and Society, 18 (5), 575-582.
Garratt, D., Piper, H. and Taylor, B. (2013) ‘Safeguarding’ sports coaching: Foucault, genealogy and critique’, Sport, Education and Society, 18 (5), 615-629
Piper, H., Garratt, D. and Taylor, B. (2012) ‘Child abuse, child protection, and defensive ‘touch’ in PE teaching and sports’ coaching ’, Sport, Education and Society, 18 (5), 583-598.
Piper, H., Taylor, W. and Garratt, D. (2014) Hands-off PE Teaching and Sports Coaching in the UK. In: H. Piper (ed.) Touch in Sports Coaching and Physical Education: Fear, Risk and Moral Panic, London, Routledge.
Garratt, D. (2013) ‘Hermeneutics’. In A. McKintosh and E. Mason-Whitehead (eds), Key Concepts in Nursing and Healthcare Research, London: Sage.
Taylor, B. and Garratt, D. (2012) ‘Coaching and Professionalisation’. In P. Potrac, W. Gilbert and J. Dennison (eds). The Routledge handbook of sports coaching. Routledge: London.
Stronach, I., Garratt, D., Pearce, C. and Piper, H. (2012) ‘Reflexivity, the picturing of selves, the reforging of method’. In B. Dennis, P. Carspecken, P. Carspecken (eds), Qualitative Research: A Reader in Philosophy, Core Concepts, and Practice, New York, Peter Lang.