Convenor
Cristina Costa is Assistant Professor in the School of Education at Durham University. She has a strong interest in educational and digital practices and inequalities. She particularly interested in exploring the intersection of education and emergent social phenomena through different social theory lenses. In the last few years she has conducted research on digital literacies and digital inequalities, curriculum innovation and digital scholarship practices. She is co-editor of the Social Theory Applied blog/website www.socialtheoryapplied.com and has recently been appointed co-convenor of the BERA ‘Social Theory’ SIG. You can find more about her academic activity on her institutional
Webpage: https://www.dur.ac.uk/education/staff/profile/?id=18517
Covid-19 has recalibrated academic experiences of their work, cultures and institutions, and enabled the entangled relationship between theory and practice to be rethought. The purpose of this...
Join the Social Theory and Education SIG annual meeting to network with colleagues, learn about the activities of the SIG over the last year and plans for 2023. This meeting will be hosted...
Online registration has now closed for this event, to register please email events@bera.ac.uk. This BERA event launches the new textbook ‘Social theory a new introduction’. Written by...
This BERA event launches the new textbook ‘Social theory a new introduction’. Written by Mark Murphy and published by Palgrave, the book delivers a thematic and conceptual overview of the...
Online registration for this event has now closed, please email events@bera.ac.uk to register. #BERA_SocialTheory @BERANews This session will launch a new edited collection pertaining to...
In this talk we argued that educational researchers should consider more fully the ways in which social theory is utilised in contemporary forms of education research. At the centre of this...
#BERA_theory Online registration for this event has now closed, please email events@bera.ac.uk to register. In this talk we argue that educational researchers should consider more fully...