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Leesa Wheelahan and Gavin Moodie's new book

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Leesa Wheelahan and Gavin Moodie's new book

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Leesa Wheelahan and Gavin Moodie's book Beyond Skills. A Capability Conception of Vocational Education has been published!

It is an open access book, and it is available at the following link: Beyond Skills – A Capability Conception of Vocational Education | Brill

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This is the fourth chapter from Beyond Skills. A Capability Conception of Vocational Education, written by Leesa Wheelahan and Gavin Moodie. The book is open access. Here is the link: https://brill.com/display/title/74209

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How real is the social realist sociology of education s  social realism  

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This is the Abstract, Table of Contents and Conclusions of Yan's doctoral thesis. Following Finnish practice for doctoral defences, she will give a presentation (lectio) and then answer questions.

Her three questions are:

1.      Where does the core argument become unclear or difficult to defend?

2.      What would be your strongest challenge from a critical realist perspective, especially regarding generative mechanisms?

3.      What should I simplify or remove to make this more effective as a lectio?

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Reading seminars on the works of Roy Bhaskar,

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Reading seminars on the works of Roy Bhaskar,

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[From Caroline Kuhn] Steve Ash and Onur Ozmen are soon starting a reading seminar on the works of Roy Bhaskar, with a selection of readings covering basic critical realism, dialectical critical realism, and the philosophy of meta-reality. This will be run over 15 sessions in the three-term period from March 2026 until March 2027. The selected texts are going to be mostly based on the syllabi of the critical realism reading seminar series Roy Bhaskar used to chair at the Institute of Education, University College London, updated to include posthumous publications.

There will be one session every three weeks (term time only), with the first session on 23 March. The program will cover basic critical realism in the first 6 sessions from March to July 2026, dialectical critical realism in the following term in 5 sessions from September to November 2026, and the philosophy of meta-reality in 4 sessions in a third term from January 2027 to March 2027. Seminars will start at 16:00 UK time and run for approximately one hour.

The focus of these seminars will be on ensuring that all those who join, whether they are new to critical realism or are just interested in deepening their knowledge in one specific aspect, gain from taking part in a guided discussion in a welcoming online environment.

If you would like to register for the reading seminar, please e-mail Onur Ozmen at o.ozmen.14@alumni.ucl.ac.uk.

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Jeongbae Choi's near-final draft chapter from his doctoral dissertation ahead of his viva. The chapter entitled 'Information Literacy Is Real' develops a critical realist approach to information literacy as its central argument.

Some questions to consider as Jeongbae prepares himself for the viva:

1. This chapter (#5) draws on several concepts from CR, including stratified ontology, emergence, and the four-planar social being. Does the chapter provide enough grounding to follow the argument on its own terms, or does it assume too much prior familiarity that I might need to explain and defend in the viva? Are there points, where you thought, a reader would feel uncertain about why a particular distinction mattered?

2. The chapter’s central claim is that information literacy is best understood as an emergent capability, one that is real but irreducible to the individual competencies or social conditions from which it arises. What aspects of this framing of the argument might need further explanation in the viva and what type of questions might examiners ask about this?

3. Building on the critical realist framing, does the chapter make a convincing case that this ontological shift actually resolves problems in existing information literacy scholarship, or does it read more as a redescription of familiar issues in new vocabulary? What aspects of this argument do you think might attract the most scrutiny from examiners, and what would you advise me to be prepared to defend?

Jeongbae Choi has recently published two articles based on his doctoral research.

Choi, J. (2026). Reimagining Information Literacy as Capability (ILaC): A Conceptual Framework. Journal of the Australian Library and Information Association, 1–24. https://doi.org/10.1080/24750158.2025.2606647

Choi, J. (2026). Aporias of information literacy: a critical review. Journal of Documentation, 82(2), pp. 467–493. https://doi.org/10.1108/JD-08-2025-0236

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Thorpe & Elonga Mboyo (2026) Educational Leadership and Critical Realism. Routledge

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Thorpe & Elonga Mboyo (2026) Educational Leadership and Critical Realism. Routledge

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Here’s a link to the book website for https://www.routledge.com/Educational-Leadership-and-Critical-Realism/Thorpe-ElongaMboyo/p/book/9781032583808

Recording of the book launch

https://www.youtube.com/watch?v=BEVJ7G2YuFg&list=LL

Our blog about the book can be found on the Critical Realism Network at:

https://criticalrealismnetwork.org/2025/11/05/educational-leadership-and-critical-realism/

Richard Niesche’s review in the REAL journal is free to access at https://dergipark.org.tr/en/pub/real/article/1829155

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Perry Anderson, The antinomies of Antonio Gramsci

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Perry Anderson, The antinomies of Antonio Gramsci

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The Antinomies of Antonio Gramsci | Verso Books

First release of Perry Anderson's classic study of the great Italian Marxist in paperback book form

An explosive analysis of the central strategic concepts in Gramsci’s thought, as revelatory today as on first publication in New Left Review in 1976. This landmark essay has been the subject of keen debate across four decades for its disentangling of the hesitations and contradictions in Gramsci’s highly original usage of such key dichotomies as East and West, domination and direction, hegemony and dictatorship, state and civil society, war of position and war of movement. In a critical tribute to the international richness of Gramsci’s work, Anderson shows how deeply embedded these notions were in the revolutionary debates in Tsarist Russia and Wilhemine Germany, in which arguments criss-crossed between Plekhanov, Lenin, Kautsky, Luxemburg, Lukács and Trotsky, with contemporary echoes in Brecht and Benjamin. A preface considers the objections this account of Gramsci provoked, as well as a memorable intervention by the late Eric Hobsbawm.

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An explosive analysis of the central strategic concepts in Gramsci’s thought, as revelatory today as on first publication in New Left Review in 1976. This landmark essay has been the subject of keen debate across four decades for its disentangling of the hesitations and contradictions in Gramsci’s highly original usage

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Collier, A. (1997). Unhewn demonstrations. Radical Philosophy, 81, 22-26.

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Collier, A. (1997). Unhewn demonstrations. Radical Philosophy, 81, 22-26.

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EU Conference on Educational Research (18-21/08/2026)

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EU Conference on Educational Research (18-21/08/2026)

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The next European Conference on Educational Research is in Tampere, Finland on 18-21 August 2026. Proposals of 1,400 words are due by 31 January 2026.
https://eera-ecer.de/conferences/ecer-2026-tampere/submission/formats-of-presentation-and-length-of-presentations

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Formats of Presentation and Length of Presentations | EERA

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Paper presentations usually last 15 – 20 minutes, plus some time for questions. Papers will be scheduled in 90 minute sessions which will normally include 3 papers on similar themes, in exceptional cases, 4 papers may be combined. Also, sessions may consist of a mixture of papers and other presentation formats (e.g. Posters or Ignite Talks). To find out how many papers your presentation is scheduled with, please consult the online programme and search for you as author.

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The CR and Education Reading Group is a discussion group of the Critical Realism Network. The Critical Realism Network posts events and news on BlueSky. If you haven't recently looked at their website, then please do so as it has details of forthcoming events and resources for critical realist researchers including how to become a member of the International Association of Critical Realism The Critical Realist Community – Critical Realism Network

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This article as the title tells is about doing thematic analysis under a CR lens.

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Although the book is about economics this chapter is about two important things, one is the importance of CR explanatory adequacy pillars, and the MM as a tool to explain social change in any given moment in time.

Archer's introduction:
Critical Realism, the philosophy of the social sciences used here is equally applicable to all such disciplines and accords no special place to economics. In fact there has been disappointingly little take-up of it by heterodox economists (notable exceptions in Britain being Tony Lawson and Jamie Morgan). The generality with which Roy Bhaskar advanced CR means that necessarily theorists in each discipline must develop their own explanations, although these will share the same philosophical ‘under-labouring’ as Bhaskar characterized his own contribution. Specifically, this involves common endorsement of the following:-

1. A rejection of Humean ‘constant conjunctions’ as a deficient, because empiricist basis for conceptualizing social reality and causality.

2. A stratified ontology of the social order, endorsing emergence and the causal consequences of the second or third-order interplay between emergent properties and powers. In turn this spells acceptance of upwards and downwards causality between strata.

3. A refusal to assign automatic priority to structure (or culture) versus agency when accounting for causation in the social domain.

4. A reliance upon CR’s ‘three pillars’ for explanatory adequacy:-

Ontological realism

Epistemic relativism

Judgemental rationality

I will attempt to show how my own ‘Morphogenetic/Morphostatic’ explanatory programme usefully supplements the above with an interdisciplinary approach to accounting for change and stability in all social forms and institutions. This framework is obedient both to the four above principles but also provides a toolkit for those seeking to theorize about the development of particular social processes, practices and policies (and resistance to them) at any given S¹ T¹, wherever this is situated historically and geographically. In itself, the M/M approach is not a theory. Should some prefer to assign it to ‘methodology’, I would not object.

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The Morphogenetic Approach; Critical Realism’s Explanatory Framework Approach

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Critical Realism, the philosophy of the social sciences used here is equally applicable to all such disciplines and accords no special place to economics. In fact there has been disappointingly little take-up of it by heterodox economists (notable exceptions in…

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Be aware that this is a pre-publised edited chapter that Alpesh kindly shared for the session.

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Second edition

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The question of epistemic fallacy in practical research: the case of international relations

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The question of epistemic fallacy in practical research: the case of international relations

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This is the article for our Feb's session. I propose that you make your notes and questions and we share them the 2-02-24 when we meet.

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Merry Christmas and Happy New Year to All!!

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What and where is culture? Ch. 6 in Recontructing sociology, Dough Porpora

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What and where is culture? Ch. 6 in Recontructing sociology, Dough Porpora

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Hi, my name is Yan Wang. I am currently preparing for my doctoral defence at the University of Jyväskylä in Finland. My research topic is understanding teacher education through a critical realist lens: a comparative case study on the interplay among culture, structure, and agency. Specifically, informed by CR, I formulated a conceptual framework, research questions, a comparative framework, thematic analysis, and findings presentation. Looking forward to discussion on CR-informed theory building, methodological design, and empirical application.

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Here's the article for discussion.

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January 10-01-25.                                            Wheelahan, L. (2023). Realism and theorizing curriculum-the role of knowledge

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January 10-01-25.                                            Wheelahan, L. (2023). Realism and theorizing curriculum-the role of knowledge

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Hey everyone!

I am just about to start my PhD in Education and Social Justice at Lancaster University. I am originally from the U.K. but I have lived abroad for six years in Palestine, Iraq and now Kazakhstan teaching EAP and Writing courses in universities. My research interests are higher education in post conflict societies and how HE can form part of the peace-building process. I hope CR can give me such much needed guidance during this work. I look forward to meeting with you all!

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Last session of 2024! December session 6-12-24 

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Last session of 2024! December session 6-12-24 

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This is a paper that is still in revision, please only use it for the purpose of this reading group.

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Critical Realism, Climate Change, and (de)Growth

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Critical realism  the climate crisis and  de growth

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Hello All,

Just sharing this article as promised.

Swati

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J Theory Soc Behav - 2016 - Decoteau - The AART of Ethnography  A Critical Realist Explanatory Research Model

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Jack Newman's notes on the discussion between Dave Elder-Vass and Archer in case any one finds them useful

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Jack Newman's notes on the discussion between Dave Elder-Vass and Archer in case any one finds them useful

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Archer and Elder-Vass (2012) Cultural system or norm circles - an exchange.docx

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Hello All,

Thank you for inviting me to the group.

I am at the tail end (I hope) of my Doctorate at Brighton University. My area of interest is reading in primary school, focusing on inference. I am embracing CR and using it as a meta-theory to guide my research, particularly the concept of structure/agency.

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Hello everyone! I am in the third year of a part-time PhD in Education at the University of Bristol and am exploring tensions between students' personal literacies and their pedagogical literacy experience in HE using Multiliteracies and CR as my frameworks. I'm looking forward to joining the meeting next week (Friday 12th).

emma.evans@bristol.ac.uk

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Reading for November 3th: Postcolonialism and Modernity. A critical realist critique.

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Reading for November 3th: Postcolonialism and Modernity. A critical realist critique.

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Stylianou and Scott (2017). Teaching poor ethnic minority students: a critical realist interpretation of disempowerment. British Journal of Educational Studies

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Stylianou and Scott (2017). Teaching poor ethnic minority students: a critical realist interpretation of disempowerment. British Journal of Educational Studies

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Hi everyone! Apologies for being a lurker in the group for many months--I'm hoping to participate more actively from now on. My name is Ashley Moore and I'm an assistant prof at Boston University Wheelock College of Education and Human Development. I have two research strands; The first pursues queer and trans affirming language education. The second introduces and explores the phenomenon of linguistic dissociation (a process in which a person distances themselves from particular linguistic resources in their repertoire because those resources have come to connote intersubjective disharmony). I used critical realist grounded theory method to theorise the latter. Very happy to be joining in! armtesol@bu.edu

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Understanding digital inequality: a theoretical Kaleidoscope 

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Understanding digital inequality: a theoretical Kaleidoscope 

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This article is about how different theories, amongst them Critical Realism and Realist Social Theory (Archer), help to shed light in the understanding of digital inequality. The article is written by me and 5 other scholars from around the world.

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Hi all, my name is Michelle O’Keeffe and I am a PhD candidate in my fourth year of study at University College Cork, Ireland. My research is entitled ‘What’s worth knowing? A Critical Realist case study on what’s considered knowledge amidst lower secondary education reform.’ My research is divided into two phases with the first using CR Discourse Analysis and the second Archer’s M/M approach. I am delighted to have found this group and look forward to engaging.

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I am looking forward to joining for the first time next week.  My PhD is titled 'Policy enactment in English secondary schools during the COVID-19 pandemic: A critical realist approach'.

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Hi everyone, I'm so pleased to find this group and only wish I had got here sooner!
I am a former teacher, now PhD student at Nottingham Trent University in the UK.
I am using critical realism to look at experiences of exclusion from school, and the structural inequalities inherent in this. I am also using the 1970s book 'Learning to Labour' by Paul Willis as a point of comparison for my own findings.

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Hi everybody,
I am an Education Consultant, involved in Academic Development of Lecturers, Curriculum Design of Qualifications and Course groups/Modules, and Development of all resources (blended and online), with a research role (mostly collaborative on cases), and technology integration (using a LMS). I am a PhD student, using CR and the LCT theoretical framing and methodology.
I am enjoying our collaborative discussions here, as it is both an overview but also go deeper to where there is contestation and differences of opinions.
My email is wilsoh@unisa.ac.za.
See you online

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May reading: Elder-Vass and Archer: Cultural system or norm cirle?

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May reading: Elder-Vass and Archer: Cultural system or norm cirle?

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Archer & Elder-Vass 2012 Culture Exchange EJST

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JACK NEWMAN- 2017 - Re-addressing the Cultural System

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Newman, J. (2019). Morphogenetic and the constructivist challenge

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Newman, J. (2019). Morphogenetic and the constructivist challenge

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This paper stems from the conference paper, Re-addressing the cultural system.

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Newman (2019) Morphogenetic theory and the constructivist institutionalist challenge

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Burkitt - 2015 - Relational agency Relational sociology agency and interaction

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Sayer, A. Review of Making our way through the world. Here he talks about the inner conversation

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Sayer, A. Review of Making our way through the world. Here he talks about the inner conversation

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Hi all,
I am a French language tutor at the University of Nottingham Ningbo China, but I will go back to Europe in July. I just obtained my EdD at the University of Nottingham. My general interests are teacher education and internationalization of HE.  So, in my thesis I studied teacher agency and teacher excellence in transnational higher education. I mainly worked with Bhaskar’s causal powers and position-practice-system in relation with neoliberalism influences and the local socio-cultural context. I’m happy to finally be in a CR community!

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Hi - I've been using critical realist ideas in my educational research for a good while now (for about 14 years). I direct the Centre for Higher Education Studies at the University of Liverpool. I can see that you had a couple of my papers at the March reading group!
Full details are on Google scholar at:  https://scholar.google.com/citations?user=fRFoadoAAAAJ&hl=en
You are welcome to contact me at kahn@liv.ac.uk
Peter

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Newman, J. (2020). Critical Realism and critical discourse analysis

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Newman, J. (2020). Critical Realism and critical discourse analysis

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Relevant for our discussion is section 3 of the paper (pp 446-452).

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Newman (2020) Critical realism critical discourse analysis and the morphogenetic approach

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I'm Alpesh Maisuria, associate prof at UWE Bristol, UK, doing work around critical education. I use CR to underlabour Marxism. Apologies for my late-coming to this padlet and missing the 'live' session, I've been preoccupied with co-editing a book called "Working with Critical Realism: Stories of Methodological Encounters" to be published in the Routledge series. I will share details soon! 

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I'm Alpesh Maisuria, associate prof at UWE Bristol, UK, doing work around critical education. I use CR to underlabour Marxism. Apologies for my late-coming to this padlet and missing the 'live' session, I've been preoccupied with co-editing a book called "Working with Critical Realism: Stories of Methodological Encounters" to be published in the Routledge series. I will share details soon! 

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This is an essay I wrote explaining how I am using Archer in my analysis of the history of South African higher education. Please read if you can before our meeting and formulate a question or response so that we can have a discussion.  The only reading I have to share is Archer's 1995 book, Realist Social Theory: the morphogenetic approach. Most of my understanding of Archer comes from this book. I have attached it below.

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Analytic Histories Discussion document Ronel Steyn

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Archer - 1995 - Realist social theory the morphogenetic approach

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Hi all,

Sorry I'm a little late to be introducing myself but have been keeping up with the emails!

My background is as an occupational therapist, though I have put this on hold for a while to do my PhD at Worcester University. I am researching social prescribing within the UK, with a focus upon rural health/health inequality.

The project is based in CR beliefs and I want to gain a deeper understanding through discussions with this group. Really looking forward to meeting you all.

coco.moore@worc.ac.uk

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Hello.
My name is Motoi Koike.

Since 2017, I have been involved in a project called Japan International Cooperation Agency（JICA） - Egypt-Japan University of Science and Technology（E-JUST） Project. The Egypt-Japan University of Science and Technology（E-JUST）was established in 2010 as a graduate university in engineering, but in 2017 it is becoming a more multidisciplinary university with the establishment of the Faculty of Engineering（FoE）（Undergraduate） and the Faculty of International Business and Humanities（FIBH）（Undergraduate）.

My role in this project is to support the establishment and management of the Faculty of International Business and Humanities（FIBH）, and to facilitate the development of liberal arts education with the support of Japanese university faculty.

The concept of the E-JUST is to develop higher education based on the introduction of Japanese style education. In particular, the FIBH is promoting the introduction of the Japanese style of Zemi(seminar) education.

In 2020, I joined the DBA in Higher Education Management Program at the University of Bath and started my academic studies as well. I learned about Critical Realism through Professor Ronald Barnett's books and have read several introductory books. I am interested in CR as a theory that can provide answers to some of the ambiguities I have felt in the social sciences.

I hope to deepen my understanding of CR and use it in my own research.

motoi.koike7@gmail.com

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Hi, I'm a 3rd year p/t PhD student at UCL IoE. I'm a BSL/English interpreter and my study is looking at deaf signers' experience of interpreting support in higher education.

Please do email if you'd like to chat about a similar project or if you can recommend any articles: f.lewin@ucl.ac.uk

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Hi everyone, I'm doing my PhD at University of Manchester in the UK. My research focuses on graduate outcomes in the UK - both how can we conceptualise/think about this, and what the actual impact of HE is in a couple of areas (job quality and political attitudes). This probably won't be part of my PhD, but I'm interested in the normative side of things - what graduate outcomes should we be trying to produce, and what does CR have to say about this. Always happy to have a virtual coffee, so do get in touch :)

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Hello, I'm Ronel, a PhD candidate at Rhodes University in South Africa. I am using Archer's morphogenetic framework to give an explanatory account of the characteristics of postgraduate education in South Africa (its goals, access, practices, outputs), and the potential for change in these characteristics. This has involved working on an analytic history of education in South Africa, that is, to account for its emergence as the outcome of the interaction of structure, culture and agency over numerous morphogenetic cycles. I found myself going further and further back into the history of South Africa and an unintended consequence of this together with using Archer's framework has been new insights (for me) on colonization and its lasting structural effects.

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Hi, I'm Ashoka Dissanayake, a nursing lecturer from Sri Lanka. I'm a MPhil student at University of Colombo,planning to upgrade to a PhD. My study focuses on  identifying underling structures and mechanisms which determine Individual Innovativesness of nursing academics in SL. I do this in relation to integration of WHO patient safety curriculum which is fairly new/foreign to local curricula. I plan to use Bordieu's/ Archer's theory to bridge to empirical data with real and i'm not sure how to... Any help/thoughts/insights are greatly appreciated :).
Ashokadissanayake01@gmail.com

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Hi, my name is Lucia. I am a 3d year doctoral student at Tallinn University (Estonia). I am originally from St.Petersburg (Russia) and my research topic here in Estonia is the agency of teachers in Russian schools in Estonian education system. I have found out Archer's reading not long ago and assume that as morphogenetic/morphostatic practices lay behind all mechanisms which generate change and reproduction in (especially postcolonial) societies, it will be valuable to apply it to societies where cultural trauma may dominate the discourse and act as a powerful 'ideational cluster' for the host and minority nations. I also am fascinated by Colin Hay's constructivist institutionalism and would love to combine the two in my PhD research.

my contact is lucia.sheren@gmail.com

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Hello, I am senior lecturer in the school of education in Bath Spa University. My interest lies at the intersection of technology, power and society with a focus on political agency, thus CR.
In my PhD study I looked at why students did not engage reflexively with digital technologies for their studies, and I answered that question using retroduction, thus I crafted two causal pathways explaining the why. I used Archer's morphogentic cycle as my analytical tool which was of tremedous help.
Lately I have been very interested in data inequalities particularly for rural communities. Digital inequalities keeps me awake.
You can contact me at c.kuhn@bathspa.ac.uk

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The past, present and future of widening participation research by Nigel Kettley. Not CR focused but gives context to subject.

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On establishing a modus vivendi: the exercise of agency in decisions to participate or not participate in higher education - Peter Kahn

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Theorising student engagement in higher education - Peter Kahn. Explores Margaret Archer's modes of reflexivity.

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Education, epistemology and critical realism - Scott, chapter 2. Focuses on empirical research methods.

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Education, epistemology and critical realism - Scott, chapter 8. Focuses on structure and agency.

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Hi! I'm Jo and I'm an EdD student at Oxford Brookes University. My research is exploring aspirations and expectations on the part of secondary students in the UK, using CR. You can contact me at: jridley@brookes.ac.uk.

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Hi all! I'm Jonathan Morgan. I'm a PhD student in Ethics, based at Lund University in Sweden (although I hail from Wales).

My PhD project looks at Unaccompanied Refugee Minors (from Afghanistan) who convert to Christianity in Sweden's former state church. It's an ethnographic study in which I am drawing on CR for my theoretical framework and method.

Although my work isn't exactly in the field of education, I think (hope) there is enough overlap for my participation in this group to be worthwhile!

My email is jonathan.morgan@ctr.lu.se

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This paper is an account of how Catherine Hasting (Australia) figured out how to translate CR principles to her research study

Guiding questions:
1. xyz
2. fgt

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A critical realist methodology in empirical research foundations process and payoffs

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Notes – CR reading group / C. Kuhn, Education

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Isaksen, R. (2024). Exploring learning in critical realism. In D. Scott (Ed). On Learning, Volume 2: Philosophies, concepts and practices (pp. 97-126). UCL Press. phttps://doi.org/10.14324/111.9781800082021

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Ch. 1 & Ch. 2 Danermark et al. (2001). Explaining society