Grants, Prizes and Applications

Small Grants

The Society for Educational Studies offers small grants of up to £10,000. Applicants must be working in the field of Education and will be asked to become members of the SES if they are not already members.

Final reports

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National Awards


The Society for Educational Studies invites bids from researchers interested in making an original contribution to knowledge in the field of educational studies. The theme for the 2015 National Award is:

New Technology in Primary Schools – New Pedagogy?

The Society seeks applications up to a maximum of £200,000 from researchers with a strong track record of relevant research and publications who can offer a dynamic and innovative approach that: considers the development of classroom pedagogy and the use of new technology; examines issues of new technology, pedagogy and social justice; extends notions of impact, theory and its development and the relation between critical literacy and new technology.


Principal Investigators applying for the SES National Award must be affiliated with a British university, college or school.

Closing date: 20 March 2015.

For full information and details of how to apply see here.


2013 will mark the twentieth anniversary of the murder of teenager Stephen Lawrence. In the years that followed, many public services were challenged to address 'institutional racism'. While the majority of the recommendations of The Stephen Lawrence Inquiry Report, set out by Sir William Macpherson and his advisors, focused on eliminating racial prejudice and disadvantage in the criminal justice system, several recommendations focused specifically on education. The education system was required to address the problems of racism 'both real and potential' and to take action to prevent its growth.

The Society for Educational Studies seeks applications up to a maximum of £250,000 from researchers with a strong track record of relevant research and publications who can address one or more of the following questions:

  • How much has changed in education as a result of the Stephen Lawrence Inquiry and related debates?
  • What is the state of race equality in contemporary education (at local and/or national levels)?
  • Have we achieved a post-racial education system?
  • re we now in a post-racial state in which fundamental divisions, such as class and gender, have superseded a concern for race inequalities in education?

The application deadline for the 2013 National Award has now passed.


The Society for Educational Studies is delighted to announce that the SES National Award 2011 of £200,000 has been made to Professor Gary McCulloch, Professor Gemma Moss and Dr. James Thomas of the Institute of Education, University of London for their project 'The Social Organisation Of Educational Studies: Past, Present and Future'. The project will run for the next two years. The project will map the changing discourses and knowledge structures of educational studies across the United Kingdom in relation to the State, research and education to establish the social organisation of the field as a whole, not solely in terms of ideas but in relation to social and political changes since the establishment of the Standing Conference on Studies in Education (SCSE) in 1951. The SCSE became the Society for Educational Studies in 2000.

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Annual Book Prizes

Publishers who have nominated books in recent years include Continuum, Dunedin, Open University, Palgrave Macmillan, Routledge, Sage, Trentham and Wiley Blackwell.

Book Prizes Committee

  • Dr. Hilary Cremin, University of Cambridge
  • Prof. Teresa Cremin, The Open University
  • Dr Liam Gearon, University of Oxford

Evaluation Criteria

  • Quality of research and/or scholarship
  • Originality of analysis and argument
  • Theory/practice relation
  • Quality and accessibility of writing

Awarded 2014

1st prize (£2000)

Furlong, J. (2013) Education – An Anatomy of the Discipline. Routledge.

2nd prize – Joint Winners (£1000 each)

Ball, S.J., Maguire, M. and Braun, A. (2013) How Schools Do Policy: Policy Enactments in Secondary Schools. Routledge.

Conroy, J. et al (2013) Does Religious Education Work? Bloomsbury.

Awarded 2013

1st Prize (£2000)

Francis, B., Skelton, C., Read, B. (2012) Identities and Practices of High Achieving Pupils. Continuum.

2nd prize (£1000)

Hartley, D. (2012) Education and the Culture of Consumption.Routledge.

Highly commended (£500)

Cooper, B., Glaesser, J., Gomm, R. and Hammersley, M. (2012) Challenging the Qualitative-Quantitative Divide. Continuum.

Ainscow, M., Dyson, A., Goldrick, S. and West, M. (2012) Developing Equitable Education Systems. Routledge.

Awarded 2012

1st Prize (£2000)

Radical Education and the Common School

Michael Fielding and Peter Moss have produced a powerful book that makes a case for us to think carefully about the current educational context which seems strongly influenced by markets and managerialism. A democratic person centred education for all is proposed. Stephen Ball declares the book to 'necessary … particularly now! It is human and hopeful but at the same time realistic and challenging'.

2nd prize (£1000)

The Invention of the Secondary Curriculum

John White tells with characteristic intelligence and insight the story of the development of the traditional secondary curriculum from 1550 to the present day. Distinctions are made between the knowledge and educational functions of a curriculum and there is a call for a clear identification of aims. It is vital to have this book when so much curriculum planning is so complex and contested. A radical alternative to traditional thinking is sketched.

Highly commended (£500)

Beyond the school gates

Coleen Cummings, Alan Dyson and Liz Todd explore issues about whether schools can provide new services to students, families and communities in order to overcome the effects of disadvantage. The authors thoughtfully explore ideas and issues emerging from extensive international evaluations with illustrations of case studies.

Highly commended (£500)

White middle class identities and urban schooling

Diane Reay, Gill Crozier and David James have undertaken detailed fieldwork to examine members of middle class families who deliberately choose supposedly 'ordinary' and 'low performing' secondary schools. There are fascinating discussions about their motives and the experiences that result. They authors make important comments about middle class identity and its formation.

Awarded 2011

1st prize (£2000)

Children, their World, their Education

By Robin Alexander, Michael Armstrong, Julia Flutter, Linda Hargreaves, David Harrison, Wynne Harlen, Elizabeth Hartley-Brewer, Ruth Kershner, John Macbeath, Berry Mayall, Stephanie Northen, Gillian Pugh, Colin Richards, David Utting.

2nd prize (£1000)

Education, Asylum and the 'Non-Citizen' Child.

By Halleli Pinson, Madeleine Arnot and Mano Candappa.
Palgrave Macmillan

Highly commended (£ 500 each)

Improving what is learned at university.

By John Brennan, Robert Edmunds, Muir Houston, David Jary, Yann Lebeau, Michael Osborne, John T.E. Richardson.

Equity in Education.

By Stephen Gorard and Emma Smith.
Palgrave Macmilan.

Improving learning in later life.

By Alexandra Withnall.

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