Dr Jill Pluquailec PhD, MA, BA (Hons), FHEA, PGCTLHE
Senior Lecturer in Autism
Summary
My teaching and research is concerned with social justice for disabled children and families with a particular interest in the ways bodies and spaces in education are both produced and reproduced within matrices of power and surveillance.
About
My teaching and research is concerned with social justice for disabled children and families with a particular interest in the ways bodies and spaces in education are both produced and reproduced within matrices of power and surveillance. My work sits within Critical Disability Studies, Disabled Children's Childhood Studies, and Critical Autism Studies centring on destabilising dominant knowledges in relation to what it means to be, and be understood, as marginalised. I have a specific commitment to social justice and ethics for groups that have been historically excluded or oppressed in both research design and practice.
I welcome requests for external examination of doctorates in the areas of Critical Autism Studies, Critical Disability Studies, Disabled Children's Childhood Studies, SEND and inclusive education.
Teaching
Department of Education, Childhood and Inclusion
College of Social Sciences and Arts
Autism
Education
Childhood
MA Autism Spectrum
MA Education
BA Education Studies
BA Education
Psychology and Counselling
BA Childhood Studies/Early Childhood Studies
Research
Principal Investigator (2022): 'Right to Review' project about parent responses to the UK Government SEND Review.
Funded by the Sheffield Institute of Policy Studies Research and Innovation Beacon Areas allocation.
Principal Investigator: 'The impact of the Covid-19 pandemic on young autistic people's educational experiences' funded by SHU Creating Knowledge 2020
Co-investigator: 'Beers, Burgers + Bleach: Hygiene, toilets, and hospitality in the time of COVID-19' More information available: https://wcceh.org/themes/transforming-relations/beers-burgers-bleach-hygiene-toilets-and-hospitality-in-the-time-of-covid-19
Co-Investigator AHRC Connected Communities project 'Arts, Architecture, Activism & Access: Taking Around the Toilet to New Spaces' More information available: https://aroundthetoilet.com/
What does it mean to be disabled and growing older? August 2018
Publications
Journal articles
Jones, C., White, L., Slater, J., & Pluquailec, J. (2023). Hospitality work as social reproduction: embodied and emotional labour during COVID-19. Sociology, 58 (2), 471-488. http://doi.org/10.1177/00380385231189190
Pluquailec, J., & O'Connor, G. (2023). A critical discourse analysis of the UK SEND review green paper. Journal of Disability Studies in Education. http://doi.org/10.1163/25888803-bja10022
Pluquailec, J. (2018). Affective economies, autism, and ‘challenging behaviour’: socio-spatial emotions in disabled children’s education. Emotion, Space and Society. http://doi.org/10.1016/j.emospa.2018.07.004
Smith, J.C. (2016). The embodied becoming of autism and childhood: a storytelling methodology. Disability and Society, 31 (2), 180-191. http://doi.org/10.1080/09687599.2015.1130609
Book chapters
Pluquailec, J. (2022). The Ethics of Advocacy and Consent. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 103-121). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_5
Pluquailec, J. (2022). Theorising Dis/orientation. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 51-71). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_3
Pluquailec, J. (2022). Contextualising the Terrains. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 1-19). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_1
Pluquailec, J. (2022). Introducing a Theoretical Travel Guide. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 21-49). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_2
Pluquailec, J. (2022). Talking: The Rhizomes of Everyday Autism. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 123-152). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_6
Pluquailec, J. (2022). Being with/in Bodies. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 153-189). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_7
Pluquailec, J. (2022). An Auto/ethnographic Story of Working Through Method/ology. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 73-101). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_4
Pluquailec, J. (2022). Becoming: Towards a Critical Analysis of Autism, Childhood and Dis/ability. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 191-219). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_8
Pluquailec, J. (2022). Take-home Messages from a Dis/orientated Terrain. In Dis/orientating Autism, Childhood, and Dis/ability. (pp. 221-243). Springer International Publishing: http://doi.org/10.1007/978-3-031-09274-9_9
Pluquailec, J. (2018). Thinking and Doing Consent and Advocacy in Disabled Children’s Childhood Studies Research. In Runswick-Cole, K., Curran, T., & Liddiard, K. (Eds.) The Palgrave Handbook of Disabled Children’s Childhood Studies. (pp. 213-228). Springer: http://doi.org/10.1057/978-1-137-54446-9_15
Books
Pluquailec, J. (2022). Dis/orientating Autism, Childhood, and Dis/ability. Springer International Publishing. http://doi.org/10.1007/978-3-031-09274-9
Pluquailec, J. (2022). Dis/orientating Autism, Childhood, and Dis/ability: Developing Social Theory for Disabled Childhoods. http://doi.org/10.1007/978-3-031-09274-9
Reports
Pluquailec, J., O'Connor, G., & Sadler, E. (2023). Right to review project report. Sheffield Hallam University, Institute of Education.
Jones, C., White, L., Slater, J., & Pluquailec, J. (2022). Beers, burgers + bleach : hygiene, toilets and hospitality in the time of Covid-19 : final project report 2022. Exeter University. https://aroundthetoilet.files.wordpress.com/2022/04/beers-burgers-bleach-report-web-1.pdf
Pluquailec, J., & O'Connor, G. (2022). Autistic young people’s and families’ educational experiences during the covid-19 pandemic. Sheffield Hallam University. https://www.canva.com/design/DAEue91JMHU/SyV3PBuq5fxogiIeTJDeIg/view?utm_content=DAEue91JMHU&utm_campaign=designshare&utm_medium=link&utm_source=publishsharelink
Pluquailec, J. (2018). What does it mean to be disabled and growing older?: project report 2018. Sheffield Institute of Education, Sheffield Hallam University. https://partnersforinclusionproject.wordpress.com/
Internet Publications
Pluquailec, J., & O'Connor, G. (2023). Speaking volumes and silent echoes: uncovering government priorities for disabled young people in the SEND review. https://blogs.shu.ac.uk/sioe/2023/11/22/speaking-volumes-and-silent-echoes-uncovering-government-priorities-for-disabled-young-people-in-the-send-review/#
Other activities
Invited: ESRC Seminar Series: Shaping Autism Research, Edinburgh, June 2015, ‘Autism and Play: a challenge to challenging behaviour’
Invited: Exploring Play, University of Sheffield, October 2014,‘Play and Disability: what disability can offer our understanding of play’
Critical Autism Studies Conference, London Southbank University
June 2017
'Challenging 'challenging behaviour' and how it sticks to autistic children's bodies in school spaces'
International Conference on Critical Education, Middlesex University, August 2016, 'Inhabiting Risky Spaces of the Dis/Child: The Un/Desirability of the Disabled Schoolchild' Abstract available: http://icce-2016.weebly.com/uploads/6/0/8/7/60878453/icce_2016_conference_book_book_of_abstracts.pdf
Children and Childhoods International Conference 2015, University Campus Suffolk, July 2015, ‘Imagining otherwise for/of autism, childhood, and dis/ability'
Discourse, Power, Resistance 2015, Goldsmiths, London, April 2015, ‘Bad habits’? How disabled children’s bodies challenge inclusive practitioners' Abstract available: https://dprconf.wordpress.com/accepted-abstracts-and-symposia/
Invited: Exploring Play, University of Sheffield, October 2014, ‘Play and Disability: what disability can offer our understanding of play’