Manny is currently Course Leader for BA (Hons) Education Studies in the Sheffield Institute of Education.
His research interests are on the processes of social exclusion/inclusion related to 'race', ethnicity and disability. He is a sociologist of education currently engaged in research projects with a focus on widening participation and culturally relevant teaching in higher education.
Manny is a native Californian who conducted PhD research on whiteness and American national identity at University of Sheffield with support from a UK Universities Overseas Scholarship Award and a Sociological Studies Graduate Teaching Assistantship. My research interests include: 'race' and education, inclusive practice, disability and education, whiteness (critical race theory) and inequalities and disadvantage.
Social Sciences and Arts
A question I continually ask myself, which is echoed throughout my work, is whether my teaching is culturally relevant and inclusive. It is this question that has informed and will continue to shape my teaching. Course Leader for BA (Hons) Education Studies (2016-present) I also supervise a number of PhD and EdD students within the areas of disability studies, inclusive education, and critical race studies in education.
Course Leader for BA (Hons) Education Studies
I also supervise a number of PhD and EdD students.
2017-2021: I am working as a Senior Research Fellow on Higher Education Funding Council England's Formative Evaluation of the National Collaborative Outreach Programme (NCOP)
2015-2016: I was Principal Investigator for Higher Education Academy's Strategic Enhancement Programme in Retention and Attainment, 'Effective teaching, equality and diversity'
2014-2016 I was a Senior Research Fellow on Higher Education Funding Council England's evaluation of the National Networks for
Collaborative Outreach (NNCO)
2012-20 15 I was Principal Investigator for Higher Education Academy's Strategic Development Grant on British Minority Ethnic Retention and Success
Doharty, N., Madriaga, M., & Joseph-Salisbury, R. (2020). The University went to ‘decolonise’ and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in ‘decolonial’ times. Educational Philosophy and Theory. http://doi.org/10.1080/00131857.2020.1769601
Madriaga, M., & McCaig, C. (2019). How international students of colour become Black: a story of whiteness in English higher education. Teaching in Higher Education. http://doi.org/10.1080/13562517.2019.1696300
Bowes, L., Tazzyman, S., Sandhu, J., Moreton, R., Birkin, G., McCaig, C., ... Wright, H. (2019). The National Collaborative Outreach Programme. End of phase 1 report for the national formative and impact evaluations. Office for Students. https://www.officeforstudents.org.uk/publications/ncop-end-of-phase-one-evaluation-report/
Taylor, C., Harris-Evans, J., Garner, I., Fitzgerald, D., & Madriaga, M. (2018). Measurement imperatives and their impact: Academic staff narratives on riding the metric tide. In Equality and differentiation in marketised higher education: A new level playing field?. (pp. 171-194). Palgrave Macmillan: http://doi.org/10.1007/978-3-319-78313-0
Tazzyman, S., Bowes, L., Moreton, R., Madriaga, M., & McCaig, C. (2018). Report: National Collaborative Outreach Programme Year one report of the national formative and impact evaluation, including capacity building with NCOP consortia. CFE Research for HEFCE. http://www.hefce.ac.uk/media/HEFCE,2014/Content/Pubs/Independentresearch/2018/NCOP,Year,1,report,of,the,national,formative,and,impact,evaluation/2018_ncopyear1.pdf
Stevenson, J., McCaig, C., & Madriaga, M. (2017). Evaluation of the National Networks for Collaborative Outreach (NNCOs). Sheffied Hallam University for HEFCE.
Madriaga, M., & Morley, K. (2016). Awarding teaching excellence : ‘what is it supposed to achieve?’ Teacher perceptions of student-led awards. Teaching in Higher Education, 21 (2), 166-174. http://doi.org/10.1080/13562517.2015.1136277
Bradley, S., Kirby, E., & Madriaga, M. (2015). What students value as inspirational and transformative teaching. Innovations in Education and Teaching International, 52 (3), 231-242. http://doi.org/10.1080/14703297.2014.880363
Madriaga, M. (2018). Book Review Symposium. The class: living and learning in the digital age. International Studies in Sociology of Education, 27 (1), 103-105. http://doi.org/10.1080/09620214.2018.1426027
Madriaga, M. (2012). The vision of the student engagement and experience journal. Student Engagement and Experience Journal, 1 (2). http://doi.org/10.7190/seej.v1i2.47
Madriaga, M. (2012). Knowledge Mobilization and Educational Research. BRITISH JOURNAL OF EDUCATIONAL STUDIES, 60 (2), 208-210. http://doi.org/10.1080/00071005.2012.682417
Madriaga, M. (2012). Towards fairer university assessment: recognizing the concerns of students. STUDIES IN HIGHER EDUCATION, 37 (1), 123-124. http://doi.org/10.1080/03075079.2012.655533
Madriaga, M., Hanson, K., Kay, H., & Walker, A. (2011). Marking-out normalcy and disability in higher education. British Journal of Sociology of Education, 32 (6), 901-920. http://doi.org/10.1080/01425692.2011.596380
Madriaga, M., Hanson, K., Heaton, C., Kay, H., Newitt, S., & Walker, A. (2010). Confronting similar challenges? : disabled and non‐disabled students’ learning and assessment experiences. Studies in Higher Education, 35 (6), 647-658. http://doi.org/10.1080/03075070903222633
Madriaga, M. (2010). 'I avoid pubs and the student union like the plague': Students with Asperger Syndrome and their negotiation of university spaces. Children's geographies, 8 (1), 39-50. http://doi.org/10.1080/14733280903500166
Madriaga, M., & Goodley, D. (2010). Moving beyond the minimum: socially just pedagogies and Asperger's syndrome in UK higher education. International Journal of Inclusive Education, 14 (2), 115-131. http://doi.org/10.1080/13603110802504168
Madriaga, M. (2010). Why US nationalism should never be considered postnationalist. National identities, 12 (1), 81-94. http://doi.org/10.1080/14608940903542672
Madriaga, M. (2007). Enduring disablism: students with dyslexia and their pathways into UK higher education and beyond. Disability and Society, 22 (4), 399-412. http://doi.org/10.1080/09687590701337942
Madriaga, M. (2005). Understanding the symbolic idea of the American dream and its relationship with the category of whiteness. Sociological research online, 10 (3). http://www.socresonline.org.uk/10/3/madriaga.html
Middleton, A., & Madriaga, M. (n.d.). Being excited and being reflective. Student Engagement and Experience Journal, 3 (1). http://doi.org/10.7190/seej.v3i1.100
McCaig, C., Stevenson, J., & Madriaga, M. (2017). Partnership working in widening participation policy: collaboration in a competitive climate. In BERA Annual Conference 2017, Brighton, 4 January 2017 - 6 January 2017.
Mallett, R., & Madriaga, M. (2009). Negotiating 'normal': how notions of US national identity are (re)constructed in The West Wing. In Society for Disability Studies Conference, Tucson, Arizona, 17 June 2009 - 20 June 2009. http://disstudies.org/annual-conference/archive/2009-conference/program/schedule/
Madriaga, M. (2005). The star-spangled banner, US military veterans and the category of whiteness. In Flying the flag: critical perspectives on symbolism and identity, Cultural Complexity in the New Norway, University of Oslo, 24 November 2005 - 25 November 2005. http://www.culcom.uio.no/english/events/conferences/2005/flags/index.html
Taylor, C., Harris-Evans, J., Garner, I., Fitzgerald, D., & Madriaga, M. (2018). Measurement Imperatives and Their Impact: Academic Staff Narratives on Riding the Metric Tide. In Equality and Differentiation in Marketised Higher Education. (pp. 171-194). Springer International Publishing: http://doi.org/10.1007/978-3-319-78313-0_8
Mallett, R., & Madriaga, M. (2010). Images of criminality, victimisation and disability. In Shoham, S.G., Kneeper, P., & Kett, M. (Eds.) International handbook of victimology. (pp. 585-610). Boca Raton, Fla. ; London: CRC
Madriaga, M. (2007). The Star-Spangled Banner and "whiteness" in American national identities. In Eriksen, T.H., & Jenkins, R. (Eds.) Flag, nation and symbolism in Europe and America. (pp. 53-67). Routledge
Tazzyman, S., Bowes, L., Moreton, R., Madriaga, M., & McCaig, C. (2018). Year one report of the national formative and impact evaluation, including capacity building withNCOP consortia. Bristol: HEFCE. http://www.hefce.ac.uk/pubs/rereports/year/2018/ncopyear1/
Waters, B., Stevens, T., Holland, R., & Madriaga, M. (2012). Evidencing equality: approaches to increasing disclosure and take-up of disabled students’ allowance. London: Equality Challenge Unit. http://www.ecu.ac.uk/wp-content/uploads/external/evidencing-equality-increasing-disclosure-dsa.pdf
Madriaga, M., Goodley, D., Hodge, N., & Martin, N. (2008). Enabling transition into higher education for students with asperger syndrome. Higher Education Academy. http://www.heacademy.ac.uk/assets/York/documents/manuel_madriaga_report.pdf
Theses / Dissertations
Horobin, H.E. (2016). The meeting of cultured worlds: professional identification in Indian postgraduate physiotherapy students. (Doctoral thesis). Supervised by Boylan, M., & Madriaga, M.
Ellis, S.J. (2014). Perspectives of the autistic 'voice' : An ethnography examining informal education learning experiences. (Doctoral thesis). Supervised by Beardon, L., & Madriaga, M.
Metu, U. (2014). Challenges and opportunities for including EU migrant pupils in English educational system. (Doctoral thesis). Supervised by Chandler, J., Madriaga, M., & Jones, S.
Madriaga, M., & Mccaig, C. (2019). How international students become black: a story of whiteness in English higher education. Presented at: Society for Research into Higher Education Annual Conference, Newport, Wales
Madriaga, M. (2019). Teaching antiblackness in a university classroom full of white students. Presented at: Race Equity through Pedagogy Conference, Sheffield Hallam University
Doharty, N., Madriaga, M., Abdi, M., & Joseph-Salisbury, R. (2019). Fugitives within United Kingdom [Empire] higher education. Presented at: Critical Race Studies in Education Association Annual Conference, University of Southern California, Los Angeles, USA
Madriaga, M. (2018). Antiblackness in institutional strategies to overcome race inequality and discrimination. Presented at: Society for Research into Higher Education Annual Conference, Newport, Wales
Madriaga, M. (2018). Inclusion… really? : Misrecognition/whiteness in institutional strategies to overcome race inequality and discrimination. Presented at: Critical Race Studies in Education Association 12th Annual Conference, University of New Mexico
Madriaga, M. (2017). Whiteness, academic achievement, and misrecognition in English HE. Presented at: 11th Critical Race Studies in Education Association Annual Conference, Indianapolis, Indiana, USA, 2017
Madriaga, M. (2016). Race inequality in UK higher education: complexities of researching educational debt. Presented at: Closing the gap: Research and Practice on Black and Minority Ethnic Student Attainment in Higher Education Conference, University of Kent
Madriaga, M. (2014). Having to negotiate whiteness in addressing black and ethnic minority gap attainment in English higher education. Presented at: Society for Research into Higher Education Annual Conference, Newport, Wales
Madriaga, M., & Morley, K. (2014). The symbolic construction of teaching excellence in higher education. Presented at: British Sociological Association Education Study Group Conference, Sheffield Hallam University
Madriaga, M., Donnelly, A., & Ahmad, F. (2013). Addressing Black Minority Ethnic Gap Attainment in Higher Education. Presented at: Building the Anti-Racist University Conference, University of Leeds
Madriaga, M. (2011). "We have been talking about these issues for years": (Re)producing normalcy in higher education. Presented at: 20th European Access Network Annual Conference, Amsterdam, The Netherlands
Madriaga, M. (2010). 'Normalcy: A barrier to making institutional change? Presented at: 7th International Conference on Higher Education and Disability, Innsbruck, Austria
Madriaga, M. (2009). Contrasting disabled and nondisabled student learning experiences. Presented at: 18th Annual European Access Network Conference, York St. John University
Madriaga, M. (2007). The multivocality of identity: UK university students negotiating the Asperger Syndrome "label". Presented at: 9th Annual Nordic Network on Disability Network Annual Conference, Gothenburg, Sweden
Madriaga, M. (2006). Who has power? Complexities of standpoint methodology in researching “whiteness”. Presented at: Centre for Research on Nationalism, Ethnicity and Multiculturalism Conference, University of Roehampton
Fellow of the Higher Education Academy
Editorial Board Member for Teaching in Higher Education
Editorial Board Member for British Journal of Sociology of Education
Member of the Society for Research into Higher Education (SRHE)
Member of the Critical Race Studies in Education Association (CRSEA)
Member of RAISE: Researching, Advancing and Inspiring Student Engagement Network
Consultant to Higher Education/Further Education Sub-group of the Regional Autism Spectrum Disorder Group, Yorkshire and Humberside Regional Partnership (Nov 2007 – May 2008)
Member of Joseph Rowntree Foundation Project Advisory Group ‘Ethnic diversity in United Kingdom social science and public policy research’ (Oct 2007 – Sept 2009)
Manuscript reviewing for academic journals: International Journal of Inclusive Education, Learning Media and Technology, Journal of Educational Studies, Journal of American Studies, Journal of Computer Assisted Learning, National Identities, Studies in Higher Education, Ethnicity and Health, Higher Education, Symbolic Interaction, The Journal of Inclusive Practice in Further and Higher Education, British Journal of Sociology of Education, Educational Review, International Studies of Sociology of Education
Current supervision include:
Stephen Connolly (PhD candidate) Being Autistic and Transitions into Higher Education
Jackie Parkin (EdD candidate) International student experiences in English higher education and learner autonomy
Karen Soulby (EdD candidate) Exploring the praxis of inclusive practice in English universities
Joe Hopkinson (ARHC Heritage Consortium PhD candidate, University of Huddersfield and Royal Historical Society Winner) Educating Commonwealth Immigrant Children in the Industrial North, 1960-1980
John Doyle (PhD candidate) Cultural wealth and community learning (Second supervisor)
Successful Phd/EdD completions so far:
Stephen Campbell, EdD (2017) Deconstructing the Pedagogies of Dyslexia Support in Higher Education
Hazel Horobin, EdD (2015) The meeting of cultured worlds: professional identification in Indian postgraduate physiotherapy students
Yuan Gao, PhD (2015) Perspectives on curriculum and pedagogy in a private kindergarten in China
Sandra Ellis, EdD (2014) Perspectives of the Autistic ‘Voice’: An ethnography examining informal education learning experiences
Amaka Metu, PhD (2014) Challenges and opportunities for including migrant pupils in English educational system