Jo Frankham Ph.D
Senior Lecturer
Main research interests:
HIV prevention/AIDS education; Sexualities Education; Research Methodologies; Post-Structuralism. PhD (1994) Sexual Discourse in the Time of AIDS (University of East Anglia).
Main teaching interests:
Interpretive/qualitative research methodologies; Researching sensitive issues. Jo leads the Doctorate in Education (EdD), a four year taught programme for those working in education/training and professional development who are interested in researching their own professional practice/culture.
International experience:
Researching appropriate pedagogical interventions in the field of HIV prevention, Uganda 2002.
Qualitative Inquiry in Education, invited Lecturer Pedagogical Institute, Cyprus, April 2004.
Selected recent publications:
Frankham, J. (2001) 'The Open Secret: Limitations on the expression of same-sex desire.' International Journal of Qualitative Studies in Education. 14, 4, p457-469.
Frankham. J. (2002) 'Inclusive education and lesbian and gay young people' in Farrell, P. (Ed) Making Special Education Inclusive: From Research to Practice. London. David Fulton. (p.77-86)
Frankham, J. (2003) 'Just say Maybe: Working with uncertainties in HIV prevention education.' Pedagogy, Culture and Society. 11, 2, p.263-280.
Frankham, J. (2003) Review Essay: Consuming Children, British Journal of Sociology of Education. (3000 words) 24, 4: 517-522.
Ainscow, M, Howes, A., Farrell, P. and Frankham, J. (2003) 'Making sense of the development of inclusive practices', European Journal of Special Needs Education, 18, 2, pp 227-242.
Howes, A., Frankham, J., Ainscow, M. and Farrell, P. (2004) 'The Action in Action Research: Mediating and developing inclusive intentions', Educational Action Research, 12, 12, pp 239-258.
Frankham, J. (2006) 'Sexual antimonies and Parent/Child Sex Education: Learning from Foreclosure', Sexualities.
Frankham, J. and Howes, A. (2006) 'Talk as Action in "Collaborative Action Research": Making and taking apart teacher/researcher relationships', British Educational Research Journal.