I have a variety of teaching, consultancy and voluntary experience within the fields of street-connectedness, inclusive education, youth studies, development education and STEM education.
As well as 10 years of secondary level teaching experience in the UK and the international sector - concerned with the delivery of science (physics), theory of knowledge, and the then PSME curriculum - I have worked as a volunteer, intern or consultant in the development and humanitarian sector with a number of organisations, including Child Rescue Kenya, Retrak, The Enabling Education Network, Street Child World Cup and The Mines Advisory Group.
Alongside my PhD I co-delivered undergraduate and postgraduate modules within Manchester Institute of Education, the Global Devlopment Instutute, the Humanitarian and Conflict Research Institute, and the Geography Department at the Univeristy of Manchester. I have also delivered undergraduate level sessions on the development of STEM resources and led undergraduate modules on Inclusive Practice in the EYFS at Bolton University.
My first role at Manchester Metropolitan University involved supporting faculty members with funding submissions, including all aspects of the proposal development from brainstorming ideas and developing budgets, to collating and proof reading final drafts.
As a teacher I held middle-management roles within the Physics, Theory of Knowledge, and PSME (as it was called then) departments at two schools.
I am interested in supervising projects that consider social justice and inclusive education in the global south - East Africa in particular - and projects concerned with street-connectedness, homelessness and inclusion globally.
I am also able to supervise projects concerned with STEM education.
My wider research interests focus on the intersections of education and international development, in particular social justice, equity in education, and inclusive education in policy and practice, as well as issues associated with social policy, social justice, and science education.
I am especially interested in:
As a qualified physics teacher I am also interested in STEM education and have experience of working with teachers to develop action research projects and evaluating education programmes.
SL. Corcoran, D. Kaneva (2016). Being on the Margins Exploring Intersections.
I. Lewis, SL. Corcoran, S. Juma, I. Kaplan, D. Little, et al. (2019). Time to stop polishing the brass on the Titanic: moving beyond ‘quick-and-dirty’ teacher education for inclusion, towards sustainable theories of change. International Journal of Inclusive Education.
SL. Corcoran, J. Wakia (2016). Using Child Well-Being Assessments to Track Progress in Family-Based Reintegration. Global Social Welfare. 3(2), pp.137-145.
SL. Corcoran (2015). Disabling streets or disabling education? Challenging a deficit model of street-connectedness. Disability and the Global South. 2(2), pp.613-619.
SL. Corcoran (2014). Visualising transitions: the use of auto-photography with formerly street-connected boys in Kenya. A. Howes, S. Miles. In: Photography in educational research: critical reflections from diverse contexts. Routledge,
KL. Pashby, SL. Corcoran, L. Sund Barriers and enabling factors to teaching ethical global issues in support of SDG 4.7: Participatory research with teachers. Bolzano, Italy, 4/9/2018.
K. Pashby, L. Sund, S. Corcoran Teaching for sustainable development through ethical global issues pedagogy: Participatory research with teachers. , British Academy.
S. Corcoran, S. McNicol (2019). External Evaluation of the Tim Peake Primary Project. STEM Learning, ESERO UK.
SL. Corcoran, J. Wakia (2013). Evaluating outcomes: Retrak's use of the Child Status Index to measure wellbeing of street-connected children. Retrak
Youth | Participation | Impact (2015)
A 3-day conference at the University of Manchester, funded by the Humanities Researcher-Led Initiatives Fund 2014/15 and ESRC funding awarded through the NWDTC (http://ypic2015.wix.com/youthparticipation)
Global Education Diplomacy Workshop (2015)
A one day event funded by the ESRC through the NWDTC that cascaded lessons learned from the ACEI Institute of Global Education Diplomacy in Washington DC, 2015, and discussed working definitions of education diplomacy.
Enhancing Interdisciplinarity seminar series (2014/2015)
A seminar series funded by the ESRC through the NWDTC, that took place between the Universities of Manchester, Lancaster and Liverpool to focus on interdispinary research (http://enhancinginterdisciplinarity.wordpress.com/)
Symposium of the Street (2014)
A one-day conference that explored research and work with street-connected children. ESRC funding awarded through the NWDTC http://uomsymposiumofthestreet.wordpress.com/.
Interdisciplinary Symposium (2014)
A one-day comference to explore interdisciplinary research conducted by PGR students across the North West http://interdisciplinarysymposium.wordpress.com/.
I review articles for:
British Academy £10K (2018/19)
(Re-)Engaging Street-connected Young People with Education in Kenya Su Corcoran & Lillian Awimbo
British Academy - Research Associate £36K (2018/19)
Teaching for Sustainable Development Through Ethical Global Issues Pedagogy: Participatory research with teachers
ESERO UK £12K (2017)
The external evaluation of the Tim Peake Primary Project
ESRC ~£60K (2012-2016)
Funding for doctoral studies from the NWDTC
As an ESRC-funded doctoral researcher I was awarded over £20K from the NWDTC (not including my scholarship) in terms of fieldwork allowance for a six month research visit to Kenya and the organisaton of knowledge exchange activities: Youth | Participation | Impact (2015); North West Gender Conference (2015); attendance at the ACEI Institute of Global Education Diplomacy in Washington DC, 2015, and the organisation of a workshop in Manchester to cascade what was learned; Seminar series between the Universities of Manchester, Lancaster and Liverpool on Enhancing Interdisciplinarity (2014/15); Symposium of the Street (2014); Interdisciplinary Symposium (2014).
I work with non-governmental organisations that focus on street-connected young people and/or inclusive education
I am the programme officer at EENET, which includes the co-editing Enabling Education Review.
Rapporteur for Street Child Summit observing and making notes of each session and feed into development of specific outcomes. (2015)
At the Street Child World Cup I facilitated Team of Life methodology with Team Kenya, documenting findings from all 24 teams and completing initial thematic analysis of the data. (2014)
I worked with Joanna Wakia to complete the analysis and reporting of wellbeing data to monitor the reintegration of street-connected children - generated using the Child Status Index twith their families. (2012-13)
Corcoran, S. and Wakia, J. (2013) Evaluating Outcomes: Retrak’s use of the Child Status Index to measure well-being of street-connected children. Retrak
I worked with a Retrak partner organisation in Kenya to negotiate their definitions of various indicators and develop systems to ensure interrater reliability for their use of the monitoring and evaluation tool. (2013)
Joanna Wakia and I evaluated the use of the tool for reintegration concerning the lessons learned in rolling the tool out to small organisations for use in monitoring and evaluation - highlighting the value of a monitoring tool that provides multi-dimensional snapshots of street-connected children’s well-being at different points on the reintegration journey, and the challenges and (un)expected benefits of that Retrak have experienced since it was adopted. (2015/16)
Wakia, J. and Corcoran, S. (2016) ‘Using child wellbeing assessments to track progress in family reintegration’. Global Social Welfare 3(2):137-145; and Corcoran, S. and Wakia, J. (2016) ‘Evaluating Outcomes: measuring children’s wellbeing,’ in S. Corcoran and D. Kaneva Being “on the margins”: Exploring intersections. UK: Cambridge Scholars Publishing
Two months working with the Monitoring, Evaluation, Research and Learning (MERL) team at Retrak’s office in Manchester on the evaluation and analysis of quantitative data to track the progress of children benefitting from their work in Ethiopia and Uganda. Followed by a month with the MERL team in Uganda assisting with the evaluation of qualitative data as they developed new monitoring methods as part of the social work programme. I also facilitated an evaluation of use of the Child Status Index for social work programming. (2016)