Dr Michael R.M. Ward is lecturer in Applied Social Sciences at Swansea University. He joined the Department of health, public policy and social science in October 2016. His work centres on the performance of working-class masculinities within and beyond educational institutions. He is the author of From Labouring to Learning, Working-class Masculinities, Education and De-industrialization (Palgrave MacMillan) and the editor of Gender Identity and Research Relationships, which is volume 14 in the Studies in Qualitative Methods book series (Emerald). Mike is also an editorial board member for Sociological Research Online and the Journal of Boyhood Studies and co-convenor of the BSA Education Study Group

Alongside his research, Mike has taught sociology at both further and higher education institutions to students of all ages both in the UK and Canada. He has worked at Cardiff University, Lincoln University, The Open University, the University of the West of England, Bristol and Simon Fraser University [Canada].

Areas of Expertise

  • masculinities
  • qualitative research
  • social class
  • ethnography
  • sociology of education

Publications

  1. “I am going to Uni!” Working-class academic success, opportunity and conflict. In Masculinity, Labour and Neoliberalism: Working-Class Men in International Perspective. (pp. 60-79). Basingstoke: Palgrave Macmillan.
  2. & Family relationships and troubled masculinities: the experience of young men in contact with social care services. In Different Childhoods: non/normative development and transgressive trajectories [edited by O'Dell, L., Brownlow, C., and Bertilsdotter Rosqvist, H.]. (pp. 72-84). Abingdon: Routledge.
  3. & Doing gender locally: The importance of ‘place’ in understanding marginalised masculinities and young men’s transitions to ‘safe’ and successful futures. The Sociological Review, 003802611772596
  4. & (Eds.). Higher Education and Social Inequalities: University Admissions, Experiences, and Outcomes (Edited by Richard Waller, Nicola Ingram and Michael R.M. Ward). Abingdon: Routledge.
  5. & Introduction: Setting the Scene. In Higher Education and Social Inequality: University Admissions, Experiences and Outcomes. Oxford; Routledge. [Edited by Richard Waller, Nicola Ingram and Michael R.M.Ward]. (pp. XV-XXII). Abingdon: Routledge.

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Teaching

  • ASP256 Education, Policy and Society

    This module aims to introduce students to the role of education in society and the impacts of recent educational policies on access to educational opportunities, the governance of educational institutions and on wider social well-being. Through the examination of contemporary educational issues from Britain, students will develop a greater appreciation for the role of education in society.

  • ASP315 Social Policy in an Ageing World

    This module explores policies and provision for an ageing population. It begins with an overview of the theoretical explanations of the experience of ageing and takes a critical social gerontological approach towards the analysis of policy. The impact of ageism and other forms of discrimination is explored. Substantive areas of policy (e.g. mobility and transport, safe-guarding in residential contexts, housing) are scrutinized in the UK and Welsh contexts, and comparatively with other countries.

  • EDN102 Education Across the Lifespan

    This module will introduce students to various contexts for education across the lifespan. This will include formal and informal contexts for learning. Educational practice will be considered from a historical perspective, beginning with schooling and teaching. The changing nature of education and the variety of different professionals, working in the sector, will then be examined. The module will include guest speakers from the education sector, discussing current and future developments and the impact of these on educational practice. Students will be encouraged to reflect on their understanding of education and the range of contexts in which this can occur across the lifespan.

  • EYXM01 Researching Childhood

    This module will examine and critically analyse the advantages and limitations of various research models and research methods relevant to the social sciences. Students will examine the significance of research for professional practice with children and critically evaluate relevant published research studies. The module serves to prepare students for the completion of literature based and empirical projects. It is a requirement that all students on this module have enhanced DBS clearance.

  • SHH300 Dissertation

    This module provides the student with an opportunity to develop a research proposal relevant for research in health and social care.