Dr Jayne Osgood is Professor of Education; she joined the Centre for Education Research & Scholarship at Middlesex University in June 2015. Prior to that she started her research career at the National Foundation for Educational Research in 1997, and then moved to London Metropolitan University (from 2001-2014) working within the Institute for Policy Studies in Education.
She is also currently:
Professor Osgood has extensive experience of undertaking a wide range of funded research for various sponsors.
Member of Professional Bodies
Co-Editor of Gender & Education Journal
Co-Editor of Reconceptualising Educational Research Methodology Journal
Former Chair of Editorial Board for British Education Research Journal
International Editorial Board member and Guest Editor for Contemporary Issues in Early Childhood Journal
Current work administrative and professional duties/roles:
Lead for Children & Society SIGN (Special Interest Group & Network), Director of Researcher Development Programme, Member of Research Ethics Committee.
I also supervise PhDs in issues related to the early years workforce, childhood, gender, policy studies in education and qualitative/ethnographic/creative methodologies.
Refereed Journal Papers:
ANDREW, Y., CORR, L. OSGOOD, J., LENT, C., O’BRIEN, M. & BOYD, M. (2016) "Worthwhile work? Childcare, feminist ethics and cooperative research practices" Gender & Education Journal. published on-line first.
OSGOOD, J. (2016, in press). Of the Labyrinth: becoming worldly-with darkness, in C. Anderson, P. Rautio & T. Rantala (Eds) Reconceptualising Educational Research Methodology: Special Issue: Darkness Matters.
OSGOOD, J. et al. (2016). Editorial. Reimagining Quality in Early Childhood Education Contemporary Issues in Early Childhood. 17 (1) 1-8.
OSGOOD, J. & GIUGNI, M. (2015). Putting post humanist theory to work to reconfigure gender in early childhood: when theory becomes art becomes method, Global Studies of Childhood. 5 (3) 346-60.
Jones, L. OSGOOD, J. Urban, M., Holmes, R. & MacLure, M. (2014). Eur(ope): (Re)assembling, (re)casting and (re)aligning lines of de- and re-territorialisation of early childhood. International Review of Qualitative Research. Spring, Vol. 7 No. 1, (pp. 58-79) DOI: 10.1525/irqr.2014.7.1.58
OSGOOD et al (2013) ‘Hard to Reach’ or Nomadic Resistance? Families ‘Choosing’ Not to Participate in Early Childhood Services. Global Studies of Childhood, 3 (3) 208-220. http://www.wwwords.co.uk/gsch/content/pdfs/3/issue3_3.asp
OSGOOD, J. & ROBINSON, K. H. (forthcoming, 2017). Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London.
SAKR, M. & OSGOOD, J. (under review). Postdevelopmental Approaches to Art in Early Childhood. Bloomsbury: London.
OSGOOD, J. (2012). Narratives from the Nursery: negotiating professional identities in early childhood. London: Routledge.
OSGOOD, J., SAKR, M. & de RIJKE (Eds) (forthcoming, 2017) ‘Dark Play in the Digital Landscape’, Special Issue, Contemporary Issues in Early Childhood.
JONES, L., OSGOOD, J., HOLMES, R., & URBAN, M. (Eds) (2016). Reimagining Quality in Early Childhood Special Issue, Contemporary Issues in Early Childhood. 17 (1).
OSGOOD, J. & PACINI-KETCHABAW, V. (Series Editors) (forthcoming, 2017). Feminist Thought in Childhood Research (Book Series) Bloomsbury: London.
OSGOOD, J. & MAXWELL, C. (2015). Feminist thought in Educational Research. British Educational Research Journal. Special Issue
OSGOOD, J. (Ed) (2006) Rethinking ‘Professionalism’ in the Early Years: English Perspectives. Contemporary Issues in Early Childhood. 7 (1).
OSGOOD, J. & ROBINSON, K. (2017, in production). Introduction: charting gendered becomings in early childhood in J. Osgood & Robinson, K. (Eds) Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London.
OSGOOD, J. (2017, in production). Materialised reconfigurations of gender in early childhood: Playing Seriously with Lego, in J. Osgood & Robinson, K. (Eds) Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London.
OSGOOD, J. (2017, in production). ‘The Selfie’ in early childhood: matter, mattering and materialised gendered becomings in early childhood, in J. Osgood & Robinson, K. (Eds) Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London.
OSGOOD, J. (2016, in press) Post-modern perspectives of childhood in S. Powell, S & K. Smith (Eds) An Introduction to Early Childhood Studies, 4th Edition. London: Sage.
OSGOOD, J. & ROBINSON, K. H. (2016, in press). ‘Celebrating Pioneering and Contemporary Feminist Approaches to the Study of Gender in Early Childhood’ in K. Smith & S. Campbell (Eds) Feminism in early childhood: Using feminist theories in research and practice. Springer.
OSGOOD,J., SCARLET, R.R., de CLISSON, J., LONGSTOCKING, A. & O’MALLEY, G. (2016). ‘Re-imagining anti-bias education as worldly-entanglement’, Chapter 15 in Red Ruby Scarlet (Ed) Anti-bias Approaches in Early Childhood Education,. Multiverse Publishing: Sydney.
OSGOOD, J. GIUGNI, M. & & BHOPAL, K. (2016). Reconfiguring motherhoods: transmogrifying the maternal entanglements of feminist academics, chapter four in K.A. Scott & A.S. Henwood (Eds) Women Education Scholars and Their Children’s Schooling. London: Routledge. [subjected to peer review]
OSGOOD, J. & GIUGNI, M. (2016) ‘Reconfiguring ‘quality’: matter, bodies and becomings in early childhood education’ in G.S.Cannella., M. Salazar Perez & I, Lee. (Eds). Critical Examinations of Quality in Early Education and Care. New York: Peter Lang.
OSGOOD, J. (2015). Postmodernist theorising in ECEC: making the familiar strange in pursuit of social justice’ in T. David, S. Powell., K. Sylva. (Eds) Routledge Handbook of Philosophies and Theories of Early Childhood Education and Care, London: Taylor & Francis.
OSGOOD, J. (2015). ‘Reimagining gender and play' in J. Moyles (Ed). The Excellence of Play (4th Edition). pp.49-60. Milton Keynes: Open University Press.
OSGOOD, J. (2014) ‘Playing with Gender: making space for post-human childhood(s)’ in J. Moyles., J. Payler & J. Georgeson (Eds) Early Years Foundations: An Invitation to Critical Reflection. pp.191-202. Milton Keynes: Open University Press.
Jayne has taught a range of subjects at undergraduate and postgraduate level including:
She is best known however for her teaching in research theories and methods in early childhood studies. She has delivered workshops to postgraduate students in Norway, Australia, and Hong Kong. She co-founded the Performing Methodologies in Early Years Education Research (PMEYER) Network with colleagues at Oslo University College in 2013. PMEYER continues to run as an international network and includes researchers from across Scandinavia, the UK, the USA and Australia. She also hosted a two-day workshop at Middlesex University in 2015 organised with colleagues from UCL, Cardiff University and Goldsmiths, the event launched the PhEMaterialist Network of over 40 international feminist researchers working with new materialist and affective methodologies to advance the ways in which research can be undertaken. Jayne was successful in a bid to host the Gender & Education Association International Conference at Middlesex University, June 2017. The conference includes a day for early career researchers and doctoral students to engage in workshops on writing for publication which Jayne will co-facilitate with the other members of the Editorial Team of the Gender & Education Journal http://dx.doi.org/10.1080/09540253.2016.1245475
Doctoral Supervision Experience
Jayne is currently supervising eight PhD students; she has successfully supervised ten doctoral students to completion on the following topics:
Doctoral Examination Experience
Dr Osgood has also published extensively on these issues. She is available for PhD supervision and examination related to the expertise outlined above.
Jayne is best known for her published works on gender and early childhood education. She has over 75 publications that broadly address issues relating to early childhood, including a Special Issue of Contemporary Issues in Early Childhood: Reimagining Quality in Early Childhood (2016); Narratives from the Nursery: negotiating professional identities in early childhood (Routledge, 2012), and Reconceptualising Professionalism in Early Childhood (2006).
She is co-editor of the prestigious Gender & Education Journal and she is also co-editor of Reconceptualising Education Research Methodology, and she serves as an international advisor to Contemporary Issues in Early Childhood Journal. She was also a long-serving member and chair for British Education Research Journal (2009-2016) editoral board.
She is also book series editor, with Professor Veronica Pacinin-Ketchabaw, of Feminist Thought in Childhood Research which will publish its first books in the series in 2017. The first book is authored by Jayne Osgood and Professor Kerry Robinson (Western Sydney University, Australia) with contributions from Professors Bronwyn Davies, Debbie Epstein, Mindy Blaise, Veronica Pacini-Kethchabaw, and Dr Jennifer Lyttleton-Smith. The book considers what is especially new and feminist about feminist new materialist approaches to research with young children.
Jayne is working closely with colleague Dr Mona Sakr, at Middlesex University, to secure a contract with Bloomsbury for an edited collection concerning Postdevelopmental Approaches to Art in Early Childhood. She has also been working with Dr Sakr and Dr Victoria de Rijke on the guest editorship of a journal issue: Dark Play in Digital Playscapes, due for publication in 2017.
In addition to editorial work, Jayne acts as referee for a wide range of academic journals and is active in various networks and forums, for example Reconceptualising Early Childhood Education, PhEMaterialisms, Performing Methodologies in Early Years Educational Research (funded by the Norwegian Research Council).
Jayne has been invited to take up Visiting Professorships at a number of universities including Western Sydney University, Australia (2011); the University of Auckland and University of Christchurch in New Zealand (2014); and most recently at the Institute of Education, Hong Kong in (2017). She was appointed Professor II at Oslo & Akerhus University College in 2016. She is regularly invited to deliver Keynote addresses at a range of international conferences and actively informs debate through a range of mechanisms. One example is Early Childhood Action, an interdisciplinary movement offering an alternative approach to early childhood education policy and curriculum. She is currently working with a production team at the BBC on a documentary series about gender neutral approaches to teaching in school.
Osgood, Jayne (2021) From multispecies tangles and Anthropocene muddles: what can lichen teach us about precarity and indeterminacy in early childhood. In: Storying in Early Childhood Research & Practice: Posthuman & Autoethnographic Approaches. Aslanian, Teresa , ed. Springer. (Accepted/In press)
Osgood, Jayne and Taylor, Carol A. and Andersen, Camilla Eline and Benozzo, Angelo and Carey, Neil and Elmenhorst, Constance and Fairchild, Nikki and KoroLjungberg, Mirka and Moxnes, Anna and Otterstad, Ann Merete and Rantala, Teija and Tobias-Green, Karen (2020) Conferencing otherwise: a feminist new materialist writing experiment. Cultural Studies - Critical Methodologies , 20 (6). pp. 596-609. ISSN 1532-7086
Elwick, Alex and Burnard, Pam and Osgood, Jayne and Huhtinen-Hildu00e9n, Laura and Pitt, Jessica (2020) Young childrenu2019s experiences of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research , 18 (2). pp. 174-188. ISSN 1476-718X
Hohti, Riikka and Osgood, Jayne (2020) Pets that have u2018something insideu2019: the material politics of in/animacy and queer kin within the childhood menagerie. Genealogy , 4 (2). pp. 1-15. ISSN 2313-5778
Osgood, Jayne and Henward, Allison Sterling (2020) Special Issue "Reimagining childhood, motherhood, family & community", Genealogy 2020, 4(2). [Journal Guest Editorial]
I am currently working on:
Training & Qualifications in Early Childhood Education (funded research commissioned by TACTYC)
OSGOOD, J. ROBERTSON, L., SAKR, M., WILSON, D. & ELWICK, A. (forthcoming, 2016) Early Years Qualifications and Training Study. TACTYC.
Outputs from other funded research studies include:
OSGOOD, J. ALBON, D., ALLEN, K.. & HOLLINGWORTH, S. (2013). Engaging ‘Hard to Reach’ Parents in Early Years Music Making. London: National Foundation for Youth Music.
OSGOOD, J., ROSE, A., & ALLEN, K. (2010). An Evaluation of the Kensington and Chelsea Sleep Clinic Pilot. London: IPSE.
HUTCHINGS, M., OSGOOD, J. et al (2009). Manageable and Strategic Approaches to CPD. General Teaching Council for England.
HOLLINGWORTH, S. & OSGOOD, J. (2007) Parenting Support: Literature Review and Evidence Paper for the Royal Borough of Kensington and Chelsea [Report commissioned by the Royal Borough of Kensington and Chelsea] London: IPSE
JAMES, K. & OSGOOD, J. (2007) Evaluation of Home Visiting in South Kensington and Chelsea: Final Report. Royal Borough of Kensington and Chelsea.
OSGOOD,J. & JAMES, K. (2006) Evaluation of Home Visiting in South Kensington and Chelsea: Interim Report. Royal Borough of Kensington and Chelsea.
OSGOOD, J. & JAMES, K. (2006) Parent Support in Sure Start: An Evaluation of the Family Links Nurturing Programme. Sure Start Programme.
OSGOOD, J. & JAMES, K. (2005) Sure Start Golborne: An Evaluation of the Home Visiting Team. Sure Start Programme.
OSGOOD, J. & JAMES, K. (2005) Sure Start North West Kensington: An Evaluation of the Home Visiting Team. Sure Start Programme.
MOREAU, M.P., OSGOOD, J. & HALSALL, A. (2005) Women Teachers and the Glass Ceiling. Higher Education European Social Fund.
ARCHER, L, OSGOOD, J et al (2005) Pupil Underperformance: an investigation into attitudinal, social and cultural factors impacting on Year 10 pupil progression (West London LEA Consortium).
FRANCIS, B., OSGOOD, J., DALGETY, J. & ARCHER, L (2005) Gender Equality in Work Experience Placements for Young People. Equal Opportunities Commission.
WYVILL, B., IVES, R., OSGOOD, J., & READ, B. (2005). Camden Children’s Fund Evaluation Report.
OSGOOD, J. (2003) Sure Start Euston: An Evaluation of the Home Visiting Service. Sure Start Programme.
OSGOOD, J. (2003) Developing the Business Skills of Childcare Professionals: an Evaluation of Business Support Programmes. Department for Education and Skills.
OSGOOD, J., DEMPSEY, S., JONES, G. & SOLON, R. (2003) ONE Evaluation: Summary of Service Delivery Findings. Department for Work and Pensions. Research Report No. 108.
OSGOOD, J. & STONE, V. (2002) Assessing the Business Skills of Early Years, Childcare and Playwork Providers. Department for Education and Skills.
THOMAS, A. & OSGOOD, J. (2002) An Evaluation of the Jobseekers Basic Skills Pilot. Department for Education and Skills.
OSGOOD, J., STONE, V. & THOMAS, A. (2002) Delivering a Work-focused Service: Views and Experiences of Clients. Department for Work and Pensions. Research Report No. 167, CDS: Leeds.
HULUSI, A., OSGOOD, J. & STONE, V. (2001) The Views and Experiences of Pupils Permanently Excluded from Mainstream Education. The Princes’ Trust (Unpublished report).
CULLEN, M. A., FLETCHER-CAMPELL, F., BOWEN, E., OSGOOD, J. & KELLEHER, S. (2000) Alternative Education Provision at Key Stage Four. Local Government Association, Research Report 11. Slough: NFER.
OSGOOD, J. & SHARP, C. (2000) Developing Early Education and Childcare Services for the 21st Century. Local Government Association, Research Report 12. Slough: NFER.
SHARP, C., OSGOOD, J. & FLANAGAN, N. (1999) The Benefits of Study Support: A Review of Opinion and Research. Department for Education and Employment, Research Report 110.
OSGOOD, J. & KEYS, W. (1998) Headteachers’ Main Concerns. (Annual Survey of Trends in Education. Digest Number Five). Slough: NFER.
Professor Osgood assumes a number of roles, and is active in a range of networks, to ensure that research reaches the widest range of audiences and has a demonstrable impact on policy, practice and debate. She is regularly invited to give Keynote Addresses to academic, policy and practitioner audiences. She is: