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.
Over her academic career she has held visiting professorships in Australia, Hong Kong and Norway. She is currently Professor II at Inland University, Norway.
Professor Osgood has extensive experience of undertaking a wide range of funded research for various sponsors, she is currently directing a project funded by the GCRF into decolonising children's digital play.
Member of Professional Bodies
Editorship
Editor of Gender & Education Journal
Editor of Reconceptualising Educational Research Methodology Journal
Former Chair of Editorial Board and Editorial Board member of British Education Research Journal
International Editorial Board member and Guest Editor for Contemporary Issues in Early Childhood Journal.
Book Series Editor at Bloomsbury Academic: Feminist Thought in Childhood Research;
Book Series Editor at Springer: Key Thinkers in Education.
Guest Edited Special Issue Journals:
OSGOOD, J. & Murris, K. (2022) Editorial. Risking Erasure? Posthumanist Research Practices and Figurations of the Child. Contemporary Issues in Early Childhood.
OSGOOD, J., Kroeger, J. & Persky, J. (2022) Editorial. The spectacle of ‘tantruming toddler’: Reconfiguring childhoods in the Capitalocene. Global Studies of Childhood.
OSGOOD, J. & Henward, A. (2020) Editorial: Reimagining Childhood, Motherhood, Family & Community, Genealogy (Special Issue). https://www.mdpi.com/2313-5778/4/2/39/htm
Strom, K., Ringrose, J., OSGOOD, J. & Renold, E. (2019). Editorial: PhEmaterialism: Response-able Research and Pedagogy, Special Issue: Reconceptualising Educational Research Methodology.10 (2) https://doi.org/10.7577/rerm.3649
OSGOOD, J., Robinson, K.H., Jones Díaz, C., Andersen, C.E., Salazar Perez, M., Gunn, A. & Surtees, N. (Eds) (2019) Revisiting Diversity & Difference in Early Childhood through Children’s News Media, Contemporary Issues in Early Childhood Journal, 20 (4) 317-323.
OSGOOD, J., Sakr, M. & de Rijke, V. (2017). Editorial: Dark Play and Digital Playscapes, Contemporary Issues in Early Childhood. 18 (2) 109-113.
http://journals.sagepub.com/doi/full/10.1177/1463949117714074
Jones, L., OSGOOD, J., Holmes, R. & Urban, M. (2016). Editorial. Reimagining Quality in Early Childhood Education. Contemporary Issues in Early Childhood. 17 (1) pp.1-8.
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).
Current administrative and professional duties/roles at Middlesex University:
Elected to represent the Professoriate at Academic Board.
Equalities, Diversity & Inclusion Steering Group Member.
Member of CERS Management Committee
Lead for Children & Society SIG
Director of Researcher Development Programme
Member of Research Ethics Committee
Doctoral Research Development Programme facilitator
Doctoral supervisor of PhDs related to the early years workfoce, childhood, gender, social justice, and policy studies in education which employ (post-)qualitative/ ethnographic/ creative methodologies.
Recent publications:
Refereed Journal Papers:
Hohti, R. & OSGOOD, J. (2020) Pets that Have “Something Inside”: The Material Politics of in/Animacy and Queer Kin within the Childhood Menagerie Genealogy: Special Issue, Reimagining Childhood, Motherhood, Family & Community.https://www.mdpi.com/2313-5778/4/2/38/htm
OSGOOD, J., Taylor, C. et al (2020) Conferencing Otherwise: a transversal feminist new material experiment. Cultural Studies<=>Critical Methodologies
OSGOOD, J. & Mohandas, S. (2020). Reconfiguring the ‘Male Montessorian’: the mattering of gender through pink towering practices, Early Years: Special Issue. https://doi.org/10.1080/09575146.2019.1620181
OSGOOD, J. & Andersen, C.E. (2019). A feminist new materialist experiment: exploring what else gets produced through encounters with children’s news media, Contemporary Issues in Early Childhood Journal. 20 (4) pp 363-380. https://doi.org/10.1177%2F1463949119888482
Coleman, R. & OSGOOD, J. (2019). Glittering practices: what gets produced through feminist new materialist methods, practice research and pedagogy? Reconceptualising Educational Research Methodology, PhEMaterialisms Special Issue, 10 (2) 61-86. https://doi.org/10.7577/rerm.3669
OSGOOD, J. Burnard, P. & Elwick, A. (2019) Adopting a feminist new materialist approach as a means to reconfigure understandings of how music and sound-making matters to the child in museum spaces, MEYRC Journal available: https://meryc2019.wixsite.com/meryc2019/proceedingsmeryc19
Elwick, A., OSGOOD, J., Burnard, P. (2019) Young children’s encounters of music and soundings in museum spaces: lessons, trends and turns from the literature. Journal of Early Childhood Research. 18 (2) pp174-188.https://doi.org/10.1177%2F1476718X19888717
Fretwell, N., OSGOOD, J., O’Toole, G. & Tsouroufli, M. (2019). Governing through Trust: Community-based link workers and parental engagement in education, British Education Research Journal. 44 (6)pp.1047-1063 https://doi.org/10.1002/berj.3478
Moxnes, A. & OSGOOD, J. (2019). Storying Diffractive Pedagogy: reconfiguring groupwork in Early Childhood Teacher Education. Reconceptualising Education Research Methodology 10 (1) pp1-13. https://doi.org/10.7577/rerm.3240
Elwick, A. , Osgood, J. Robertson, L.H., Sakr, M. & Wilson, D. (2018) In pursuit of quality: early childhood qualifications and training policy. Journal of Education Policy 33 (4). pp. 510-525. doi:10.1080/02680939.2017.1416426
Moxnes, A. & OSGOOD, J. (2018). Sticky stories: diffractive moments in classroom-education becomings of Early Childhood Teachers. Contemporary Issues in Early Childhood. 19 (3) pp. 297-309. https://doi.org/10.1177/1463949118766662
OSGOOD, J. (2017). Of the Labyrinth: becoming worldly-with darkness, in C. Anderson, P. Rautio & T. Rantala (Eds): Special Issue: Darkness Matters. Reconceptualizing Educational Research Methodology. 8 (2). https://doi.org/10.7577/rerm.2022
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. Available on-line. http://dx.doi.org/10.1080/09540253.2016.1247948
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.
BOOKS
OSGOOD, J. (2022). Haraway. Key Thinkers in Education Series. Springer.
OSGOOD, J. & ROBINSON, K. H. (2019). Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury.
SAKR, M. & OSGOOD, J. (2019). Postdevelopmental Approaches to Art in Early Childhood. Bloomsbury.
OSGOOD, J. (2012). Narratives from the Nursery: negotiating professional identities in early childhood. Routledge.
Book Chapters
OSGOOD, J. & Axelsson, S. (2022). Arboreal Methodologies & Moomin Valley: beyond the theory/practice divide in childhood studies. in B. Varga., Montreal, T., & Christ, R. (Eds) Be(com)ing Strange(r): Towards a Posthuman Social Studies. Teachers College Records Press.
OSGOOD, J. & de Rijke, V. (2022). What can a method of scribbling-scrabbling with Le Guin’s Carrier Bag Theory of Fiction offer conceptualisations of ‘the child’ in the Anthropocene? in J. Deszcz-Tryhubczak & M. García-González (Eds) Children’s Culture Studies After Childhood.
OSGOOD, J. (2021). From tangles and muddles: what can lichen teach us about the precarity of childhood in the Anthropocene?, in T.K. Aslanian (Ed) Storying in Early Childhood Education Research and Practice - Posthuman and Autoethnographic Approaches. Springer: ChildhoodNature Series.
OSGOOD, J. (2021). In pursuit of worldly justice in Early Childhood Education: bringing critique and creation into productive partnership for the public good, in A. Ross (Ed) Educational Research for Social Justice. Basingstoke: Springer.
Taylor, C.A. Gannon, S., Scantlebury, K. & Osgood, J. (2021) Toxic Times for Feminist Academic
Freedom? In M. Olssen, R. Watermeyer and R. Raaper (Eds.) Handbook on Academic Freedom.
Edward Elgar Publishing.
Osgood, J. & Mohandas, S. (2021). Figuring gender in early childhood with animal figurines: pursuing tentacular stories about global childhoods in the Anthropocene. in M. Tesar (Ed) Global Childhoods Sage Handbook. London: Sage.
OSGOOD, J. (2020). Queering understandings of how matter comes to matter in the baby room in L. Moran, K. Reilly, and B. Brady (Eds) Narrating Childhoods across Contexts: Knowledge, Environment, and Relationships. London: Palgrave Macmillan.
OSGOOD, J., Semenec, P., & Diaz-Diaz, C. (2020). Interview with Jayne Osgood, In C. Diaz-Diaz and P. Semenec (Eds.), Research after the Child: Engaging with Posthumanist and New Materialist Methodologies. Springer.
OSGOOD, J. (2020). Becoming a ‘modest witness’ in early childhood research. In Shulte, C. (Ed) Ethics and Research with Young Children. London: Bloomsbury.
OSGOOD, J. (2019). Gender in the Nursery (and at home): Learning Lessons from an Early Age in L. Rycroft-Smith & G. Andre (Eds). The Equal Classroom: Life Changing Thinking About Gender. London: Routledge.
OSGOOD, J. (2019). Materialising professionalism in the nursery: exploring the intimate connection between critique and creation, in M. Robb. (Ed ) Critical Practice with Children & Young People. Milton Keynes: Open University Press.
OSGOOD, J. (2019). You can’t separate it from anything!: glitter’s doings as materialised figurations of childhood (and) art, in M. Sakr. & J. Osgood (Eds) Post-Developmental Approaches to Childhood Art. London: Bloomsbury.
OSGOOD, J. (2020). Becoming a ‘modest witness’ in early childhood research. In Shulte, C. (Ed) Ethics and Research with Young Children. London: Bloomsbury.
OSGOOD, J. & Robinson, K. (2019). ‘Introduction: Throwing the Baby Out with the Bathwater? Traces and generative connections between feminist post-structuralism and feminist new materialism in childhood studies’ in J. Osgood & Robinson, K. (Eds) Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London. Chapter 1. pp1-16.
OSGOOD, J. & Robinson, K.H. (2019). ‘Returns and Dis/continuities of Feminist Thought in Childhood Research: indebtedness and entanglements’, in J. Osgood & Robinson, K. (Eds) Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London. Chapter 2. pp17-40.
Robinson, K.H. & OSGOOD, J. (2019). ‘Re-turning Again: Discontinuities and Theoretical Shifts in the Generational Generation of Discourses about Gender in Early Childhood Education. Feminists Researching Gendered Childhoods. Chapter 3. pp41-60.
OSGOOD, J. (2019). ‘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. Chapter 5. pp85-108.
OSGOOD, J. & Robinson, K.H. (2019). (In)Conclusion: what gets produced through layering feminist thought? In J. Osgood & Robinson, K. (Eds) Feminists Researching Gendered Childhoods, Feminist Thought in Childhood Research Series: Bloomsbury: London. Chapter 7. pp121-129
OSGOOD, J. (2020). Becoming a ‘modest witness’ in early childhood research. In Shulte, C. (Ed) Ethics and Research with Young Children. London: Bloomsbury.
Nordstrom, S.N., Andersen, C.E., OSGOOD, J., Lorvick-Waterhouse, A.H., Otterstad, A.M., Jensen, M. (2018). Alice’s Adventures: Reconfiguring early childhood education through data events, in D. Cole & J.P.N Bradley (Eds) Principles of Transversality in Globalisation and Education. Springer.
OSGOOD, J. (2017). Opening Pandora’s Box: Post-modern Perspectives of Childhood, in Powell and Smith (Eds). An Introduction to Early Childhood Studies, 4th Edition, London: Sage.
OSGOOD, J. & Robinson, K. H. (2017). ‘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.
Albon, D., Allen, K., Hollingworth, S. & Osgood, J. (2014). 'Challenges and possibilities: Engaging ‘hard to reach’ families with young children', in Mullen, P & Harrison, C. (Eds) Music with Hard to Reach Young People. London: Sage.
Quinn, J., Allen, K., Hollingworth, S., Maylor, U. & OSGOOD, J. (2013). ‘Dialogue or Duel? A critical reflection on the gendered politics of engaging and impacting', in Taylor, Y. (Ed) The Entrepreneurial University: Engaging Publics, Intersecting Impacts. London: Palgrave MacMillan
OSGOOD, J. (2010) ‘Contested constructions of professionalism within the nursery’ in Miller, L. & Cable, C. (Eds)Professional Issues, Leadership and Management in the Early Years. Critical Issues in Early Years Series. pp107-118, London: Sage.
OSGOOD, J. (2010) ‘Professional identities in the nursery: contested terrain’, in Robb, M & Thomson, T. (Eds) Critical Practice with Children and Young People pp233-248. Milton Keynes: OU Press.
OSGOOD, J. (2008). ‘Professionalism and Performativity: the feminist challenge facing early years practitioners’, in Wood, E. (ed.) The Routledge Reader in Early Childhood Education. Abingdon: Routledge.
OSGOOD, J. (2007). ‘Early Childhood Education’ in Myers, K; Taylor, H; Adler, S. & Leonard, D (Eds) Genderwatch: Still Watching, pp156-160. Stoke on Trent: Trentham Books
English
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 Metropolitan University 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 an inaugural event at Middlesex University in 2015 with colleagues from UCL, Cardiff University and Goldsmiths, the event launched the PhEMaterialist Network of 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 included a day for early career researchers and doctoral students to engage in workshops on writing for publication which Jayne will co-facilitated 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 fifteen 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 Researchwhich has published five volumes to date. 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 co-edited collection with colleague, Mona Sakr, concerning Postdevelopmental Approaches to Art in Early Childhood. She has also worked with Dr Sakr and Dr Victoria de Rijke on the guest editorship of a journal issue: Dark Play in Digital Playscapes, published 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, and took up a Professor II position at Inland University College, Norway in 2021. 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 worked with a production team at the BBC on a documentary series about gender neutral approaches to teaching in school which has informed public debate and resulted in more gender aware practice in schools through gender aware CPD and ITT.
Osgood, Jayne (2023) Down on the ground: the material memoir of the posthuman childhood researcher. In: Postdevelopmental Approaches to Childhood Research Observation. Osgood, Jayne , ed. Postdevelopmental Approaches to Childhood (3). Bloomsbury, London. ISBN 9781350369733 (Accepted/In press)
Osgood, Jayne and Axelsson, Suzanne and Cavaliero, Tamsin and Hanniffy, Mairie and McDonnell, Susan (2023) Arboreal methodologies: Getting lost to explore the potential of the non-innocence of ‘nature’. Occasional Paper Series , 50 . ISSN 2375-3668 (Accepted/In press)
Osgood, Jayne and Axelsson, Suzanne (2023) Arboreal Methodologies: the promise of getting lost (with feminist new materialism and Indigenous ontologies) for social studies. In: Toward a Stranger and More Posthuman Social Studies. Varga, Bretton A. and Monreal, Timothy and Christ, Rebecca C. , eds. Research and Practice in Social Studies . Teachers College Press, New York, pp. 93-109. ISBN 9780807768266
Osgood, Jayne (2023) Adventures requiring care and recklessness: a playful archive. In: Post-Foundational Approaches to Inquiry. Youngblood Jackson, Alecia and Mazzei, Lisa , eds. Routledge. (Accepted/In press)
Hofsess, Brooke Anne and Osgood, Jayne (2022) mesh/work im/possibilities and inbetweening. Visual Arts Research , 48 (2). pp. 18-27. ISSN 0736-0770
Recent and current projects include:
Outputs from previously funded research include:
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 has given over 30 Keynote Addresses to academic, policy and practitioner audiences. She is:
