Daniel Leyton | School of Education

Dr Daniel Leyton

Lecturer in Education

D.I.L.Leyton-Atenas@exeter.ac.uk

Baring Court BC216

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I am a sociologist of education, with a PhD from the University of Sussex. Before joining the School of Education, I was Research Associate in Gender and Higher Education at the University of Glasgow where I was as part of the Gendered Journeys’ ESRC-funded project led by Professor Barbara Read. My research focuses on understanding how class, gender, racism, knowledge, and other axes of inequalities and power are rendered in discourses of the self and the global in education. Within this aim, my main areas of investigation are internationalisation of higher education, academics' and students' identities within neoliberal politics of knowledge, widening participation policies, and educational and academic professions.

Qualifications

PhD in Education. University of Sussex, UK
Master of Arts in Sociological Research. University of Essex, UK.
Bachellor in Sociology. Universidad Alberto Hurtado, Chile

Research

Research interests

Global and International Higher Education
Widening Participation and Affirmative Action Policies in Higher Education
Migrant Academics in Higher Education
Professional and Academic Subjectivites
Affective Inequalities in Higher Education
Epistemic Injustices
Social Class
Gender/Sexualities
Racial and Ethnic Inequalities

Research grants

2022 ANID/Fondecyt
Biopolitics, Subjectivity and Professionalism. A study on Neurosciences' forms of Government and Regime of Subjectification in the Field of Educational Professions

Publications

Books

Morley L, Leyton D (2023). Queering Higher Education Troubling Norms in the Global Knowledge Economy. London and New York, Routledge. Abstract.

Journal articles

Leyton Atenas D, Sánchez G (2024). Beyond (and Alongside) Shameful Attachments: the Lived Experience of Critique Within the Entrepreneurial University. Cultural Studies - Critical Methodologies

Leyton D, Simbürger E (2022). Crítica y utopía en los estudios sobre educación en América Latina: en contra de la osificación de la crítica. Pléyade. Revista de humanidades y ciencias sociales, 30, 22-43.

Leyton D (2022). Neoliberalising working-class subjectification through affirmative action policies: managerial leadership and ontological coaching in higher education. Journal of Education Policy, 37(3), 358-378.

Leyton D, Slachevsky N (2021). Calidad como límite de la igualdad en educación. Naturalización de la desigualdad en la elite programática de centro-izquierda en Chile. Revista IZQUIERDAS, 50, 1-22.

Hey V, Leaney S, Leyton D (2021). The un/methodology of ‘theoretical intuitions’: resources of generations gone before, thinking and feeling class. Discourse: Studies in the Cultural Politics of Education, 42(1), 17-29.

Briones J, Leyton D (2020). Excepcionalidad meritocrática y política de acción afirmativa en la educación superior en Chile. Education Policy Analysis Archives, 28, 136-136. Abstract.

Morley L, Leyton D, Hada Y (2019). The affective economy of internationalisation: migrant academics in and out of Japanese higher education. Policy Reviews in Higher Education, 3(1), 51-74.

Leyton D, Rojas MT (2017). Middle-class mothers’ passionate attachment to school choice: abject objects, cruel optimism and affective exploitation. Gender and Education, 29(5), 558-576.

Chapters

Leyton D (2022). Internationalization and Epistemic Injustice: Circulation of the Real Fiction After Becas Chile. In Moyano C (Ed) Educational justice: Challenges for ideas, institutions, and practices in Chilean education, Charlotte, NC: Information Age Publishing, 91-108.

Leyton D (2020). The European Discourse of Inclusion Policies for Roma in Higher Education Racialized Neoliberal Governmentality in Semi-Peripheral Europe. In Morley L, Mirga A, Redzepi N (Eds.) The Roma in European Higher Education Recasting Identities, Re-Imagining Futures, Bloomsbury Publishing, 57-75.