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Personal profile


Professor Pete Sanderson is Professor of Education and Social Justice in the School of Education and Professional Development. He joined the university in 1985 after working variously in the travel business, as a residential child care worker, a contract researcher and a further education lecturer. During his time at the School he has worked on Post-Compulsory Education and Training teacher training courses, the MA in Professional Development, the BAs in Youth and Community Work, Early Years, Communications and Cultures and the EdD. From 2015-2019 he was DEan of the School.

Pete gained his BA in History from Cambridge, and a Diploma in Social Administration from York. His MPhil at York was concerned with issues of race and housing in Bradford, and he went on to work as a contract researcher on Leverhulme and EEC funded projects on race, ethnicity and educational achievement before embarking on a career in teaching. His PhD in Psychology from the University of Leeds was concerned with applying social judgement and cognitive process theories to the activity of assessing expository text, based in part on his experience as a Senior Examiner for Sociology A Level.

Pete developed two DFID HE Link bids for collaborative work with Zambian higher education institutions, one of which supported the first programme of training for Zambian youth workers. He has completed funded research for the Ministry of Justice and Kirklees Council.

Pete is Associate Editor of the Journal of Vocational Education and Training.

Research Expertise and Interests

  • Community perceptions of community cohesion
  • The impacts of policy work around cohesion in Kirklees, West Yorkshire

Research Expertise and Interests

  • Community Perceptions of Community Cohesion
  • Social Justice
  • Muslim Youth
  • Legal Aid

Fingerprint Dive into the research topics where Pete Sanderson is active. These topic labels come from the works of this person. Together they form a unique fingerprint.

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legal advice Social Sciences
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Research Output 1997 2017

Identifying key criteria of written and spoken English at C1: A qualitative study of key language points at C1

Sheehan, S., Sanderson, P. & Harris, A., 2017, 17 p. (ARAGs Research Reports Online)

Research output: Book/ReportCommissioned report

Open Access
data analysis

Marginalized, Misunderstood, and Relatively Unseen: Using Institutional Ethnography to Explore the Everyday Work of Learning Mentors in an English State Secondary School

Sanderson, P. & Bishop, J., 15 Nov 2017, Perspectives on and from Institutional Ethnography: Studies in Qualitative Methodology, Volume 15. Reid, J. & Russell, L. (eds.). Emerald Group Publishing Ltd., Vol. 15. p. 125-46 21 p. (Studies In Qualitative Methodology; vol. 15).

Research output: Chapter in Book/Report/Conference proceedingChapter

secondary school
labor policy
New Labour
7 Citations (Scopus)

Troubling identities: race, place and positionality among young people in two towns in Northern England

Sanderson, P. & Thomas, P., 19 Oct 2014, In : Journal of Youth Studies. 17, 9, p. 1168-1186 19 p.

Research output: Contribution to journalArticle

Open Access
multicultural society
10 Citations (Scopus)

Crossing the line? White young people and community cohesion

Thomas, P. & Sanderson, P., Feb 2013, In : Critical Social Policy. 33, 1, p. 160-180 21 p.

Research output: Contribution to journalArticle

Open Access
willingness to integrate
working class
national identity
9 Citations (Scopus)
legal advice
legal aid
social justice

Activities 2017 2017

Identifying key criteria of written and spoken English at C1

Susan Sheehan (Participant), Peter Sanderson (Participant), Ann Harris (Participant)
1 Jan 2017

Activity: Other activity typesOther