Dr Lisa Bradley

  • Associate Tutor (Creativity Culture & Faith)

email: Lisa.Bradley@glasgow.ac.uk

SCCJR, Ivy Lodge, Room 103, Desk 4

ORCID iDhttps://orcid.org/0000-0001-8117-7649

Biography

Lisa Bradley is an interdisciplinary scholar and methodologist, with experience of working within and across the subject areas of education, urban studies, philosophy, public policy, criminology and sociology. Her work across these sites focuses on acts of knowledge production and meaning-making, and seeks to examine practices of knowledge production and their role in shaping dominant socio-cultural and socio-political realities. Her work is theoretically guided by post-structuralism, post-colonialism, gender studies, assemblage theory, and science and technology studies, and she is experienced in a range of innovative, critical and performative methodological approaches, including (auto)ethnography, participatory research and arts-based methodologies.

Central to her work is a view that both theory and method should be treated as tools for creativity; used to prise apart dominant structures of knowledge and reality in order that we might see, think and imagine things differently through the process. Such modes of doing and teaching research take an embodied from in Lisa's work. To this end she considers academic scholarship a potent site for exploration in and of itself and she relatedly engages in non-traditional modes of scholarship (slow and community-based) as practices of critique and resistance.

Publications

List by: Type | Date

Jump to: 2019 | 2018 | 2016
Number of items: 6.

2019

Brooks-Hay, O. , Burman, M. and Bradley, L. (2019) Justice Journeys: Informing Policy and Practice Through Lived Experience of Victim-Survivors of Rape and Serious Sexual Assault. Project Report. Scottish Centre for Crime & Justice Research, Glasgow.

MacKenzie, M. , Bradley, L. , Stanley, N., Gannon, M., Barton, D., Cosgrove, K., Conway, E. and Feder, G. (2019) What might normalisation process theory bring to policy implementation studies? Learning lessons and uncovering questions through a case study of the profound implementation failure of a new policing policy. Social Policy and Administration, 53(3), pp. 449-463. (doi: 10.1111/spol.12467)

2018

Brooks-Hay, O. , Burman, M. , Bradley, L. and Kyle, D. (2018) Evaluation of the Rape Crisis Scotland National Advocacy Project: Final Report. Project Report. SCCJR.

Brooks-Hay, O. , Burman, M. , Bradley, L. and Kyle, D. (2018) Evaluation of the Rape Crisis Scotland National Advocacy Project: Summary Report. Project Report. SCCJR.

Read, B. and Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. In: Taylor, Y. and Lahad, K. (eds.) Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. Series: Palgrave studies in gender and education. Palgrave Macmillan: Cham, Switzerland, pp. 221-242. ISBN 9783319642239 (doi:10.1007/978-3-319-64224-6_10)

2016

Madgin, R. , Bradley, L. and Hastings, A. (2016) Connecting physical and social dimensions of place attachment: what can we learn from attachment to urban recreational spaces? Journal of Housing and the Built Environment, 31(4), pp. 677-693. (doi: 10.1007/s10901-016-9495-4)

This list was generated on Tue Mar 9 01:42:28 2021 GMT.
Number of items: 6.

Articles

MacKenzie, M. , Bradley, L. , Stanley, N., Gannon, M., Barton, D., Cosgrove, K., Conway, E. and Feder, G. (2019) What might normalisation process theory bring to policy implementation studies? Learning lessons and uncovering questions through a case study of the profound implementation failure of a new policing policy. Social Policy and Administration, 53(3), pp. 449-463. (doi: 10.1111/spol.12467)

Madgin, R. , Bradley, L. and Hastings, A. (2016) Connecting physical and social dimensions of place attachment: what can we learn from attachment to urban recreational spaces? Journal of Housing and the Built Environment, 31(4), pp. 677-693. (doi: 10.1007/s10901-016-9495-4)

Book Sections

Read, B. and Bradley, L. (2018) Gender, time and ‘waiting’ in everyday academic life. In: Taylor, Y. and Lahad, K. (eds.) Feeling Academic in the Neoliberal University: Feminist Flights, Fights and Failures. Series: Palgrave studies in gender and education. Palgrave Macmillan: Cham, Switzerland, pp. 221-242. ISBN 9783319642239 (doi:10.1007/978-3-319-64224-6_10)

Research Reports or Papers

Brooks-Hay, O. , Burman, M. and Bradley, L. (2019) Justice Journeys: Informing Policy and Practice Through Lived Experience of Victim-Survivors of Rape and Serious Sexual Assault. Project Report. Scottish Centre for Crime & Justice Research, Glasgow.

Brooks-Hay, O. , Burman, M. , Bradley, L. and Kyle, D. (2018) Evaluation of the Rape Crisis Scotland National Advocacy Project: Final Report. Project Report. SCCJR.

Brooks-Hay, O. , Burman, M. , Bradley, L. and Kyle, D. (2018) Evaluation of the Rape Crisis Scotland National Advocacy Project: Summary Report. Project Report. SCCJR.

This list was generated on Tue Mar 9 01:42:28 2021 GMT.

Teaching

Lisa specialises in teaching reserach theory and methods, particularly those modes that are culturally and socially responsive. She currently leads research methods courses at undergraduate and postgraduate level in the School of Education:

  • Contemporary Research Theory and Methods (MSc Educational Studies for Adult, Community and Youth Contexts AND MSc Museum Education)
  • Dissertation Course (PaRC) (MSc Educational Studies for Adult, Community and Youth Contexts)
  • Introduction to Research (3rd year, BA Community Development)
  • Approaches and Applied Research (Hons. BA Community Development)

In addition, she has co-led on the development and delivery of College Level PGR workshops:

  • Research Ethics in Practice
  • Working with your Supervisor
  • Creative Methodologies for Research.

She also teaches reserach workshops for conference events and in non-academic spaces, inluding sessions on disrutpive methods, autoethnography, and reserach as performance.