SCOTTISH INDEPENDENT SCHOOLS PROJECT 2007-

Scottish Funding Council, Applied Educational Research Scheme project

Additional project funding from the Godfrey Thomson Trust, Edinburgh

Project Principal Investigators:

Professor Bob Lingard, University of Queensland, Australia

Professor Gaby Weiner, University of Sussex, England, UK

Core Co-Investigators:

Professor Joan Forbes, University of Stirling, Scotland, UK

Professor John Horne, University of Central Lancashire, England, UK

SELECTED SISP PUBLICATIONS 2008-2016

Refereed Papers

2015 / Forbes, J. & Lingard, B. (2015) Assured optimism in a Scottish girls’ school: habitus and the (re)production of global privilege. British Journal of Sociology of Education, 36.1, 116-136.
2014 / Forbes, J. & Weiner, G. (2014) Gender power in elite schools: methodological insights from researcher reflexive accounts. Research Papers in Education, 29.2, 172-192.
2013 / Forbes, J. & Weiner, G. (2013) Gendering/ed research spaces: insights from a study of independent schooling. International Journal of Qualitative Studies in Education, 26.4, 455-469.
2012 / Forbes, J. & Weiner, G. (2012) Spatial paradox: educational and social in/exclusion at St Giles. Pedagogy, Culture and Society, 20.2, 273-293.
2011 / Horne, J., Lingard, B., Weiner, G., Forbes, J. (2011) Capitalizing on Sport: Sport, Physical Education and Social Capitals in Three Scottish Independent Schools. British Journal of Sociology of Education, 32.6, 861-879.
2008 / Forbes, J. & Weiner, G. (2008) Understated powerhouses: Scottish independent schools, their characteristics and their capitals. Discourse: studies in the cultural politics of education. 29.4, 509-525.

Book Chapters

2016 / Forbes, J. & Weiner, G. (2016) ‘Independent’ in Scotland: Elite by education? In C. Maxwell & P. Aggleton (Eds.) Elite Education. International perspectives. Understanding the implications of educating elites on schooling systems. Pp29-41. London/New York: Routledge.
2013 / Forbes, J. & Lingard, B. (2013) Elite school capitals and girls’ schooling: understanding the (re)production of privilege through a habitus of ‘assuredness’. In C. Maxwell & P. Aggleton (Eds.) Privilege, agency and affect: Understanding the production and effects of action. Pp 50-68. London/New York: Palgrave MacMillan.
2012 / Lingard, B., Forbes, J., Weiner, G., and Horne, J. (2012) Multiple capitals and Scottish independent Schools: the (re)production of advantage. In J. Allan and R. Catts (Eds.) Social capital, children and young people: Implications for practice, policy and research. Pp181-198. Bristol: Policy Press.

Research Briefings and Comment Papers

2015 /

Forbes, J. & Weiner, G. (2015) Gender and economic equality in Scotland: mission (im)possible? Gender and Education Association. (accessed 25 April 2015).

2014 /

Forbes, J. & Weiner, G. (2014) Gender and equality in public in Scotland? The Teacher in Public: Seeking impact through collaboration (TiP) website extended post. Available online at: (accessed 10 December 2014).

2014 /

Forbes, J. & Weiner, G. (2014) Sport, gender and dis/advantage - continued. Labour Women in Education (LWiE) website extended post. Available online at: (accessed 24 August 2014).

2014 /

Forbes, J. & Weiner, G (2014) Labour Women in Education (LWiE) website extended post. Olympians v The Rest: Applying/to social theory. Available online at: (Accessed 22 August 2014). ‘Editor’s Pick’. Available online at: (accessed 22 August 2014).

2014 /

Forbes, J., Weiner, G., Horne, J. & Lingard, B. (2014) Social Theory Applied extended post. Using a capitals frame to understand boarding schools: exposing the economic ‘elephant’… Available online at:

( (accessed 14 January 2014).
2011 / Forbes, J., Lingard, B., Weiner, G. & Horne, J. (2011) Research in the independent sector. SERA Researching Education Bulletin, No. 1. Edinburgh: Scottish Educational Research Association.
2009 / Forbes, J., Stelfox, K., Lingard, B., Weiner, G., Benjamin, S., Horne, J. & Baird, A. (2009) The Scottish Independent Schools Project. Applied Educational Research Scheme (AERS) Research Briefing Paper 5. Edinburgh: The University of Edinburgh.