David is a Senior University Teacher at the School of Education, University of Sheffield. He co-directs the EdD programme and acts as Deputy Director of Learning and Teaching, and also chairs the School’s Ethical Review Panel.
David’s scholarship focuses on two key areas: critical discourse analysis of educational policy; and the scholarship of learning and teaching in higher education. Specifically, his current interests centre around the decentring of power relations within doctoral pedagogies and the affordances for such an orientation for decolonizing doctoral practices.
Hyatt, D. (ed.) (2017) Informing Educational Change: Research Voices from Malta. Sheffield: University of Sheffield. https://www.sheffield.ac.uk/polopoly_fs/1.719333!/file/Bookv4_Final.pdf
Hyatt, D. and Meraud, J. (2015) Teacher education in France under the Hollande government: Reconstructing and reinforcing the republic. Journal of Education for Teaching, 41 (3). pp. 218-234. ISSN 1360-0540 https://www.tandfonline.com/doi/full/10.1080/02607476.2015.1044227.
Hyatt, D. (2013a) ‘The critical policy discourse analysis frame: helping doctoral students engage with educational policy analysis’, Teaching in Higher Education. 18/8, pp.
Hyatt, D. (2013b) ‘The Critical Higher Education Policy Discourse Analysis Framework’ in J. Huisman & M. Tight (Eds.) Theory and Method in Higher Education Research. London: Emerald.
Hyatt, D. (2009) ‘ “to elicit an honest answer – which may occasionally be the same as the truth” : Texture and the antagonistic political interview’ in Thompson, G. and Forey, G. (eds.) Text Type and Texture. London: Equinox, pp. 125-150.
Hyatt, D. (2008) ‘Uncloaking text and discourse: using critical discourse analysis for educational research’ proceedings ofInternational Conference of Education, Research and Innovation Madrid, Spain, November 2008 (ICERI Publications).
Hyatt, D. (2007) `Applying A Critical Systemic-Functional Literacy Frame to UK secondary education contexts´. In McCabe, A., O´Donnell, M., and Whittaker, R. (Eds.) Advances in Language & Education. London: Continuum.
Hyatt, D. (with M. Clapson) (2007) ‘Policy, cultural and ideological influences on the careers paths of teachers of English in French higher education’. TESOL Quarterly Vol.41/3, pp. 625-633 [special issue Language Policies and TESOL: Perspectives From Practice, Vaidehi Ramanathan and Brian Morgan (Eds.)
Hyatt, D. (2007) `Affordances for Empowerment: a pedagogical, analytical and heuristic tool for textual and discoursal uncloaking.´ In Quaderns de Filologia, Estudies Linguistics XI (2006) ISSN: 1135-416X 1-12.
Hyatt, D. (2005a) `Yes, a very good point!´: a critical genre analysis of a corpus of feedback commentaries on Master of Education assignments.´ In Teaching in Higher Education. Vol. 10/3, pp. 339-535.
Hyatt, D. (2005b) `Time for a change: a critical discoursal analysis of synchronic context with diachronic relevance´. In Discourse in Society 16/4, pp. 515- 534.
Hyatt, D. (2005c) `A Critical Literacy Frame for UK secondary education contexts´. In English in Education, Vol. 39/1, pp. 43 – 59.