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Christina is the Programme Leader for the MA Education programme, and oversees all of the specialist pathway provision. She is also the Module Leader for PRL4060 Researching Education and PRL4061 Dissertation.

Christina's research interests include further education, education policy, teacher professional development, as well as a particular interest in sociological aspects of trust related to organisational leadership and governance.

Find our more about Christina's research here: https://research.edgehill.ac.uk/en/persons/christina-donovan-2

Email: Christina.Donovan@edgehill.ac.uk

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Jane delivers specialist mental health module, Critical Approaches to Mental Health.

She has worked in a variety of primary school settings over 25 years whilst completing practitioner research at both Masters and Doctorate level. She was awarded The Association of Open University Graduates Vic Finkelstein Award in Health and Social Care for her Doctoral research. Jane has experience teaching from Early Years through to Key Stage 2. Subject specialisms include PSHE, History, Art, PE and has worked as a primary link teacher for the Liverpool School Sports Partnership. She has previously been a school-based student mentor for a number of universities.

Jane is also a qualified Mindfulness in Schools primary programme teacher, Massage in Schools Association instructor and Performance Coach in Education (NCFE Diploma).

Find out more about Jane's research here: https://research.edgehill.ac.uk/en/persons/jane-calcutt

Email: Calcuttj@edgehill.ac.uk

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Alicia teaches on our specialist module, The Power of Playful Pedagogies.

Alicia has undertaken many roles over the past 23 years, as an Early Years practitioner, FE lecturer, Early Years consultant, Head of Department and Head of Primary in various educational establishments nationally and internationally.

Alicia is passionate about research informed practice with a special interest in the emotional impact of human interactions. She has recently worked on a project as part of her PhD research that looks at the moral connection between assessment and emotional development in Early Childhood Education. This study has set the foundations of her Doctoral research which will be based on the use of assessment methods to support the development of emotional competence.

Find out more about Alicia's research here:

https://research.edgehill.ac.uk/en/persons/alicia-blanco-bayo

Email: bayoa@edgehill.ac.uk

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Vicky is a Professor of Education, and teaches on our specialist module, Social Justice.

Her research and teaching spans over two decades, in this time she has developed a national and International reputation for research in Adult Education and Literacy. As such, Vicky has developed considerable expertise in Adult Education and Literacy and is deeply committed to challenging inequality through critical and emancipatory approaches to education, widening participation, inclusion, community action and engaging in research with a strong social justice agenda. She has drew on a critical perspective, applying Bourdieu’s work as the theoretical framework, as well as using a range of feminist, sociology of education, literature on the ethics of care and critical literacy pedagogy, including the New Literacy Studies to explore and add to the debate on the impact of violence and trauma on learning, possibilities, resistance and transformation and its link to class, gender, ethnicity, health and literacy.

Find out more about Vicky's research here: https://research.edgehill.ac.uk/en/persons/vicky-duckworth

Email: Duckworthv@edgehill.ac.uk

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Vicky teaches on a wide range of modules, which include strong theoretical and practically based specifications, from level 5 to level 7 MA delivery. Vicky is also a supervisor for PhD study. She is passionate about feeding research into her teaching in a manner which challenges disembodied theory and in doing so demystifies theoretical applications so it makes it meaningful and accessible.

Vicky's research and teaching spans over two decades, in this time she has developed a national and International reputation for research in Adult Education and Literacy. As such, Vicky has developed considerable expertise in Adult Education and Literacy and is deeply committed to challenging inequality through critical and emancipatory approaches to education, widening participation, inclusion, community action and engaging in research with a strong social justice agenda. She has drew on a critical perspective, applying Bourdieu's work as the theoretical framework, as well as using a range of feminist, sociology of education, literature on the ethics of care and critical literacy pedagogy, including the New Literacy Studies to explore and add to the debate on the impact of violence and trauma on learning, possibilities, resistance and transformation and its link to class, gender, ethnicity, health and literacy.

She has advised on policy and is a member of a number of National and International networks, which includes her role as trustee of the Helena Kennedy Foundation ( http://www.hkf.org.uk/) (http://www.unaglobal.org/) and membership of the board for the Association for Research in Post-Compulsory Education ( http://arpce.org.uk/about/)

Throughout her career Vicky has published widely which consists of authoring and editing books, most recently this includes: Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners (Routledge, 2013); Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy (Routledge 2014); Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism (Palgrave 2015).

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Vicky teaches on a wide range of modules, which include strong theoretical and practically based specifications, from level 5 to level 7 MA delivery. Vicky is also a supervisor for PhD study. She is passionate about feeding research into her teaching in a manner which challenges disembodied theory and in doing so demystifies theoretical applications so it makes it meaningful and accessible.

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Naomi is a Reader in Educational Philosophy and Theory, and teachers on Theorising Education.

She is a Reader in Education and a specialist in educational philosophy and theory, focused specifically on poststructuralist and postcritical approaches to educational policy and practice and educational relationships. Her research interests include upbringing and parenting, digitisation of everyday life, higher education policy and governance, popular culture and education.

Find out more about Naomi's research here: https://research.edgehill.ac.uk/en/persons/naomi-hodgson

Email: Naomi.Hodgson@edgehill.ac.uk

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Marie is a Senior Lecturer in Inclusive Education and SEND. She oversees the specialist modules SEN.

You can find out more about Marie's research here: https://research.edgehill.ac.uk/en/persons/marie-caslin/publications/

Email: Marie.Caslin@edgehill.ac.uk

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Jo delivers the specialist module, International Perspectives in the Early Years.

She is a qualified teacher with a specialism of working with young children aged 3 to 7 years. She has held roles as a Deputy Headteacher, Early Years Advisory Teacher, Maintained Nursery School Senior Teacher and pedagogue to Children's Centres

Her research focuses on early childhood education documentation practices through posthuman, feminist materialism and post qualitative theories.  She has wider research interests in affective theories, rights and agency narratives along with resistance practices to dominant discourses.

Find out more about Jo's research here: https://research.edgehill.ac.uk/en/persons/jo-albin-clark

Email: Albinj@edgehill.ac.uk

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Tim teaches on our specialist Leadership modules; Educational Leadership in Context and Leadership of Educational Change.

Tim is a former Primary Headteacher with an MA in Educational Management and PhD in School Leadership. His current research interests include mindful educational leadership and leading education for sustainable development.

Find out more about Tim's research here: https://research.edgehill.ac.uk/en/persons/tim-saunders

Email: Saundert@edgehill.ac.uk

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Nina Smith delivers our specialist modules in mental health and special educational needs

Nina is a dedicated researcher and advocate at the forefront of mental health and suicide prevention efforts. As a Churchill Fellow, she has travelled globally to explore innovative school-based suicide prevention strategies, aiming to enhance practices and policies in the UK.

You can read more about Nina's research here: https://www.churchillfellowship.org/ideas-experts/ideas-library/school-based-suicide-prevention-strategies/

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Frances teaches on our specialist module, Education Policy.

He is a Senior Lecturer in Theology and Religion and teaches across secondary undergraduate and MA provision. He is an active researcher and is leading a project exploring teachers and young people’s understandings of British identity. Prior to joining Edge Hill University Francis taught in secondary schools and held posts as Head of Humanities and Head of RE, Sociology and Philosophy in a North West school.

Find out more about Francis' research here: https://research.edgehill.ac.uk/en/persons/francis-farrell

Email: Farrellf@edgehill.ac.uk

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Clare is a Reader in Inclusive Education, and teaches on the research methods module, as well as supervising dissertation students.

Clare's research adopts critical, feminist approaches to exploring children and young people's voices, agency and rights in relation to education and social justice, SEND, inclusion, equality and diversity, and identities. She adopts collaborative and participatory methods, multi-modal methodologies and pedagogies.

Find out more about Jo's research here: https://research.edgehill.ac.uk/en/persons/clare-woolhouse

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Shereen is a Senior Lecturer and teaches on Theorising Education.

She has interdisciplinary research interests, and has expertise Philosophy, Literature, Gender, Middle Eastern studies and Translation.

Find out more about Shereen's research here: https://research.edgehill.ac.uk/en/persons/shereen-shaw

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David is a Reader in Professional Education and Learning, and teaches on the Social Justice specialist module.

He is a Reader in Education at Edge Hill University and Editor-in-Chief of the journal PRISM: Casting New Light on Learning, Theory and Practice. David has published his research in international, peer-reviewed journals in education and the social sciences. Areas of research include pedagogical knowledge development, Lesson Study, student voice, vocational learning, student disengagement, alternative provision, and disaffection with learning.

Find our more about David's research here: https://research.edgehill.ac.uk/en/persons/david-allan

Email: Allandav@edgehill.ac.uk

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David Allan is Reader in Education at Edge Hill University and Editor-in-Chief of the journal PRISM: Casting New Light on Learning, Theory and Practice. He has taught in higher education institutions both nationally and internationally and is the Edge Hill University (EHU) lead for two large Erasmus+ projects: CATALYST and ALLVET. These projects have facilitated strong global networking between EHU and a large variety of countries, such as Germany, Greece, Kazakhstan, Laos, Russia, Serbia, Spain, and Vietnam. The two bids for these projects brought in a total of £127,000 to EHU. As a result of these projects, David is currently initiating two international research studies that will explore student engagement and attitudes to inclusion and will look at collecting data from 24 separate institutions across ten countries.

David has published his research in international, peer-reviewed journals in education and the social sciences. Areas of research include pedagogical knowledge development, Lesson Study, student voice, vocational learning, student disengagement, alternative provision, and disaffection with learning.

David has delivered training on pedagogical development in HE institutions in Germany, Romania, Ireland, Laos and Vietnam. He currently teaches on the BA (Hons) Education and MA Eucation and is the module leader for four modules within these programmes. The impact of his research can also be seen on other programmes, such as the Postgraduate Diploma in Teaching, wherein the first module student teachers study is underpinned by David's research into Lesson Study and pedagogical knowledge development.

Editor-in-Chief and Chair, Prism: Casting New Light on Learning, Theory and Practice

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David Allan is Reader in Education at Edge Hill University and Editor-in-Chief of the journal PRISM: Casting New Light on Learning, Theory and Practice. He has taught in higher education institutions both nationally and internationally and is the Edge Hill University (EHU) lead for two large Erasmus+ projects: CATALYST and ALLVET.

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Stephanie Evans is a Lecturer and teachers on our specialist mental health modules.

Stephanie has worked as a early years and primary teacher in Wiltshire, Staffordshire and across Forces schools in Germany and Cyprus. The latter experiences led to an interest in mental health and wellbeing.

She has a strong interest in child centred and child focussed research.

You can find out more about Stephanie's research here: https://research.edgehill.ac.uk/en/persons/stephanie-evans