International Advisory Group

 

The Network will be advised by an international advisory group comprising senior policymakers and policy developers, and international curriculum scholars from other universities.

 

Alan Armstrong

Alan is the Strategic Director at Education Scotland with responsibilities for implementation of Curriculum for Excellence, Scotland’s major education reform for learners aged from 3-18. He and his teams are actively involved in a broad range of capacity building and quality assurance activities to promote key national initiatives across primary and secondary schools. This includes the sharing of advice and good practice on literacy, numeracy, health and wellbeing and STEM. He also leads a major national programme of improvements to vocational learning through the national agenda for Developing the Young Workforce. His teams provide practical support and guidance to practitioners through very close liaison and engagement with key partners at national and local levels. His responsibilities include teacher education, from links with initial teacher education by universities, to support for early phase teachers, career-long professional learning, and capacity building for educational leadership. 

Alan is also President of the Consortium of Institutions for Development and Research in Education in Europe (CIDREE). CIDREE is a network of key national educational bodies that are central to policy advice and support for curriculum development and/or educational research. Currently, organisations in 17 countries are active members of CIDREE, collaborating and sharing knowledge and experiences that are central to the improvement of education in members’ countries.


‌‌Gert Biesta

Gert Biesta is Professor of Education and Director of Research in the Department of Education of Brunel University London, UK. In addition he is part-time NIVOZ Professor for Education at the University for Humanistic Studies, the Netherlands, and Visiting Professor at ArtEZ Institute of the Arts, the Netherlands, and NLA University College, Bergen, Norway. His work focuses on the theory and philosophy of education and the theory and philosophy of educational and social research, with a particular interest in questions of democracy and democratisation. He has published widely on a range of educational topics and issues, including teaching, teacher education, curriculum, citizenship education, adult education, education policy, and vocational education. His 2004 book, The Beautiful Risk of Education, won the 2014 Outstanding Book Award from the American Educational Research Association (Division B).


‌Kathy Hibbert

Dr Kathy Hibbert is an Associate Professor, and Director of the Interdisciplinary Centre for Research in Curriculum as a Social Practice at the Faculty of Education, Western University, London Canada. She is also a Centre Researcher at the Centre for Education Research and Innovation at the Schulich School of Medicine and Dentistry at Western University. She is leading a number of interdisciplinary curriculum research projects that attend to challenges and opportunities that come with increasing diversity and expanding technologies in educational contexts. She is a frequent consultant on curriculum matters for international groups that include the International Atomic Energy Agency. Her most recent project focused on building curriculum for health professionals to integrate the lessons learned from the Fukushima Nuclear Accident into various disciplinary curricula, as well as a meaningful collective assessment approach to its evaluation. Read more.


‌Kenneth Muir

Kenneth is Chief Executive of the General Teaching Council for Scotland, the body responsible for promoting and regulating the teaching profession in Scotland. Prior to that, he worked in HMIE/Education Scotland, latterly as Chief Inspector and Strategic Director with responsibility for inspections and the implementation of Curriculum for Excellence. He began his teaching career as a teacher of Geography and Modern Studies and has held various senior posts in schools and education authorities.

Kenneth is the author of a number of Geography textbooks and is a regular speaker at national and international conferences. He has been a member of many national education groups, including the Curriculum for Excellence Management Board, the National Implementation Board and the Strategic Board for Teacher Education. He recently chaired the Ministerial Group which reported on the experiences of teachers and learners in the first two years of the new National examinations. He has a particular interest in the Finnish education system where he has worked with Helsinki University and the Finnish National Board of Education.


Nienke Nieveen 

Dr. Nienke Nieveen is senior curriculum researcher at SLO, the Netherlands Institute for Curriculum Development. Her work centers on coordinating the Institute's evaluation activities and its thematic strand 'Curriculum implementation'. She has been engaged in projects related to school-based curriculum development and the professional development of teachers and school leaders in this domain. Her orientations are represented by journal articles and the following co-edited books: Design approaches and tools in education and training (1999), Educational design research (2006), Introduction to educational design research (2009), Schools as curriculum agencies: Asian and European perspectives on school-based curriculum development (2010), Educational design research: Introduction and illustrative cases (2013). Nienke chairs the Curriculum Division of VOR (Netherlands Educational Research Association) and the Curriculum Network of EERA (European Educational Research Association).


Anne Phelan

Anne is a Professor in the Department of Curriculum and Pedagogy at the University of British Columbia. Her research focuses on the intellectual and political freedom of teachers and on the creation of teacher education programs and policies that support that end.  Her work has explored (a) the formation of identity, (b) the dynamic of judgment and responsibility, and (c) the paradoxes of autonomy (creativity and resistance) in teacher education and in professional life. Her scholarship has contributed to understandings of what it might mean to educate for democracy within and beyond the teaching profession. She has published in journals such as the Pedagogy, Culture and Society, Journal of Curriculum Studies, Teaching and Teacher Education, Curriculum Inquiry, Transnational Curriculum Inquiry and Studies in Philosophy of Education.  She is co-author (with Matthew Clarke, York St. John University) of The Power of Negative Thinking: Teacher Education and the Political (Routledge, Forthcoming 2016); author of Curriculum Theorizing and Teacher Education: Complicating Conjunctions (Routledge, 2015); and co-editor (with Dr. Jennifer Sumsion, Charles Sturt University) of Critical Readings in Teacher Education: Provoking Absences (Sense Publishers 2008)


‌Stavroula Philippou

Stavroula Philippou is an Assistant Professor in Curriculum and Teaching at the Department of Education, University of Cyprus. Her studies include a B.Ed. (Hons) in Primary Education (University of Cyprus, 1998); an M.Ed. in Curriculum Studies (University of Sydney, 1999); and a Ph.D. in Education (University of Cambridge, U.K., 2004). She has worked in a variety of educational contexts and as a consultant for UNESCO and the Council of Europe.  Her research draws upon the theoretical, historical and sociological study of curriculum and teaching, focusing on teacher professionalism and curriculum change, curriculum inquiry and teacher education, genealogies of curriculum studies, European education policy and Social Studies Education.


‌Ninni Wahlström

Ninni Wahlström is a Professor of Education at Linnaeus University, Sweden. Her current research focuses on transnational and national policy discourses and their implications for national curriculum and classroom teaching. She examines education policies and policy effects from a perspective of critical curriculum theory. She is specifically interested in examining and understanding educational policy against a backdrop of globalization, national history and traditions and a changing role of the state. Wahlström is currently working with two research projects concerning the evaluation of the Swedish curriculum reform for compulsory school, Lgr 11. She is also interested in educational philosophy and theory, specifically in pragmatism and in John Dewey's philosophy of communication and transactional realism.

Correspondence: ninni.wahlstrom@lnu.se


Dominic Wyse

Dominic Wyse is Professor of Early Childhood and Primary Education at the University College London (UCL), Institute of Education (IOE), and Academic Head of the Department of Learning and Leadership. Dominic is a Fellow of the Academy of Social Sciences (FAoSS), an elected member of the British Educational Research Association (BERA) Council, and a fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). The main focus of Dominic’s research is curriculum and pedagogy. Key areas of work are the teaching of writing, reading and creativity. Dominic has extensive experience of funded research projects which he has disseminated in numerous peer-reviewed research journal articles and books. These include major international research volumes for which he is the lead editor (e.g. The SAGE Handbook of Curriculum, Pedagogy and Assessment), and bestselling books for teachers and educators  (e.g. Teaching English, Language and Literacy - 3rd Edition). His most recent book is A Guide to Early Years and Primary Education (published by SAGE). He has been an editor, and on the editorial board, of internationally recognised research journals. He is currently an editor of the Curriculum Journal, one of the journals of the British Educational Research Association (BERA).


‌Lyn Yates

Lyn Yates is Foundation Professor of Curriculum at the University of Melbourne. She has a longstanding interest in gender and inequalities; knowledge and the changing world; and Australian policy and practice in relation to curriculum. Her books include The Education of Girls: policy, research and the question of gender (1993); Making Modern Lives: subjectivity, schooling and social change (2006); Australia’s Curriculum Dilemmas (2011); and Curriculum in Today’s World: configuring knowledge, identities, work and politics (2011). Her recent projects have been exploring changing approaches to knowledge and management across school and university and a book related to these will be published in 2016: Knowledge at the Crossroads? History and physics in the changing world of schools and universities (with Springer).


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