Mark is currently Deputy Dean of the Faculty of Social Sciences, and leads the Curriculum and Pedagogy research group. He started his career in education as a teacher of History, working in a number of secondary schools in England and New Zealand, where he also taught Geography, RE, Humanities and Social Studies. In New Zealand, Mark was the Coordinating Lecturer of Christchurch College of Education's Nelson campus from January 1999 until June 2000. Since arriving at the former School of Education at Stirling in 2001, Mark has taken on a number of roles. He was Director of Initial Teacher Education between 2004 and 2007, and Director of the First Year Educational Studies Programme between 2009 and 2011. Read more.
Fiona is Professor of TESOL in the Faculty of Social Sciences, where she is also Deputy Director of Research. Fiona started her TESOL career in Nigeria, where she stayed for two years working in a secondary school as a volunteer with VSO (Voluntary Service Overseas). After taking a PGCE at University of Manchester, Fiona then spent two years in Hong Kong before moving to Japan, where she spent five years working for the British Council. After an MA in Applied Linguistics at the University of Birmingham, Fiona was director of CELTA and DELTA programmes at Brasshouse Language Centre, Birmingham.
Fiona has also worked at the Universities of Birmingham City, Aston and Birmingham, where she also completed her PhD.
Fiona has a range of research interests within TESOL and has published widely on teacher feedback conferences in pre-service teacher education and on teaching English to young learners. Another interest is in materials design and development and currently focusing on team teaching between NESTs (native English speaker teachers) and LETs (local English teachers), and on the experiences of international students in the UK. Read more.
Walter has held Professorships at the Universities of Aberdeen, Strathclyde and West of Scotland. He is now an Honorary Professor in the Faculty of Social Sciences at the University of Stirling. His publications include work on educational policy, history of education, teacher education, and educational leadership and management. He is co-editor of the standard text Scottish Education published by Edinburgh University Press (4th edition, 2013). His interest in curriculum covers the development and implementation of Curriculum for Excellence, the possibilities and limitations of inter-disciplinary learning, and the importance of teacher development in ensuring effective educational reforms.
Dr Greg Mannion is a Senior Lecturer in Education in the Faculty of Social Sciences, University of Stirling, Scotland. Over 20 years, his educational research has brought together theory and empirical perspectives on environmental and sustainability education, learner participation and rights-based education, and intergenerational education. His research enquires into the way places and practices, whether near or further flung, are key to the creation of curricula for learning about and improving person-place relations. In recent projects, his research considers local and global connectivity in global citizenship, place-responsiveness and pedagogical provision in outdoor settings, and the role of intergenerational dialogue, and rights-based schooling and participation in decision making. Funders have included ESRC, numerous charities, Scottish Natural Heritage, RSPB, Children and Young People’s Commissioner Scotland, Education Scotland. Current doctoral projects under his supervision address citizen science and civic ecology in schooling, visual literacy in the curriculum, place-responsive curriculum planning, and adolescent play culture in secondary schools. Read more about Greg and his work here.
Dr Dalene Swanson is a reconceptualist curriculum scholar following the North American tradition. She takes on critical and socio-political perspectives in mathematics education and STEM, but also brings arts based approaches to mathematics pedagogy and practice. She also is interested in critical global citizenship, ethical internationalisations, and the democratisation of education and society. She often writes from poststructural and post/decolonial perspectives. Dalene also has expertise in post-foundational methodologies such as critical artsbased inquiry, especially narrative methodologies, and in particular, what she refers to as ‘critical rhizomatic narrative’. She is also known for her work on indigenous thought, especially the African indigenous onto-epistemology of Ubuntu. Dalene’s work commits to decolonizing epistemologies, research and practices. In this respect, her research and teaching is framed by a commitment to social justice and anti-oppressive education. Dalene has researched and taught at universities in Canada, South Africa, the Middle East, and the UK. Read more.