Professor Siân Bayne
Sian is Professor of Digital Education at the University of Edinburgh, based in the Moray House School of Education. She directs the Centre for Research in Digital Education and teaches on the MSc in Digital Education. Her research is currently focused on critical approaches to teacher automation, open and distance education, and the application of theories of critical posthumanism to digital education. More information about her work is on her web site at: http://sianbayne.net
Ms Lesley Emerson
Lesley Emerson is a Lecturer in Education and Deputy Director of the Centre for Children’s Rights at Queen’s University Belfast. Her research is focused currently on two themes: the role of former combatants in education for citizenship in conflict affected and transitional societies; and children and young people’s participation rights in school and community. In particular she is interested in exploring how schools assist young people in understanding the nature of conflict and conflict transformation and support them in navigating the complex political contours of conflicted societies. Lesley is also involved in initial teacher education, coordinating the post-graduate pathway in Social Sciences, and in Master’s and doctoral programmes associated with her research interests.
Professor Poonam Batra
Poonam Batra is Professor of Education at the Central Institute of Education, University of Delhi, India. Recipient of the Jawaharlal Nehru Memorial Fellowship for research in teacher education and social change, Professor Batra has been on several Government of India Committees including the Supreme Court of India constituted Justice Verma Commission (JVC) on Teacher Education. Professor Batra’s major areas of professional focus include public policy in education; curriculum and pedagogy; social psychology of education, teacher education and gender studies. Her publications cover a range of issues in elementary education and public policy. Her most recent research examines how the education of the poor is constrained by the manner in which the relationship between poverty and quality education is constructed in an era of market-based reforms.