PROFESSOR PAT THOMSON
Pat Thomson PSM PhD FAcSS FRSA is Professor of Education in the School of Education, The University of Nottingham where she convenes the Centre for Research in Arts, Creativity and Literacies ( CRACL, cracl.net). She worked as a school leader for twenty years in disadvantaged schools in South Australia before moving into higher education. She arrived in the UK in 2003. Her writing and research is usually collaborative and focuses on socially just pedagogies and the policy and organisational arrangements that support them. Her current work is in three areas: (1) the arts and creativity in schools, communities, museums and galleries, (2) alternative education, and (3) academic writing and doctoral education. She has published twenty two monographs and edited collections, is an editor of Educational Action Research Journal and co-edits two Routledge book series, Critical Approaches to Educational Leadership Management and Administration and The Insider’s Guide to Academic Success. Her academic writing blog Patter (patthomson.net) is followed internationally, and she frequently runs writing workshops and courses for doctoral and early career workshops around the world.
PROFESSOR DOMINIC WYSE
Professor Dominic Wyse is Professor of Early Childhood and Primary Education at the University College London (UCL), Institute of Education (IOE), and Head of the Department of Learning and Leadership. Dominic will be President of the British Educational Research Association (BERA) from 2019 to 2021. He is a fellow of the Academy of Social Sciences (FAcSS), and of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). Prior to his current role at the IOE as Head of Academic Department Learning and Leadership Dominic was Faculty Director of Research, Consultancy and Knowledge Transfer, in the Faculty of Children and Learning. Dominic has significant experience in music that began with his undergraduate studies at The Royal Academy of Music. Before joining the IOE Dominic was a Senior Lecturer at the University of Cambridge. He was also appointed as the first Director of Music-Making at Churchill College Cambridge, where he was a Fellow and Director of Studies for Education. In the past Dominic was a Reader at Liverpool John Moores University, and a teacher with experience working in London, Bradford and Huddersfield in infant and junior phases.
PROFESSOR VANITA SUNDARAM
Vanita Sundaram is Professor of Education at the University of York. Her research broadly covers gender and education, focusing more specifically on gender-based violence and teenagers; tackling everyday sexism, harassment and abuse in education across the lifecourse; and lad cultures and sexual violence in higher education. She is the author of numerous publications on these issues, including Global debates and key perspectives on sex and relationships education: Addressing issues of gender, sexuality, plurality and power (2016); Preventing youth violence: Rethinking the role of gender in schools (2014) and the forthcoming Exploring ‘lad culture’ in higher education: A focus on British universities (with Prof Carolyn Jackson). She is an academic member of the NUS Strategy Team on Lad Culture, an advisory board member of The 1752 Group, and is co-chair of the international Gender and Education Association.
PROFESSOR MARILYN COCHRANE-SMITH
Professor Marilyn Cochran-Smith is the John E. Cawthorne Professor of Teacher Education for Urban Schools at the Lynch School of Education, Boston College, where she served as Director of the PhD Program in Curriculum & Instruction from 1996-2017. Professor Cochran-Smith received the 2018 AERA Division K Legacy Award for lifetime distinguished contributions to teacher education. Cochran-Smith is in demand as a keynote speaker and presenter nationally and internationally, and she has Honorary Doctorates from both the University of Glasgow (Scotland) and the University of Alicante (Spain). Her latest book, with members of Project TEER (Teacher Education and Education Reform) is Reclaiming Accountability in Teacher Education (Teachers College Press, 2018). She is widely known for her work about teacher education research, practice and policy and for her sustained commitment to teacher education for social justice with inquiry as the centrepiece.