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Kristin ReimerView profile

Adjunct Associate Professor

• Restorative justice in education
• Relational pedagogies
• Inclusive education
• +5 more

Dr Kristin Reimer is an Adjunct Associate Professor in the School of Education, Culture and Society at Monash University , Australia. Her scholarship centres on restorative justice, inclusive education and relational pedagogies, seeking to amplify the voices of young people in shaping more equitable educational environments. Education: Kristin completed her Ph.D. in 2015 with a thesis titled Restorative Justice as a Window into Relationships: Student Experiences of Social Control and Social Engagement in Scotland and Canada , a cross-national qualitative study of restorative practices in primary and secondary schools. Research Focus: Her work investigates how restorative and relational approaches can shift school cultures from control to mutual engagement. Key themes include: Restorative approaches in education Relational pedagogies and teacher education Student voice and agency Social justice and inclusive schooling Cultural dynamics between schools and communities Grants & Projects: Since 2017 she has led or co-led three funded projects: Out-teach Mobile Education Evaluation (Save the Children Australia, 2017) 25 Years In: Case Studies of Restorative Justice in Australian Schools (2019) Engendering and Enacting Empathy (2018–2020) Awards & Recognition: Kristin’s doctoral research has received multiple accolades: Transformative Teacher Educator Fellowship (2018) Outstanding Dissertation Award in the Field of School Climate (2017) T.B. Greenfield Outstanding Doctoral Dissertation Award (2015) Margaret Haughey Master’s Award (2010) Research Output: She has authored or co-authored over 34 peer-reviewed publications, including books, book chapters and articles in leading journals such as the Journal of Peace Education , International Journal of Inclusive Education , and Canadian Journal of Education .

Anita BergView profile

Associate Professor

• Social Education
• Vocational Competence
• Social Inclusion
• +7 more

Anita Berg is an Associate Professor in Sociology at the Faculty of Nursing and Health Sciences, Nord University. She serves as Assistant Division Leader for Social Education and Mental Health, Study Program Advisor for the Bachelor in Social Education, and heads the research group 'Equitable community participation and marginalised groups.' Her research interests focus on Public health work in municipal settings Social inequality in health Equitable community participation for marginalized groups Science of Professions She emphasizes educational development, student active learning, and academia-practice collaboration. Her publications span digital technology in healthcare , mental health in schools , long-term bariatric surgery outcomes , and social inclusion . Key trends include technology's role in bridging health disparities and stakeholder engagement in public health. Berg leads interdisciplinary projects like customized ICT for disabilities and parenting support in schools , fostering partnerships between academia and municipal sectors.

Kim AllenView profile

Professor

• Sociology of Youth
• Education Inequalities
• Gender Studies
• +3 more

Dr. Kim Allen is a Professor in the Sociology of Youth and Culture at the School of Sociology and Social Policy, University of Leeds. Her research focuses on youth transitions, educational inequalities, gender and work dynamics, and the cultural politics of popular culture. She leads the ESRC-funded 'L-earning' project exploring young women's working lives and co-authored the book Celebrity, Aspiration and Contemporary Youth: Education and Inequality in an Era of Austerity (2018). Allen has held grants from the ESRC, British Academy, and Australian Research Council, investigating topics like classed/gendered aspirations and entrepreneurial work among youth. She teaches modules such as 'Gender and Society' and 'Qualitative Research Methods' and serves on editorial boards of journals including the British Journal of Sociology of Education . Current research includes examining 'side-hustles' and gendered inequalities in early work experiences. Grants: Principal Investigator (ESRC 'L-earning'), Partner Investigator (Australian 'Side-Hustles') Teaching: Undergraduate/postgraduate courses on gender, youth, and research methods Research Groups: Centre for Interdisciplinary Gender Studies Her work critiques marginalised social groups and cultural sites (e.g., youth, working-class, popular culture) to highlight structural inequalities. Recent projects analyze how early work experiences shape later gendered occupational trajectories and how austerity impacts youth aspirations.

Kovila CoopamootooView profile

Assistant Professor

• Privacy
• Cybersecurity
• Human-Computer Interaction
• +7 more

Dr. Kovila Coopamootoo is an Assistant Professor (Lecturer) in Computer Science within the Cyber Security Group at King's College London's Department of Informatics, Faculty of Natural, Mathematical & Engineering Sciences. Her research sits at the intersection of privacy, security, AI and human-computer interaction, with a specific focus on disadvantaged, vulnerable and marginalised user communities. Prior to joining King's in December 2021, she was a tenured research fellow (2017-2021) and postdoc at Newcastle University. Her educational background includes a PhD in usable privacy from Cranfield University (Defence & Security campus), an MSc in Information Security with distinction from Royal Holloway University of London, and a BEng in Computer Science & Engineering with first class honours from the University of Mauritius. Dr. Coopamootoo's research focuses on three primary themes: Inclusive Privacy & Security - addressing how privacy and security systems often fail to serve minority populations and at-risk communities Mitigating Technology-Enabled Harms - investigating contexts where technology designed to enhance life is misused for abuse and online harms Private and Safe Chatbot Interactions - exploring privacy and security aspects of conversational AI systems Her work employs mixed methods including qualitative, quantitative, experimental, and participatory research approaches. Her publications reveal a strong focus on gender differences in online safety behaviors, emotional responses to tracking technologies, and the experiences of marginalized communities with privacy and security systems. She frequently publishes at top-tier venues including Usenix Security Symposium, ACM CCS, and Privacy Enhancing Technologies Symposium. Dr. Coopamootoo has secured significant research funding, including as Co-Lead of the £3.5 million EPSRC-funded AGENCY project (Apr'22-Mar'25) on Assuring Citizen Agency in a World with Complex Online Harms. She has also led projects like Fintrust (Trust Engineering for the Financial Industry) and Revealing Young Learners' Mental Models of Online Sludge. She actively supervises PhD and Master's students through her Privacy & Security for User Communities Lab, which currently includes researchers Killian Davitt, Jerahmeel Madumere, Shreenithi Suresh, and Mousa Jari. She collaborates with stakeholders including NGOs that support vulnerable and marginalised groups, digital safety advocacy organizations, and policy makers.

• Youth Studies
• Community Psychology
• Social Justice
• +5 more

Dr. Alison Baker is an Associate Professor in Youth and Community Studies at Victoria University, based in Melbourne on the lands of the Wurundjeri people of the Kulin Nation. She is affiliated with the Institute for Sustainable Industries and Liveable Cities and has held academic appointments at Victoria University since 2012, progressing from Senior Lecturer in Social Pedagogy (2012-2019) to her current position as Associate Professor in Community Programs (2020-present). Previously, she served as a Research Fellow in Child Well-Being and Anti-Racism at the University of Melbourne (2011-2012) and as a Postdoctoral Research Fellow at Victoria University. Her educational background includes a BA from the University of Memphis (2003), an MSc from North Carolina State University (2008), and a PhD from North Carolina State University (2011), all obtained in the USA. Dr. Baker's research explores how systems of inequality shape the lives, identities, and everyday experiences of young people and other marginalised communities. Drawing on critical community and liberation psychologies, feminist and critical race theories, her work is deeply grounded in participatory ethics and collective praxis. She specializes in arts-based and sound storytelling methodologies, including digital audio, zines, and documentary-inspired approaches, to support young people in making sense of and intervening in the worlds they inherit. Her research focuses on creative approaches to cultivating relational care, epistemic justice, and community-based responses to structural harm. Her publication record shows a consistent focus on youth studies, community psychology, and social justice, with increasing emphasis on creative methodologies and climate justice in recent years. Her work demonstrates interdisciplinary reach across education, human society, health sciences, psychology, and language/communication fields, aligning with UN Sustainable Development Goals related to reduced inequalities, good health and well-being, and gender equality. Dr. Baker actively supervises graduate students across multiple disciplines, with research interests spanning educational research, community development, social justice, and youth studies. Her funded research projects include the VicHealth Impact Research Grant on Aboriginal Australian dietary practices, the Regenerative City Living Lab, and several projects focused on youth engagement and social justice concerns. She is affiliated with the Institute for Sustainable Industries and Liveable Cities and collaborates extensively with community organizations, including Western Edge Youth Arts and Thorne Harbour Health. Her work demonstrates a strong commitment to community-based research that centers collective meaning-making, political imagination, and transformative action.

Peris Sean JonesView profile

Professor

• Human Rights
• Development Studies
• Urban Studies
• +6 more

Peris Sean Jones is a **Professor** at the Norwegian Centre for Human Rights, part of the Faculty of Law at the **University of Oslo**. He holds expertise in human rights, development studies, and urban geographies, with over 20 years of academic and applied research experience across Africa, Nepal, and Western Europe. His work focuses on the transformative potential of human rights, their interplay with law, space, and development, particularly in cities globally. **Education & Previous Roles**: He has held academic positions at institutions including the University of London, University of Liverpool, and University of Pretoria. Notably, he directed the Masters in Human Rights in Theory and Practice program until 2023 and coordinated the Global Challenges in Human Rights Law, Policy and Practice Research Group. He served as editor of the *Nordic Journal of Human Rights* and currently sits on the board of Scholars at Risk (UiO). **Research & Projects**: Current projects include a Guild/ARUA initiative on Peace and Conflict in collaboration with African universities. Past work includes SDG localization in Nordic countries, evaluations of child rights reporting in East Africa, and research on extrajudicial killings in Nairobi’s Mathare settlement (supported by Antipode Foundation grants). His 2023 book *Human Rights and Development* explores the contested intersections of rights and development frameworks. **Awards & Recognition**: Received the **Antipode Foundation Scholar-Activist Grant (2016)** for community research in Nairobi. His work bridges academia and activism, emphasizing participatory approaches in rights advocacy. **Teaching**: Leads courses on human rights in practice, rights and development, methods, and Asian human rights. His courses emphasize practical applications of human rights frameworks in diverse global contexts.

Charmaine DavisView profile

Lecturer

• Enabling Education
• Widening Participation in Higher Education
• Equity in Education
• +3 more

Charmaine Davis is a Lecturer (Pathways) at UniSQ College, part of the University of Southern Queensland, since 2014. Her expertise focuses on enabling education, widening participation in higher education, equity, and academic literacy. She holds a BA and MLAD from USQ, as well as a TeachDip from BrisbaneCAE. Her research emphasizes barriers to university access, particularly for marginalized students, and the development of equitable pedagogical frameworks. Key contributions include benchmarking enabling programs across Australia to establish national quality standards and exploring the role of 'bounded agency' in student decision-making. Her work bridges theory and practice, with publications on threshold concepts in education, academic literacy placement tests, and regional university pathway programs. She collaborates with organizations like the National Association of Enabling Educators of Australia (NAEEA) to advance educational equity initiatives. Notable projects include co-authoring The Zone: A Guide to Developing Supports for First Year Student Success (2019) and co-editing sections in Widening Participation in Higher Education (2023-2025). Her research highlights the need for inclusive curricula and systemic reforms to enhance student access and retention.

• South Asian and Indigenous Religions
• Anthropology of Religion
• Indigenous Knowledge Systems
• +5 more

Lidia Julianna Guzy is Senior Lecturer/Associate Professor in South Asian and Indigenous Religions at University College Cork, National University of Ireland. She concurrently serves as Programme Director of the MA Anthropology, Director of the Marginalised and Endangered Worldviews Study Centre (MEWSC), and board member of the India Study Centre Cork (ISCC). She is also Privatdozent (honorary professor) at Freie Universität Berlin and Visiting Research Fellow at Indira Gandhi National Tribal University, India. Education & International Training Ph.D. (Bi-national) – Freie Universität Berlin & EHESS Paris, awarded 2002 Post-doctoral research – Freie Universität Berlin, 2002–2006 Erasmus Plus trainings and exchanges in India, Bolivia, Colombia, Portugal, Greece, Estonia, Italy Research Interests Dr Guzy’s work centres on marginalised and endangered worldviews , integrating indigenous knowledge systems, eco-cosmologies and sustainability . She investigates ritual, music and performance as vehicles for indigenous epistemologies, focusing on Adivasi religions in India, shamanic traditions, and comparative studies across Brazil, South Asia and Latin America. Her interdisciplinary approach links anthropology, ethnomusicology, museum studies and environmental humanities. Current projects include the EU-funded CLIMAR project on climate change and tourism in Latin America, and ongoing collaborations with tribal universities in India aimed at revaluing indigenous art and pedagogy within higher education. Scientific Awards & Grants Multiple Erasmus Plus awards for staff exchange and training (2015–2023) AMIDILA Erasmus Mundus research fellowship, Brazil (2015) UCC Leadership Award (2018) Irish Research Council grants: €45,923 (2018–2019) & €46,600 (2013–2016) Volkswagen Foundation & German Research Foundation (DFG) project funding National University of Ireland Publication Award (2012) Research Supervision & Grants Dr Guzy has supervised: IRC Postgraduate Scholar Claire Scheid (PhD) EU Post-doctoral researcher Dr. Cecile Guillaume-Pey Doctoral exchange scholars from Estonia and the USA Laboratories & Teams She directs the Marginalised and Endangered Worldviews Study Centre (MEWSC) , hosts the Adivasi Research Network , and coordinates the India Study Centre Cork (ISCC) . MEWSC links scholars and NGOs worldwide, collaborating with UNESCO, the Council of Europe and the United Nations to support emancipatory research for threatened communities.

• Sociology of Gender and Education
• Social Inequality in Education
• Marginalised Student Experiences
• +8 more

Professor Tamsin Hinton-Smith is a leading scholar in the Sociology of Gender and Education , affiliated with the School of Education and Social Work at the University of Sussex . Her research focuses on educational equity, gender dynamics, and the experiences of marginalised groups across formal and informal educational contexts. Role: Professor of Sociology of Gender and Education Location: University of Sussex, UK Research Interests: Her work examines gender inequality awareness in higher education pedagogy , Roma student participation in Europe , care-experienced youth transitions , and inclusive approaches for international doctoral researchers . She advocates feminist methodologies and intersectional analysis. Publication Trends: Recent publications address gender pedagogy mainstreaming , multilingual doctoral writing practices , and structural barriers for working-class and GRT students . Collaborative outputs with scholars like Emily Danvers and Farzaneh Haeri Mazanderani highlight cross-cultural research. Scientific Awards: Recipient of the University of Sussex Award for Excellence in Teaching and Senior Fellow of the Higher Education Academy . Grants & Projects: Principal investigator for ESRC-funded work on forcibly displaced people in higher education and Covid-era social capital building . Previous projects include NCOP evaluation and HEIM international exchange . Professional Activities: Active in academic advisory groups at Sussex and Brighton, contributing to national outreach evaluations and gender mainstreaming frameworks .

Marusa LevstekView profile

Research Fellow

• Music Education
• Psychology of Social Change
• Immersive Technology
• +3 more

Dr. Marusa Levstek is a Research Fellow in Technology & Culture at the Department of Media Arts, Royal Holloway, University of London. Her work bridges psychology, sociology, and technology, focusing on inclusive music practices for social change and immersive technologies for environmental behavior modification. Education: She holds a PhD in Psychology/Sociology from the University of Sussex (2022), with a thesis titled 'Our Future Music: Psychology of Social Change Through Marginalised Young People’s Engagement with Inclusive Group Music-Making Activities.' Research Interests: She investigates how music education impacts marginalized youth empowerment, virtual reality's role in cultural participation, and augmented reality's potential in pro-environmental behavior campaigns. Her work is strongly aligned with UN Sustainable Development Goals related to education quality and climate action. Her recent studies include analyzing music's influence on secondary education outcomes, virtual group music-making during pandemic lockdowns, and multisensory VR experiences at the Royal Opera House. Cross-sector collaborations include projects with environmental scientists (e.g., Green Planet AR) and arts institutions. The 2023 presentation 'Changing people’s minds with immersive technology' gained significant attention, referenced in 1 patent and covered by 4 news outlets.

Michelle Williams GamakerView profile

Professor

• Moving Image Art
• Performance Art
• Fictional Activism
• +7 more

Michelle Williams Gamaker is a Professor in Fine Art at Goldsmiths, University of London, where she teaches in the Department of Art. Based in London, she is a moving image and performance artist whose work explores the fiction-making machine of 20th Century British and Hollywood studio films through restaging sequences to reveal cinematic construction and recasting characters to propose alternative endings. She is also Chair of Trustees at Pavilion in Leeds and co-founder of the Women of Colour Index (WOCI) Reading Group with Samia Malik and Rehana Zaman. 2016: Postgraduate Certificate in the Management of Teaching and Learning (HEA) 2012: PhD in Fine Art, Goldsmiths College, University of London 2005-06: MA Visual Anthropology, Goldsmiths College, University of London 1998-01: BA Fine Art (First Class Hons), Middlesex University 1997-98: BTEC Diploma in Art & Design, Middlesex University 2003-05: de Ateliers, Amsterdam, The Netherlands Williams Gamaker's key focus is the development of 'fictional activism': the restoration of marginalised brown characters as central figures who return in her works as vocal brown protagonists challenging historical cinematic injustices. Her practice involves scriptwriting, workshopping with actors, acquiring film paraphernalia, and producing props for intricate restagings of film sets. She explores migratory aesthetics, mental health, and the emotional complexities of capitalism and gender ideology through collaboration, particularly with artists Julia Kouneski and Mieke Bal. Her work with the WOCI Reading Group focuses on improving the visibility of women of colour artists while using archival material to generate discussion around current social and political concerns. Her recent works demonstrate a consistent exploration of postcolonial narratives, feminist film theory, and decolonial aesthetics. The Dissolution Trilogy represents a significant body of work that deconstructs Powell and Pressburger's 1947 Black Narcissus, revealing how cinematic construction shapes representation. Her filmic approach combines historical critique with contemporary theoretical frameworks, particularly around race, gender, and representation in cinema. Williams Gamaker is represented by Tintype Gallery, London, and her work has been exhibited internationally at venues including the BFI London Film Festival, Internationale Kurzfilmtage Winterthur, and various galleries across Europe. She has also presented at academic conferences such as Spectacular Evidence: Theatres of the Observed Mind, where she discussed Lygia Clark's work on 'biological architecture'. She has collaborated extensively with artist and cultural theorist Mieke Bal on projects including 'Madame B: Explorations in Emotional Capitalism' and 'Precarity,' which have been shown internationally at venues including Stedelijk Museum in Amsterdam, Gallery of Sydney College of the Arts, and Museum Bärengasse in Zürich. Her collaborative practice extends to her work with Julia Kouneski, revisiting Brazilian artist Lygia Clark's psychotherapeutic work as inspiration for interventions with the body, architecture and landscape.

Evan MatthewsView profile

Lecturer

• Mental Health Promotion
• Physical Activity Promotion
• Lifestyle Psychiatry
• +4 more

Evan Matthews is a Lecturer in Health Promotion at the Department of Sport and Exercise Science, School of Health Sciences, South East Technological University (SETU) , and Co-Programme Director for the BSc Public Health and Health Promotion. He previously held roles as Postdoctoral Research Fellow at Waterford Institute of Technology and Research Lead with the HSE. Education: PhD in Physical Activity Programme Development for Severe Mental Illness (2020) BSc in Exercise and Health Studies (2014) Research Focus: Evan’s work bridges Lifestyle Psychiatry , Mental Health Promotion , and Community-Based Physical Activity for marginalized populations, including those with severe mental illness, substance use disorders, and chronic conditions. His research emphasizes participatory methods and co-design to ensure stakeholder engagement. Recent Publications highlight trends in pandemic mental health (COH-FIT studies), implementation of exercise practitioners in mental health services, and patient-centered frameworks for vision research. Key themes include health equity, cross-cultural adaptation, and evidence-based guideline development. Scientific Recognition: 2022 Best Oral Presentation Award 2024 HSE Excellence Award (Sláintecare) Teaching & Leadership: He teaches modules on Physical Activity Promotion , Mental Health , and Research Methods , while supervising 4 postgraduate students. Evan chairs the Exercise Effect Project and contributes to SETU’s University Research Ethics Committee.

Alison TugwellView profile

Senior Lecturer

• Educational Marginalisation
• Inclusion
• Equality and Diversity
• +3 more

Alison Tugwell is a Senior Lecturer in Primary Education at the University of Worcester, serving as Primary SENDi Lead and Cohort Lead for the PGCE SENDi pathway. She teaches on BA Primary Initial Teacher Education (with QTS), PGCE Primary (QTS), and Teacher Apprenticeship courses. Her professional roles include school experience tutor and personal academic tutor in Primary ITT. Educational Background: MA in Education (University of Worcester) – Distinction BA (QTS) (University of Warwick) – First Class Honours NPQH (NCSL), NPQSI (Middlesex University) – Both Distinctions Her research focuses on educational marginalisation, inclusion, and transforming education through equality and diversity. She advocates for equitable outcomes for all children, drawing on 30 years of experience across teaching, leadership, and inspection roles. Notable achievements include the 2021 Academic Achievement in Education Award. Alison’s career spans roles from classroom teacher in rural schools to Section 5/48 inspector, emphasizing community impact and holistic development.

• Labour Economics
• Development Economics
• Economics of Education
• +11 more

Dr Christian Darko is an Associate Professor in Labour and Development Economics at the Department of Management, Birmingham Business School, University of Birmingham. His interdisciplinary research focuses on human capital development and labour market outcomes in developing countries, with a strong emphasis on marginalised populations, gender inequality, and poverty. He is actively involved in research initiatives on global innovation and work inclusivity, serving as a stream lead for 'Gender barriers within and into work' at the Institute for Global Innovation and co-lead for 'Labour Market Inequalities and Disadvantages' at the Work Inclusivity Research Centre. PhD, University of Birmingham MSc Business Economics and Finance, University of Surrey B.A. Economics, KNUST, Ghana Dr Darko's research spans key areas in development and labour economics, including the economics of education, school-to-work transitions, education and skills mismatch, intergenerational inequality, and firm-level productivity. His work often investigates how socio-economic and gender disparities affect educational and employment outcomes in low- and middle-income countries. He employs rigorous empirical methods using large-scale datasets from countries such as Ghana, India, Ethiopia, and others across sub-Saharan Africa and South Asia. His recent publications demonstrate a consistent focus on gender, inequality, and development, with studies on time poverty, early marriage, educational mismatch, and the impact of school closures. These works span high-impact journals in economics, education, and development studies, reflecting a multidisciplinary approach to understanding structural barriers in labour and education systems. Fellow of the Higher Education Academy Dr Darko has been involved in significant research projects, including an ESRC-funded study on minority ethnic doctors' career transitions and a British Academy/Leverhulme project on school-to-work transitions in Ghana. He teaches courses such as Business Strategies in Emerging Economies, Economics & Economic Policy for Business, and Research Methods at both MA and PhD levels, contributing to the academic development of future economists and business leaders. He is affiliated with key research centres at the University of Birmingham, including the Institute for Global Innovation and the Work Inclusivity Research Centre, where he collaborates on interdisciplinary projects aimed at addressing global inequalities in work and education.

Helen Ellis-CairdView profile

Clinical Professor

• Chronic Health Conditions
• Clinical Psychology Ethics
• Intellectual Disabilities
• +3 more

Helen Ellis-Caird is a Clinical Professor at the University of Hertfordshire, affiliated with the Centre for Research in Psychology and Sports within the Department of Psychology, Sport and Geography. She holds roles in teaching, research supervision, and clinical psychology training. Her primary affiliations include the University's DClinPsy programme, Canterbury Christ Church University, and Leicester University for invited lectures on ethics and grounded theory. Her research focuses on three core areas: (1) improving healthcare quality for marginalized groups with chronic illnesses like HIV and sickle cell disease, (2) ethical decision-making in clinical psychology, and (3) systemic challenges faced by individuals with intellectual disabilities. Notable projects include the Transforming Care Programme and the Psycho-Haematology Research Unit. Her recent articles emphasize patient-reported experiences in hemodialysis, family perspectives on hospitalization for severe learning disabilities, and frameworks for addressing health inequalities. Teaching responsibilities include designing research modules, supervising doctoral students, and examining DClinPsy theses. Her work bridges clinical practice and academia, with collaborative grants on healthcare access and transition support for vulnerable populations.