Alexandra Georgiou

Dr Alexandra Georgiou serves as a Senior Lecturer in Education (Primary) at the School of Human and Social Sciences, University of West London, holding Fellowship status with the Higher Education Academy. A fully qualified teacher with QTS, she brings extensive practical experience from London's mainstream primary schools and Greek complementary schools to her academic role.

Her academic credentials include:

• PhD in Language and Education, UCL Institute of Education (2020)
• MA in Literacy Learning and Literacy Difficulties, UCL Institute of Education (2014)
• BA (Hons) in Primary Education, University of Cyprus (2013)

Georgiou's research centers on inclusive education through sociocultural lenses, specializing in multilingual refugee populations. Her groundbreaking PhD ethnography in Cyprus revealed how holistic integration of refugee children's linguistic repertoires fosters metalinguistic awareness and reverses classroom power dynamics. This work directly informs international educational policy for vulnerable multilingual learners, emphasizing cultural resource utilization and equitable curriculum design.

Her publication trajectory demonstrates consistent focus on refugee/migrant education, evolving from Cypriot classroom studies to UK credential recognition barriers and inclusive research methodologies. The corpus reveals strong thematic continuity in examining language policing, vulnerability frameworks, and power structures across educational contexts, with increasing policy relevance.

Her scientific recognition includes:

• Fellow of the Higher Education Academy

Georgiou has secured competitive funding from the British Academy and European Erasmus+ programs, collaborating with multilingual families across the UK and community organizations throughout Europe. She teaches across undergraduate programs in Early Childhood Studies and Education Studies, plus supervises PhD candidates, while maintaining active school partnerships. Her research-practice nexus is evident in translating classroom ethnography into actionable inclusive pedagogies.

She maintains active partnerships with European community-based organizations through Erasmus+ initiatives, developing transnational frameworks for multilingual inclusion. Her work bridges academic research with grassroots implementation, particularly in refugee education contexts where cultural resources become pedagogical assets.