جست‌وجوی استاد و پژوهشگر

Shushu Chenمشاهده پروفایل

دانشیار

• Sport Policy Analysis and Evaluation
• Major Sporting Event Legacy Studies
• Impact Evaluation of Sports Mega-Events
• +۷ مورد دیگر

Dr. Shushu Chen is an Associate Professor in Sport Policy and Management at the University of Birmingham's School of Sport, Exercise and Rehabilitation Sciences, and also serves as a Visiting Professor at the Capital University of Physical Education & Sports in China, demonstrating her strong international academic presence. Education: PhD in Sport Policy and Management, Loughborough University (Centre for Olympic Studies & Research) MSc in Sport Management, Loughborough University BSc in Bioengineering Her research expertise lies in sport policy analysis and evaluation, particularly the legacy and societal impact of major sporting events such as the Olympic Games and Commonwealth Games. She investigates how these events influence social inclusion, urban development, and public policy, with a strong focus on both the UK and Chinese contexts. Her methodological strengths include realist evaluation and meta-evaluation, applied to complex policy environments. Dr. Chen’s recent work centers on high-impact projects related to the Birmingham 2022 Commonwealth Games and Beijing 2022 Winter Olympics, analyzing their legacies for disadvantaged communities and policy development. Her publications span top journals like the Journal of Sport Management and Sport Management Review , covering themes such as event leveraging, volunteering, policy development in China, and Olympic education. Her research consistently bridges academic rigor with practical policy relevance. Scientific Awards: British Academy Innovation Fellow Dr. Chen actively contributes to the academic community as an editorial board member for journals including Event Management , International Journal of Sport Policy and Politics , and Sport in Society . She supervises PhD students on topics such as women in sport in China, social integration through sport, and mental health. She has secured significant research grants from the British Academy, ESRC, World Anti-Doping Agency, and China National Social Science Foundation. Her work has been featured in major media outlets including the BBC, Financial Times, and The Guardian, highlighting her public engagement and policy influence. She is currently an Academic Advisor to the Commonwealth Scholarship Commission and a Discipline Expert for Sport Management Digest. Her prior role as a member of the United Nations Expert Group on Inclusive Social Development further underscores her global impact in shaping inclusive sport policy.

Janille Smith-Colinمشاهده پروفایل

استادیار

• Transportation Systems
• Infrastructure Resilience
• Equity in Civil Engineering
• +۳ مورد دیگر

Janille Smith-Colin is the J. Lindsay Embrey Trustee Assistant Professor of Civil & Environmental Engineering at Southern Methodist University (SMU), where she leads the Smith-Colin Research Group. As a licensed Professional Engineer (P.E.) and Jr. Editor for the ASCE Journal of Infrastructure Systems, her work bridges infrastructure management with social equity. She serves on the Transportation Research Board Standing Committee on Transportation Planning Analysis and Application (AEP15). Her educational background includes: Ph.D. in Civil and Environmental Engineering from Georgia Institute of Technology Master of Science in Civil and Environmental Engineering from University of Wisconsin-Madison Bachelor of Arts in Engineering Studies from Lafayette College Smith-Colin's research centers on sociotechnical systems modeling to advance equity, sustainability, and resilience in transportation infrastructure. She employs system dynamics and spatial analysis to examine transportation as a social determinant of health, with emphasis on underserved communities. Her engineering education work integrates community-based participatory research and design thinking to develop inclusive pedagogical approaches. Recent publications reveal a strong trend toward data-driven equity assessment, utilizing social media mining, mobile trajectory data, and spatial analytics to investigate infrastructure deserts, micromobility access, and health impacts. She pioneers social return on investment (SROI) frameworks for transportation solutions, connecting civil engineering with public health and disaster resilience through interdisciplinary methodologies. Scientific recognition includes: Best Poster Award, International Conference on Transportation & Development (2023) Golden Mustang Teaching Award, SMU (2023) National Academies Gulf Coast Research Program Early Career Fellowship (2021) ASCE ExCEED Teaching Fellow (2019) Her research is funded by the National Academies of Sciences, Engineering and Medicine, with grants supporting equity-focused transportation projects. While student advisees aren't explicitly listed, her community-based research approach indicates active mentorship in solving civil engineering challenges for marginalized groups. She also contributes to transportation policy through regional collaborations. The Smith-Colin Research Group develops evidence-based tools for infrastructure equity, conducting spatial analysis of transportation systems and health outcomes. Current projects involve system dynamics modeling for social sustainability, Twitter-based crisis response monitoring, and partnerships with Dallas-area agencies to map infrastructure deficiencies and mobility barriers.

Maree Higginsمشاهده پروفایل

مدرس ارشد

• Social Work
• Human Rights
• Refugee Studies
• +۹ مورد دیگر

Maree Higgins is a Senior Lecturer at the University of New South Wales (UNSW) , affiliated with the Faculty of Arts and Social Sciences and the School of Social Work . She serves as the Social Work Honours Program Convenor and is an Associate of the Australian Institute of Human Rights , with links to the Forced Migration Research Network , Kaldor Centre , and Gendered Violence Research Network . Education : Doctor of Philosophy (Social Work), Australian Catholic University (ACU National) Bachelor of Social Work (Hons First Class), UNSW Research Interests : Maree’s work centers on social justice , human rights , and contextualized lived experience , with a focus on refugee and migrant populations , disability studies , aged care , criminal justice reform , and participatory research methods . Her recent publications emphasize lived experience-led knowledge , co-design practices , and trauma-informed approaches . Grants : She has secured funding for projects like Missing Girls: from childhood runaway to criminalised woman (2022–2025; $204,307) and Ethics and community-based participatory research in refugee studies (2019; $5,000). Supervision : Maree supervises PhD candidates in areas such as intellectual disability and support needs , intimate partner violence , and border policy impacts on asylum seekers . Her completions include honors and master’s theses on autonomy in eating disorder treatment , technology-facilitated abuse , and Aboriginal women in maternity care . Professional Engagement : She collaborates with organizations including STARTTS , Foundation House , Black Dog Institute , and Prince of Wales Hospital , while actively participating in Australian Heads of Schools of Social Work , National Field Educational Network , and African Studies Association of Australasia and the Pacific .

• Machine Learning
• Artificial Intelligence
• Virtual Reality
• +۳ مورد دیگر

Simon Colreavy Donnelly is an Associate Professor in the Department of Computer Science & Information Systems at the University of Limerick. He is a member of the Interaction Design Centre and focuses on interdisciplinary research at the intersection of artificial intelligence, educational technology, and healthcare informatics. His work spans machine learning applications in medical data analysis, virtual reality (VR) and extended reality (XR) for inclusive education, and deep learning techniques in chemical analysis and spectroscopy. Research Interests: His primary areas of investigation include generative AI for education equity, semisupervised learning algorithms, virtual learning environments design, and the ethical deployment of immersive technologies in healthcare and palliative care. He also explores NMR spectroscopy analysis using deep learning and develops tools for nutritional content estimation through image processing. Collaborations: His recent collaborations span international teams addressing challenges in toxicity-free online discourse (PAN 2024), semisupervised learning distribution mismatches, and VR applications for post-pandemic blended learning. His work integrates computational methods with real-world applications in education, healthcare, and chemical analysis. Labs/Teams: Active within the Interaction Design Centre at UL, his research group develops practical solutions for accessibility in digital education and healthcare systems, emphasizing user-centered design principles for extended reality applications.

• Education Equity
• Quantitative Methodologies in Education
• Educational Policy Analysis
• +۳ مورد دیگر

Dr. Dave Hicks is a Lecturer in Data Analysis and Assessment in Education at the University of Tasmania's Faculty of Education. His research focuses on education equity, quantitative methodologies, and systemic barriers affecting marginalized student groups. He holds a PhD (2021), Grad Cert (Research) (2021), and Bachelor of Education (Honours) (2014) from the University of Tasmania. Education Background: PhD in Education, University of Tasmania (2021) Graduate Certificate in Research, University of Tasmania (2021) Bachelor of Education (Honours), University of Tasmania (2014) Research Interests: Dr. Hicks applies data-driven approaches to analyze educational policies and practices, particularly addressing inequities in low SES, regional, and Indigenous student populations. His work emphasizes collaboration with schools, governments, and NGOs to drive systemic change. Key areas include: Online engagement strategies for disadvantaged students Teacher retention and wellbeing in secondary education Culturally responsive pedagogies for Indigenous learners VR technology in place-based education Recent Research Trends: His 2023-2025 publications highlight: Quantitative analysis of literacy gender gaps VR-based educational innovations Policy frameworks for Indigenous student success Online pedagogies for diverse student groups Grants & Partnerships: Active grants include: $177,574 DECYP literacy training package (2023-2024) $58,077 Table Cape VR Education Project (2024) $49,997 National Centre for Student Equity grant (2024-2025) Labs/Teams: Collaborates with CALE (College of Arts Law and Education) and interdisciplinary teams on projects like the Table Cape VR initiative and TBRI professional learning programs.

• Pension Systems
• Welfare State Research
• Income Distribution
• +۵ مورد دیگر

Axel West Pedersen is a Professor at the Department of Social Sciences within the Faculty of Social Sciences , Oslo Metropolitan University. He holds a joint position between OsloMet and the Norwegian Social Research (NOVA) Institute . His work focuses on pension systems, welfare state research, income distribution, and aging-related policy challenges. Core Research Areas: Pension system development, welfare opinion analysis, income inequality, poverty studies, and ecological adaptation of welfare states. Active Projects: Sustainable Wellbeing Through Investment in Social Services (SWINS), Crisis Management and Governance in Nordic Local Democracies (POLYGOV), and Flexible Retirement Pathways analysis. Past Projects: WEST Project analyzing eco-social state transitions, Pension System Legitimacy (PensionLAB), and Children's Living Conditions research. Pedersen's recent publications examine psychosocial work environments for elderly workers, universal basic income debates, and housing allowance equity. He contributes to policy discussions about welfare state sustainability, particularly regarding aging populations and climate change challenges. Contact: axel.pedersen@oslomet.no

Sharon Carstairsمشاهده پروفایل

مدرس

• Childhood Nutrition
• Feeding Practices
• Early Years Feeding
• +۵ مورد دیگر

Dr. Sharon Carstairs is a part-time Lecturer (Teaching and Research) at the School of Health Sciences, University of Dundee, where she has been employed since October 2022. She holds a BSc (Hons) in Physiology Sports Science and Nutrition from the University of Glasgow and completed her PhD at the University of Aberdeen, focusing on the 'Determinants of seafood inclusion in pre-school age children'. Her academic career began as a Teaching Fellow at the University of Abertay Dundee. Her research specializes in childhood nutrition and feeding practices, with particular expertise in: Early years feeding and introduction of solid foods Parental influences on child eating behaviors Health promotion and behavior change interventions Social prescribing models for physical activity Community-based health initiatives Mixed-methods research approaches She leads research in the Mother, Infant and Child Health group and contributes to the Living Well with Long-Term Conditions research group. Analysis of her publications reveals strong focus on: Nutritional interventions for children Behavior change methodologies Social prescribing efficacy Community health implementation Dietary pattern establishment in early childhood Her work consistently addresses health disparities and practical interventions. Awards & Recognition: Higher Education Fellowship status Professional Memberships: Nutrition Society British Feeding and Drinking Group Social Prescribing Network Dr. Carstairs is currently accepting PhD students for self-funded projects focused on optimizing nutritional health for infants and young children in disadvantaged communities. She maintains active engagement with NHS Tayside Maternal and Infant Nutrition initiatives and participates in knowledge exchange networks including Design St Andrews.

Kirsten E H Jenkinsمشاهده پروفایل

مدرس ارشد

• Energy Justice
• Just Transition
• Energy Policy
• +۷ مورد دیگر

Dr. Kirsten E H Jenkins is a Senior Lecturer in Energy, Environment and Society within the Science, Technology and Innovation Studies (STIS) group of the School of Social and Political Sciences at the University of Edinburgh. She serves as Programme Director for the cross-college Energy, Society and Sustainability MSc programme, run in partnership with the School of Geosciences. Jenkins coordinates the 2500-member Energy and Social Science Network and the Energy Justice JISC mailing list, and serves as Managing Editor for the journal Energy Research & Social Science . Dr. Jenkins' educational background includes: Postgraduate Certificate in Academic Practice, University of Edinburgh (2021) PhD in Sustainable Development, University of St Andrews (2016) MRes in Sustainable Development, University of St Andrews (2013) BSc in Sustainable Development, University of St Andrews (2012) Dr. Jenkins' research focuses on energy justice and social justice issues created by energy production and use. She investigates how to make ethically sound energy decisions that locate infrastructure equitably, recognize people's needs, and use appropriate decision-making techniques. Her work spans nuclear energy in the UK, Scottish wind energy, and smart technologies implementation. She examines intersections between fuel and transport poverty and low carbon energy transitions, exploring how to ensure no social groups are disadvantaged by energy choices. Her recent publications demonstrate a strong focus on energy justice frameworks, intersectionality in energy policy, and just transitions from fossil fuels. Jenkins' work bridges theoretical energy justice concepts with practical policy applications, particularly in the UK context. She examines how social equity considerations can be integrated into energy decision-making across the entire energy system, from uranium mining impacts to consumer affordability of new nuclear power. Dr. Jenkins has served as external examiner for postgraduate programs at SOAS University of London and is a member of the Scottish Government's Fuel Poverty Advisory Panel. Her research has been supported by funding from the RCUK Energy Programme, Norwegian Research Council, CREDS, and the ESRC. As an academic advisor, Dr. Jenkins supervises PhD students on topics related to energy justice, just transitions, and energy policy. Her current supervisees include Lara Santos Ayllon, Rebecca Grant, Yujia Ji, Nicolas Silva, Kaja Horn, and Mathilde Rainard. She has previously supervised completed PhDs including Dr. Lillian Sol Cueva, Dr. Lee Towers, and Dr. Adolfo Mejia-Montero. Jenkins has secured research funding for projects including the FAIR project on fuel and transport poverty, the INCLUDE project on inclusive decarbonization, and research on oil and gas transition in the North Sea region. Dr. Jenkins is an active member of the Energy and Social Science Network and collaborates with researchers across multiple institutions including the University of Sussex, University of Manchester, University of Oxford, and Durham University. She serves as Associate Fellow of the Durham Energy Institute and contributes to interdisciplinary research teams examining energy transitions from social science perspectives.

• Social Justice
• Educational Inequalities
• Diaspora Studies
• +۷ مورد دیگر

Spencer Swain is an Associate Professor in Social Sciences at York St John University, leading the School of Education, Languages and Psychology as its Research Lead and directing postgraduate taught programmes. He co-leads the Inclusion, Society and Education research group and serves as Associate Editor for the International Journal of the Sociology of Leisure . His research focuses on identity, migration, and inequality, particularly the British-Somali diaspora and educational disparities linked to class, decoloniality, and place. His work has influenced national/international policies (e.g., House of Lords, WHO) and is disseminated through journals, books, and media outlets like The Guardian and BBC Radio. He emphasizes anti-racist pedagogy, equitable teaching practices, and has received student nominations for inclusive practice awards. Research projects include examining barriers to higher education for coastal communities and service children, funded by NCOP, Office for Students, and others. He investigates leisure’s role in social justice, including goalball’s community value and grime music’s cultural significance. Professional roles include Secretary of the Leisure Studies Association, Race Equality Charter representative, and Decolonising the Curriculum coordinator. His teaching spans sociology, politics, and cultural studies, with a focus on gender, race, migration, and social justice. Key achievements include a four-star REF 2021 rating for research on British-Somali males’ experiences and contributions to anti-racist curriculum reform. He actively engages in public talks, media commentary, and interdisciplinary collaborations to bridge academic and community spheres.

Kim Hoqueمشاهده پروفایل

استاد

• Human Resource Management
• Employment Relations
• Equality, Diversity and Inclusion (EDI)
• +۷ مورد دیگر

Kim Hoque is Professor of Human Resource Management and Vice Dean (People and Culture) at King's Business School, King's College London. He previously held professorial positions at Warwick Business School, the University of Nottingham, and Birkbeck, University of London. He is a leading scholar in human resource management, employment relations, and equality, diversity, and inclusion (EDI), with a specific focus on disability employment. King's College London (2022–present) Warwick Business School (prior to 2022) University of Nottingham Birkbeck, University of London His research centers on human resource management, employment relations, and EDI, with a strong emphasis on disability inclusion in the workplace. He investigates how organizational practices, trade unions, and public policy affect disabled workers’ employment outcomes. His work explores topics such as flexible work arrangements (e.g., Flex Plus), high-performance work practices, agency work, and the role of union representation in promoting equity. Recent publications reflect a consistent focus on disability inclusion, workplace flexibility, job quality, and the intersection of financialization and HRM. His research often analyzes large-scale datasets and policy interventions, contributing to both academic discourse and real-world reforms. He frequently collaborates with colleagues such as Nick Bacon, Ian Kirkpatrick, and others on long-standing research projects. Kim Hoque is actively engaged in policy impact. He co-founded the Disability@Work research group (2013) and the Disability Employment Charter (2021), which has been endorsed by over 100 organizations. His research has influenced government policy, including revisions to the Disability Confident scheme and the inclusion of disabled apprenticeship targets in the Industrial Strategy. He advises governmental and non-governmental bodies, including NHS Scotland and the All-Party Parliamentary Group on Disability. He serves on the editorial boards of Human Relations , Journal of Management , and Industrial Relations Journal , and has previously advised the UK Commission for Employment and Skills and the Chartered Institute of Personnel and Development. He is the Principal Investigator on an active ESRC-funded project (2024–2025) focused on new government funding mechanisms. Kim Hoque leads and co-leads several research initiatives, including the Disability@Work group and King's Business School’s role in the secretariat of the All-Party Parliamentary Group on Disability. He collaborates extensively with trade unions, charities, and public sector organizations to co-produce research with practical impact.

• Education Policy
• Equity in Education
• Research Methods
• +۳ مورد دیگر

Professor Stephen Gorard is a leading academic in education and public policy at Durham University, serving as Director of the Durham University Evidence Centre for Education (DECE) and holding a Professorship in the School of Education. He is also a Fellow of the Wolfson Research Institute for Health and Wellbeing and has held senior roles at Cardiff, York, and Birmingham universities. His work focuses on equitable and effective education evaluation, with over £20 million in external funding and extensive advisory roles in government and international bodies. Education: Bachelor's in Psychology with Statistics (University College London) PGCE in Mathematics and Computing (University of London Institute of Education) Masters in Education Management (Cardiff University) PhD in Social Sciences (Cardiff University) Research Interests: Equity and effectiveness in lifelong education, robust research methods, evidence-based policy, and addressing educational disadvantage through interventions like contextual admissions and Pupil Premium analysis. His work bridges theory and practice, emphasizing rigorous methodologies and policy impact. Publications & Awards: Over 1,000 books and papers, including landmark studies like Creating a Learning Society . Recognized with awards such as the Emerald Literati Prize and Society of Educational Studies Book Prize. His 2018 article on grammar schools remains the most downloaded in its journal. Grants & Advisory Roles: Advisor to UK government departments, the EU Horizon 2020 program, and international agencies. Led projects on teacher shortages, educational equity, and systemic reforms. His grants include funding from ESRC, British Academy, and international bodies like Kazakhstan's National Center for Science. Labs/Teams: Director of DECE, a hub for evidence-based education policy research. Collaborates globally on projects like the International Approach to Developing Early Career Researchers .

• Human Geography
• Rural Socio-Economic Change
• Rural Social Exclusion
• +۷ مورد دیگر

Lorna Philip is a Professor in the Department of Geography and Environment within the School of Geosciences at the University of Aberdeen, where she holds a Personal Chair and continues to be an active academic leader. She has been a faculty member since 1998, progressing through academic ranks to her current position, and serves as a key supervisor for PhD students in human geography and rural studies. Education: MA (Social Science) with First Class Honours in Geography, University of Glasgow, 1993 PhD in Human Geography, University of Glasgow, 2000 Research Interests: Professor Philip's research focuses on rural socio-economic change, with particular emphasis on rural social exclusion, population ageing in rural communities, digital divides, and the long-term impacts of environmental events such as flooding. Her work often explores how policy can better address the unique challenges faced by rural and island populations. She is currently co-investigator on the BRUCES programme grant, a five-year interdisciplinary study on rural-urban healthcare equity in Scotland. Her research is funded by major bodies including the Chief Scientist Office, ESRC, and RCUK. Publication Trends: Her recent publications (2022–2025) demonstrate a strong focus on rural policy, islandness, civic participation among older adults, and the value of qualitative longitudinal methods. She frequently publishes in leading geographical journals such as Scottish Geographical Journal and The Geographical Journal , and produces policy-oriented reports for government and advisory bodies like SEFARI. Scientific Awards: Winner of the Royal Scottish Geographical Society Newbiggin Prize (2002) Advising and Grants: Professor Philip has supervised 11 PhD students to successful completion and currently supervises four doctoral candidates working on topics including Scotland’s National Islands Plan, community land ownership, and intergenerational communication. She has led and contributed to numerous funded research projects, including those funded by CREW, ESRC, and the RCUK dot.rural hub, focusing on rural digital economy, flooding impacts, and retirement migration. Labs and Research Groups: While not directly affiliated with a specific lab, Professor Philip is closely associated with interdisciplinary research initiatives such as the Just Transition Lab and contributes to the broader research culture of the School of Geosciences. Her work often involves collaboration with clinicians, policymakers, and community stakeholders, particularly in health and rural development contexts.

• Sociological Theory
• Social Inequality
• Gender Studies
• +۱۱ مورد دیگر

Pedro Vasconcelos is an Associate Professor in the Department of Sociology at the School of Sociology and Public Policy, ISCTE – University Institute of Lisbon, and an Integrated Researcher at CIES-Iscte, Center for Research and Studies in Sociology, affiliated with the 'Gender, Life Course and Health' research group. He has been teaching since 1996 and holds a PhD in Sociology from ISCTE (2011), a Master’s in Social Sciences from ICS-UL (2002), and a Bachelor’s in Sociology from ISCTE (1995). PhD in Sociology, ISCTE-IUL, 2011 Master's Degree in Social Sciences, ICS-UL, 2002 Bachelor's Degree in Sociology, ISCTE-IUL, 1995 His research focuses on sociological theory, social inequality, gender, class, racialization, and transgender issues. He explores how gender identities are socially constructed and how structural inequalities shape life trajectories, particularly through intersections of gender, sexuality, and social class. His work critically examines masculinities, femininities, and the political and cultural challenges of trans recognition. The 15 most recent publications reflect a strong emphasis on gender transformations, trans lives, social elites, and structural inequalities. They span theoretical and empirical studies, often from transnational and life-course perspectives, published in high-impact journals such as Men and Masculinities and Postcolonial Studies . Key themes include trans masculinities, anti-gender ideologies, elite structures, and the materiality of gendered embodiment. His scientific awards include: Scientific Award ISCTE-IUL 2015 – for a Q1 journal article António José Saraiva Award (1995) Teófilo Braga Award (1995) Pedro Vasconcelos has advised 12 doctoral students (4 in progress, 8 completed) and 21 master's students. He has led or participated in major research projects such as WED PT - Elites in Portugal and the Erasmus Mundus MFAMILY program. He has also directed multiple academic programs, including the Master’s in Sociology and the Master’s in Interdisciplinary Studies of Gender and Sexuality. His leadership extends to institutional governance, including roles in the General Council and Scientific Committee. He has organized key scientific events such as 'Trans*Formations: lives and politics beyond the gender binary' (2016) and 'Gender, Sexuality and the Body: critical perspectives' (2013). He is an active member of the European Sociological Association, American Sociological Association, and Portuguese Sociology Association, contributing to the advancement of sociological knowledge in Portugal and internationally.

Nyangi Gityamwiمشاهده پروفایل

پژوهشگر ارشد

• Digital Health
• Nutritional Sciences
• Public Health
• +۳ مورد دیگر

Dr. Nyangi Gityamwi is a Research Fellow at the University of Surrey's School of Health Sciences. He holds a PhD in Nutritional Sciences from the University of Surrey (2015), following a BSc and MSc in Human Nutrition from Sokoine University of Agriculture, Tanzania. His research focuses on digital health interventions for long-term conditions, emphasizing equity and inclusion for disadvantaged groups. He has explored nutrition, body composition, and inflammation in haemodialysis patients and pioneered studies on exercise interventions and digital health tool development. Key projects include evaluating digital health methodologies for chronic diseases and developing the DAVIT tool to enhance domestic abuse data collaboration. He has been funded by the Commonwealth Scholarship Commission, Schlumberger Foundation, HEIF, and NIHR ARC Kent Surrey and Sussex. His work bridges clinical practice, technology, and public engagement to improve healthcare accessibility and outcomes. Awards include the Commonwealth Scholarship (2015) and Schlumberger Foundation Fellowship (2018). He contributes to expert groups like the Digital Health and Long-term Conditions and Ageing Expert Groups at Surrey.

• Physical Education Inclusion
• Sport for Social Justice
• Superdiverse Communities and Health
• +۴ مورد دیگر

Professor Symeon Dagkas serves as Head of the School of Psychology & Life Sciences at the University of East London, specializing in the intersection of physical education, social inclusion, and superdiverse communities. His research critically examines barriers to sport participation among marginalized groups, particularly focusing on Muslim women, ethnic minorities, and youth from diverse socioeconomic backgrounds in East London contexts. His primary research interests center on physical education inclusion , superdiverse health equity , and critical pedagogies for diverse classrooms . Through Bourdieusian frameworks, he investigates how race, religion, and social class intersect to shape physical culture experiences. Key projects include the Newham Every Child a Sport Person (NECaSP) initiative and Schools on the Move intervention, examining family structures, pedagogical practices, and institutional barriers affecting youth physical activity. Analysis of his recent publications reveals a consistent focus on intersectional exclusion mechanisms in sport settings, with increasing emphasis on superdiversity theory and decolonizing physical culture . His work bridges academic research and practical interventions, documenting discrimination patterns among Asian European footballers while developing inclusive pedagogical models for culturally diverse classrooms. Professor Dagkas has led significant funded projects including: Youth Sport Trust's 'Schools on the Move' evaluation Newham Borough's Every Child a Sport Person program BASS Project on Muslim girls' participation His scholarly contributions include edited volumes like 'Families, Young People, Physical Activity and Health: Critical Perspectives' (Routledge, 2016), establishing him as a key voice in critical sport pedagogy. His research teams frequently collaborate with East London community organizations, focusing on: Racialization in physical culture Family health pedagogies Religious inclusion frameworks Urban youth engagement models Current work examines superdiverse adolescents' activity patterns through mixed-methods approaches, developing context-specific inclusion strategies for London's multicultural schools.