A list and biographies of our current visiting and associate tutors.
John Clay
Visiting and Associate Tutor
John Clay qualified as a chemistry teacher and taught science in London schools for over 10 years.
After completing an MA in science education at the Institute of Education he joined Avery Hill College, University of Greenwich as a Lecturer in science education. He then moved to the University of Brighton where he was a PGCE Secondary Science Course Leader and an active academic researcher for 14 years. Following the Macpherson Report he joined Hertfordshire LEA as an Advisor in the Minority Ethnic Curriculum Support Service and then moved to the London Borough of Greenwich as the Senior Inspector for Ethnic Minority Achievement. This was followed by a 2 year stint as a Senior Policy Adviser at the General Teaching Council for England. He is currently an independent education consultant and associate of the Linden Learning Network, an ethical educational consultancy. He is currently a Visiting Fellow at Goldsmiths and teaches on the BA (Hons) Education, Culture and Society degree as well as being a tutor on two MA programmes.
Kevin Campbell Davidson is a researcher and lecturer in the field of educational studies, where his primary interests centre around the intersection between play, creativity, physical development and cognitive function in the Early Years and Primary schooling. Kevin is also interested in organisational development, design for open-ended play, the implementation of emerging technologies in education and how these can be harnessed to augment the human dimension to learning experiences.
Kevin began his teaching career exploring a wide range of different educational settings, including sports and youth clubs, schools, summer camps, private tuition and secure institutions, developing an interest in playful and creative approaches to learning. Following this he spent 10 years working as a movement and games teacher in Steiner-Waldorf schools in London and delivers teacher training programmes in this field internationally. After completing a Masters degree in Education at Goldsmiths College in 2016, Kevin was invited to lecture in the Department of Educational Studies on creativity, embodied learning and diffractive pedagogy. In 2018 he worked in partnership with Hong Kong University to conduct research into the relationship between Executive Function and Motor Development in Early Achievement. Since 2019 he has been running development programmes for organisations and individuals through Bothmer Movement International. In 2020 Kevin founded the the cognitive development programme HandQ and was a co-founder the Co-Reality Collective, both projects focused around UXD for open-ended imaginative play.
Academic qualifications
Post-graduate Certificate in Teaching for Higher Education (PG Cert, Goldsmiths College: in progress)
MA Education: School-Based Explorations, Goldsmiths College 2017
BA Jurisprudence, Oxford University 2005
Teaching
Kevin lectures on the Introduction to Creativity and Learning module on the BA Education, Culture and Society. He also provides guest lectures on other modules.
Professional projects
Kevin works with teachers and schools to develop active and playful approaches to learning. In 2016 he developed an Active Learners in Numeracy programme in six Reception classrooms in Brixton, funded by the Shine educational charity. A video of the project can be viewed here. In March 2020 he founded HandQ funded by Arts Council England. A video of the project can be viewed here. In April 2020 Kevin was a co-founding member of the Co-Reality Collective, designing online user experience.
Li Zhang, Jin Sun, Ben Richards, Kevin Davidson & Nirmala Rao (2018): Early Education and Development: ISSN: 1040-9289 (Print) 1556-6935 (Online) Published online: 06 Sep 2018.
"A review of the Institute of Neuro - Physiological Psychology (INPP) movement programme undertaken at Greenwich Steiner School in 2011-2012"
Kevin Davidson (2015): Support for Children, Summer 2015, Professional Journal for the Steiner-Waldorf Association for SEN and Disability
Nora Razian
Visiting and Associate Tutor
Nora Razian is a curator and community educator. From Beirut Lebanon, she now works with Tate learning and has established a practice framed by social engagement.
She has recently constituted an artist in residency programme in her home city of Beirut and continues to engage with a range of artists whose work focuses on and explore issues of identity and nationhood. Contact Nora via email at Nora.Razian (@tate.org.uk).
Michaela Ross
Visiting and Associate Tutor
Michaela Ross is an artist and lecturer currently working towards a PhD at Chelsea College of Art and Design.
In 2005 she was awarded an Arts and Humanities Research Council studentship to research the relationship between the artist and the institution, and the ‘educational turn’ in contemporary arts practice. She has collaborated with museums and galleries including Tate, the Serpentine Gallery and Nottingham Contemporary and has worked on international projects as part of Critical Practice, a cluster of artists, academics and researchers based at the University of the Arts London.
Researcher in Social Justice and Teacher Education
Pat ‘retired’ in 2011 and is now a Visiting Professor at Goldsmiths. Her research has been mainly in social justice and teacher education, with particular reference to the effects of public sector restructuring.
Pat's ESRC-funded research with Ian Hextall includes studies on the Teacher Training Agency, the National Teaching Standards and Threshold Assessment. Their recent work explored the Building Schools for the Future programme.
Pat is currently working with Gaby Weiner to explore racism against Racialised Minority staff.
Recent publications are:
Mahony, P. and Hextall, I. (2013) “Building Schools for the Future”:transformation for social justice or expensive blunder? British Educational Research Journal, 39 (5) 853-871,DOI: 10.1002/berj.3001.
Mahony, P. and Hextall, I. (2015) ‘‘Building Schools for the Future’: the struggle for Education a Space’ in T. Coelen, A.J. Heinrich and A. Million (eds) Education, Space and Urban Planning: Education as a Component of the City pp. Switzerland: Springer. Also in German.
Mahony, P. and Weiner, G. (2017) “Neo-liberalism and the State of Higher Education in the UK”. Journal of Further and Higher Education. 43 (4) ID CJFH-2017-0031.R1, DOI:10.1080/0309877X.2017.1378314
Mahony, P. and Weiner, G. (2019) “Getting in, Getting On, Getting Out: Black and Minority Ethnic Staff in UK Higher Education’” Race Ethnicity and Education, , forthcoming.
Gaby Weiner
Visiting and Associate Tutor
Gaby Weiner is Visiting Research Fellow at Goldsmiths.
She has held various professorial and honorary research positions in the UK and Sweden. Publications include Just a Bunch of Girls (1985); Feminisms in Education (1994); Closing the Gender Gap: Postwar Educational and Social Change (1999, with M. Arnot & M. David), Kids in Cyberspace: (2005, with C. Gaine), Reconstructing and Deconstructing Lives (2010, with L. Townsend), Tales of Loving and Leaving (2016) and Harriet Martineau and the Birth.
Yu-chiao is Visiting Research Fellow in the department of Education.
She obtained her PhD in Bilingualism and Multilingualism at Goldsmiths. She was previously awarded both an MA in English in Education and an MRes in Education by Kings College, University of London. Her work focuses on bilingualism and multilingualism; theories and methods of second language learning; multilingual digital storytelling in language classrooms; creativity in language classrooms; sites of learning; e-learning and online learning in language education. She provides teacher training (CPD) focused on Mandarin and English teaching.
Research Interests
Yu-Chiao's research interests include the following areas:
language education
bilingualism and biculturalism
multilingualism and multiculturalism
creativity in language classrooms
e-learning and online teaching
Multilingual digital storytelling
sites of learning: home, community, schools, online and media
Publications
Chung, Y.-C. & Macleroy, V., 2022, How Weird is Weird? Young people, active citizenship & multivoiced digital stories, in: Lytra, V. et al., eds. Liberating Language Education Multilingual Matters
Anderson, Chung, Y.-C. & J, Macleroy, V., 2018, Creative & critical approaches to language learning & digital technology: Findings from a multilingual digital storytelling project, Language & Education, 32(3), 195-211
Chung, Y.-C., 2016, Engaging learners in Chinese complementary schools: a multilingual digital storytelling project, Language Issues (NATECLA) Vol. 27.1, 99-100 (Summer 2016)
Chung, Y.-C., 2016, Sites of learning: school, home, community & online, in: Anderson, J. & Macleroy, V. eds. Multilingual Digital Storytelling: Engaging creatively & critically with literacy. Abingdon & New York: Routledge, pp. 213-225. ISBN 978-1-138-79580-8
Chung, Y.-C., 2016, Culture, international partnerships & active citizenship, in: Anderson, J. & Macleroy, V. eds. Multilingual Digital Storytelling: Engaging creatively & critically with literacy. Abingdon & New York: Routledge, pp. 178-187. ISBN 978-1-138-79580-8
Chung, Y.-C., 2016, Crossing the school gates: connecting schools, communities & homes, in: Anderson, J. & Macleroy, V. eds. Multilingual Digital Storytelling: Engaging creatively & critically with literacy. Abingdon & New York: Routledge, pp. 106-127. ISBN 978-1-138-79580-8
Anderson, J. & Chung, Y.-C., 2014, Transforming learning, building identities: arts based creativity in the community languages classroom, in: Conteh, J. & Meier, G. eds. The multilingual turn in languages education: benefits for individuals & societies. Clevedon: Multilingual Matters. ISBN 978-1783092222
Anderson, J., Macleroy, V. & Chung, Y.-C., 2014, Critical Connections: Multilingual Digital Storytelling Project, Handbook for Teachers. Paul Hamlyn Foundation & Goldsmiths University of London
Anderson, J. & Chung, Y.-C., 2012, Art Based Creativity & the community languages classroom: A professional development resource, Nuffield Foundation & Goldsmiths University of London
Anderson, J. & Chung, Y.-C., 2012, Community languages, the arts & transformative pedagogy: developing active citizenship for the 21st century, Citizenship Teaching & Learning, 7(3), pp. 259-271. ISSN 17511917
Anderson, J. & Chung, Y.-C., 2011, Finding a voice: arts based creativity in the community languages classroom, International Journal of Bilingual Education and Bilingualism, 14(5), pp. 551-569. ISSN 1367-0050
Anderson, J. & Chung, Y.-C., 2010, Community languages, the arts & transformative
pedagogy In Race Equality Teaching, 28 (3): 16-20
Chung, Y.-C., 2008, Curtis & Fishing Games in Britain, in Gregory, E., Learning to Read in a New Language: Making Sense of Words & Worlds. London: SAGE
