Staff in the Department of Educational Studies

In this section


A list and biographies of our current visiting and associate tutors.


Catalina Brook

Visiting and Associate Tutor
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Catalina Brook is a qualified teacher and trained in Hong Kong. She moved to the UK in 1985 and started the Woking Chinese School in Surrey.

Catalina has been the Head teacher of the Woking Chinese School for 18 years and has been teaching Chinese children from primary age to ‘A’ level for 24 years. She has been a member of the Education Committee of the UK Federation of Chinese Schools for many years and is its former president. Catalina was also the Chinese language specialist for OCR Asset Languages and one of the authors of Curriculum Guide published by CILT. She is one of the members who developed the Certificate in the Teaching of Community Languages in 2011.

John Clay

Visiting and Associate Tutor
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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 Davidson

Visiting and Associate Tutor
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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


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. 

Featured publications

Motor Skills and Executive Function Contribute to Early Achievement in East Asia and the Pacific 

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 

Sawsan Haffar-Saffaf

Visiting and Associate Tutor
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Sawsan Haffar-Saffaf works as an Arabic language consultant for Cambridge, Westminster and Goldsmiths Universities and for other exam boards.

Having graduated from Damascus University with a Bachelor degree, Sawsan lived in the UK for 28 years. She became a UK Qualified Arabic teacher and has about 20 years teaching experience in different sectors (private, main-stream, supplementary, primary, Secondary) teaching Arabic as a second language as well as first language. During her teaching years Sawsan became Head of Arabic Department and assistant Head of Languages Department. Sawsan worked on different national and international projects that ranged from designing curriculums to writing assessment papers. Her work at Goldsmiths includes training teachers and providing mentoring and support.

Luma Hameed

Visiting and Associate Tutor
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Luma Hameed, BEd. MA is a qualified teacher with a degree in English language and literature from Baghdad University, a PGCE with Arabic and German from Goldsmiths, University of London and an MA in Education: Culture, Language and Identity, also from Goldsmiths.

She started teaching at complimentary and private schools and then worked for six years at Sarah Bonnell High School in East London as head of Arabic and German languages. She has taken part in various projects, in collaboration with Goldsmiths, to develop creative and innovative ways in teaching and learning languages and she is now teaching on the Certificate in the Teaching of Arabic in schools. In addition, Luma works with the CIE (Cambridge International Examination) as an exam moderator and writer for Arabic language examination papers. She is also working as a teaching consultant, offering teachers mentoring and guidance needed for their professional development.

Nora Razian

Visiting and Associate Tutor
educ-studies (

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 (

Wendy Riddle

Visiting and Associate Tutor
educ-studies (

Wendy Riddle BSc PGCE MSc originally worked as a research microbiologist at British Food Manufacturing Industries Research Association. She then trained to teach at the Centre for Science and Mathematics Education, the flagship centre for training in Nuffield Science courses.

Wendy taught science and A-level biology in various schools mainly in the London Borough of Greenwich and gained experience in fieldwork and outdoor activities during this time. Wendy has also spent some time teaching mathematics, IT and running work experience programmes at KS4.

She studied part-time for her Masters in Health Education. After gaining her MSc from London University, Wendy undertook a 3 year research and development project for the Health Education Council. Museums and zoos as informal educational institutions became a professional interest. More recently Wendy worked as a member of the team of tutors at Kings College London inducting cohorts of teachers from Egypt into the British system of education for science and mathematics. Wendy has been a visiting tutor at Goldsmiths, working with both science PGCE students and undergraduates participating in the Student Associate scheme.

Michaela Ross

Visiting and Associate Tutor
educ-studies (

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.

Amy Thompson

Visiting and Associate Tutor
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Amy Thompson is a qualified teacher in MFL and EAL. She has managed and led school improvement teams specialising in EAL (English as an additional language) and ethnic minority achievement for three local education authorities.

She has been a link adviser and a school improvement partner, supporting headteachers in whole school improvement. Her main research interest is bilingualism and bilingual approaches in mainstream classrooms. She is Education Adviser to the UK Federation of Chinese Schools and was Chair of NALDIC - the national subject association for EAL - from 2010-2013. Amy is a published author. She is tutor on the Goldsmiths’ PGCE programme and the Certificate for Teaching Community Languages.

Photo of Pat Mahony

Pat Mahony

Visiting Professor
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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.