Dr Veronica Poku

Staff details

Position Lecturer
Department Educational Studies
Email v.poku (@gold.ac.uk)
Phone +44 (0)20 7919 7323

Veronica leads the Primary PGCE Maths course, MA module Race, Culture and Education as well as the Maths in Action research/school-based enhancement module.  She co-ordinates the M-level SPIRE (Studies in Professional Issues and Research in Education) module. Veronica has taught in Higher Education since 2005, having taught on both undergraduate and postgraduate programmes in ITE (Initital Teacher Education). Prior to that, Veronica had extensive experience in primary schools. She taught for 10 years in schools within multicultural settings. She was a leading Maths teacher for Merton, maths co-ordinator and a senior manager within schools.  Veronica is co-chair of the Goldsmiths Racial Equality Group (GREG), co-BAME rep for Goldsmiths UCU and Equalities officer for the Education department.


Veronica has presented at the BERA symposium on Black African and Black African-Caribbean students' experiences and perceptions of Initial Teacher Education (2013) and at CHEER on undergraduate Black students' perceptions of a teacher training course based in a south of London University (2012).

Academic Qualifications

  • BA Joint Honours West European Politics and French (University of Essex) 1991
  • PGCE Mulitlingual Primary Education (North London Polytechnic now LondonMet)
  • MA Maths Education (Merit) (King’s College, London) 2003
  • EdD Doctorate in Education (UCL/IoE) 2017
  • MA Writing (University of Warwick) 2020

External Examiner

  • Oxford Brookes University: 2013 – 2017 Primary PGCE
  • Birmingham City University: 2018 - BA (Hons) Primary Education with QTS

Research Interests

Her area of research and interest is in the experiences of being Black in British society. Veronica’s doctoral research looked into the experiences of African and African-Caribbean students whilst on primary school placement in South London schools. As part of her masters, Veronica researched the impact of setting on children’s levels of attainment and self-esteem.