Camilla Stanger
Staff details
Since completing a Cert Higher Ed in Dance Teaching (Royal Academy of Dance, 2005) and a PGCE in Secondary English Teaching (Goldsmiths, 2007), Camilla has taught in secondary schools and colleges around inner-London. In 2018 she completed her doctoral thesis at Goldsmiths. This research critically explored dance and voice based pedagogies as forms of resistance against institutional racism and sexism experienced by young black women in an inner-London college. This work has gone on to form the basis of WeMove Dance C.I.C., a collective of critical educators, dance artists, therapists and young people working towards social change, based in North London. Camilla coordinates this programme alongside her teaching and research.
At Goldsmiths, Camilla teaches on the BA Education, Culture and Society (‘Youth Cultures’) and tutors beginning teachers on the PGCE and SCITT secondary English programmes. She is also working with Sue Dixon to develop ITT and CPD materials around PSHE and RSE education in secondary schools. She continues to teach GCSE and A Level English at a 16-19 college in North London.
Publications and research outputs
Article
- From Looking to Learning: Working with and for Young Black Women in Systems of Whiteness Stanger, Camilla. 2025. From Looking to Learning: Working with and for Young Black Women in Systems of Whiteness. Pedagogy, Culture & Society, 33(3), pp. 887-903. ISSN 1468-1366
- Selective amnesia and the political act of remembering English teaching Pitfield, Maggie; Gilbert, Francis; Asamoah Boateng, Claudia and Stanger, Camilla. 2023. Selective amnesia and the political act of remembering English teaching. Pedagogy, Culture & Society, 31(5), pp. 1059-1077. ISSN 1468-1366
Research Interests
Her research interests include the relationship between whiteness and neoliberal forms of governance in schools, how intersections of 'race', class, gender and sexuality shape educational inclusion and exclusion, the complicated role of white teacher-researchers in anti-racist praxis, and the role that embodiment, emotion and dialogue can play in shaping emancipatory learning spaces, especially in relation to dance-based pedagogies.