Education as the practice of freedom is not just about liberatory knowledge, it’s about a liberatory practice in the classroom. Bell hooks


As a scholar activist I’m deeply committed to social justice and equality and believe higher education has an important role to play in creating more just societies. As an academic I strive to embed equality and social justice into everything I do, which includes teaching, research and professional practice. Pedagogies I draw on are listed below:

Critical Pedagogy

(Freire) Education should facilitate social justice by helping the oppressed develop critical consciousness to understand the structures of domination in order to imagine alternative possibilities.

Social Justice Pedagogy

(Bell/Hackman) Educational environments should be spaces that facilitate engaged, critical and empowered thinking & action – i.e. learning should promote social change.

Critical Race Pedagogy

(Ladson-Billings/Lynn) Race and culture should be embedded in critical pedagogy to deliver culturally relevant teaching with emancipatory objectives.

Culturally Democratic Pedagogy

(Aldridge) Cultural issues and social justice should be placed at the heart of curriculum development.

Dialogic Pedagogy

(Bakhtin/Bowers/Freire/) Learning should involve both teacher and student learning together, searching for the truth and experiencing intellectual growth.

Suggested Reading – Pedagogy

Aldridge, D. P. (2000). On race and culture: Beyond Afrocentrism, Eurocentrism to cultural democracy. Sociological Focus, 33 (1): 95-107.

Bell, L.A.  (2007). Theoretical foundations for social justice education in Adams, A., Bell, L.A., & Griffin, P (eds) in Teaching for diversity and social justice. NY: Routledge.

Bowers, R. (2005). Freire (with Bakhtin) and the dialogic classroom seminar. Alberta journal of educational research51 (4).

Cuenca, A. (2010). Democratic means for democratic ends: The possibilities of Bakhtin’s dialogic pedagogy for social studies. The Social Studies102 (1), 42-48.

Darder, A. (1994). Institutional research as a tool for cultural democracy. New Directions for Institutional Research, 21-21.

Freire, P (1970/1994) Pedagogy of the Oppressed. New York: Continuum.

Hackman, H. (2006). Five essential components for social justice education. Equity and Excellence in Education. Vol.38, 103-109.

hooks, B. (1994). Teaching to transgress: Education as the practice of freedom. New York: Routledge.

Jackson, L. (2008). Dialogic pedagogy for social justice: A critical examination. Studies in Philosophy and Education27 (2-3), 137-148.

Ladson-Billings, G., 1995. Toward a theory of culturally relevant pedagogy. American educational research journal32(3), pp.465-491.

Lynn, M., 2004. Inserting the ‘Race’into Critical Pedagogy: An analysis of ‘race‐based epistemologies’. Educational Philosophy and Theory36(2), pp.153-165.

Mighty E.J. (2001). Teaching for inclusion: the challenges and opportunities of diversity in the classroom. Focus on University Teaching and Learning, 11 (1), 1-8.

Suggested Reading – Scholar Activism

Gabriel, D (2013). Black scholars, racial justice and public prominence. Black British Academics.

Madeloni, B. (2014). The Movement We Make is the Community We Become: On Being an Activist in the Academy. Multicultural Perspectives16 (1), 12-15.

Suzuki, D., & Mayorga, E. (2014). Scholar-activism: A twice told tale. Multicultural Perspectives16 (1), 16-20.