Dr Yvonne Foley

Yvonne is the Head of Institute for Education, Teaching and Leadership (ETL) at Moray House School of Education and Sport. Yvonne worked for many years an English language teacher in Taiwan and the UK. Before returning to Scotland, she was Director of Studies within an international school system (over three campuses) in Taipei, Taichung and Kaoshiung. This position involved training teachers in TESOL methodology, curriculum, and assessment. She is currently a member of NALDIC (National Association of Language Development Across the Curriculum) and IATEFL (International Association in Teaching English as a Foreign Language). Yvonne has a PhD in Education investigating mainstream and EAL teachers’ beliefs about the reading literacy needs of bilingual pupils in Scottish secondary schools.

Deputy Director

Dr Marlies Kustatscher

Marlies is a Lecturer in Childhood Studies at the Moray House School of Education and Sport (based in the Institute for Education, Community and Society), and the Co-Programme Director of the BA Childhood Practice. Her research interests include children and young people’s experiences of intersectional inequalities, children’s rights and participation, and the emotional politics of childhood. She is particularly interested in qualitative, participatory and arts-based research methodologies. Marlies has a practical background in social work and support work with children and young people.

Network members

Professor Rowena Arshad

Rowena was the Head of Moray House School of Education and Sport from 2013-19. Currently, she is Convenor of the College of Arts, Humanities and Social Science Equality, Inclusion and Diversity Committee. She also convenes the University of Edinburgh’s Race Equality and Anti-Racist Sub-Group. Her doctoral thesis was on Scottish teacher activism in the area of equality and anti-discrimination. Rowena was awarded the OBE in 2001 for services to race equality, an honorary doctorate by Edinburgh Napier for services to gender equality and in 2019 was awarded a CBE for services to education.

Dr Farah Akbar

Farah joined the MSc TESOL team in January 2015. Previously, she taught at University of Southampton after having completed her PhD in Linguistics from University of Essex. Her research interests are in the areas of language teaching especially in the evaluation of ELT materials and assessment literacy. More recently she has been engaged with projects on issues of religious conversions and identity. She is also part of the Religious and Moral Education (RMEd) working group at a primary school in Edinburgh that aims to understand the current Scottish Government and City Council policy for RMEd and make recommendations to reflect diversity in the school.

Dr Davies Banda

Davies is the Director of Learning and Teaching (1 August, 2020) and Deputy-Director of the Academy of Sport, both roles within Moray House School of Education and Sport. His research interests focus on using sport for development and peace purposes, a field within which debates on power, proximity and access to development aid and whiteness have been key features of the debate on sport and empowerment of disadvantaged communities. Davies has also used his role within the school to advocate for social justice through pursuing creating widening participation opportunities for groups at risk of exclusion in higher education. He has undertaken consultancy for United Nation agencies and global sports organisations and associations. He works with community based organisations in sub-Saharan Africa.

Dr Jite Eferakorho

Jite is a Teaching Fellow in Language Education, Moray House School of Education and Sports-University of Edinburgh. His research has explored critical multicultural literacy, teacher education policy, multicultural reform efforts in the preparation of teachers, multicultural education and citizenship, and educational leaders within the social and global context of education. His research has been presented at national and international conferences and published in the Journal of School Leadership; Sage Encyclopaedia for Educational Leadership and Administration; International Journal of Diversity in Organisations, Communities and Nations; and several technical reports. He has (co)authored chapters in the several books and reports, including: International Perspectives on Positive Action Measures: a Comparative Analysis in the European Union, Canada, the United States and South Africa; Making a Difference in Teacher Education through Self-Study: Studies of Personal, Professional and Program Renewal; and No Child Left Behind and other Federal Programs for Urban School Districts.

Dr Labake Fakunle

Labake is a Teaching Fellow and Coordinator of the MSc Education General Pathway at Moray House School of Education and Sports. She is Course Organiser of the MSc Course, “Higher Education in the Global Context”. She teaches MSc Education courses, including Education Policies and the Politics of Education. Labake’s research areas include internationalisation, student experience and employability. She is particularly interested in exploring missing voices in dominant discourses in internationalisation processes.

Dr Andy Hancock

Andy started teaching in multilingual primary schools in London before working for two years in a State Secondary school in Karoi, Zimbabwe. In 1990 he moved to Scotland to become a peripatetic support teacher to bilingual and traveller pupils in Central Region, and for a short period was seconded as part of a regional anti-bullying project investigating racist incidents and developing anti-racist support materials for schools.  Prior to coming to the University of Edinburgh Andy was Manager of the Bilingual Support Service in North Lanarkshire. Andy has researched and published extensively on a range of issues including complementary schools, language policy in Scotland, linguistic landscapes and aspiring teachers’ understandings of linguistically diverse classrooms. In 2014 he co-edited a volume with Xiao Lan Curdt-Christiansen, Learning Chinese in Diasporic Communities (John Benjamins). This book stems from an interest that relates to his PhD study exploring children’s biliteracy practices in multilingual settings in Scotland.

Jonathan Hancock

Jonathan is a Research Associate at Moray House School of Education and Sport, University of Edinburgh. He has over seven years professional research experience and has worked on projects relating to issues of pedagogy, social justice, race equality and public policy in academia and the third sector. He has published on identity and belonging, language policy in Scotland, Internationalisation, and pupils learning English as an Additional Language (EAL) through the CERES. Currently, Jonathan’s research work focuses on spatial literacies and equality in education.

Dr Kristina Konstantoni

Kristina is a Lecturer in Childhood Studies in the Moray House School of Education and an Associate of the Centre for Research in Education, Inclusion and Diversity (CREID) based in the  Institute for Education, Community & Society. As a sociologist her PhD was on the topic of ‘Young Children’s Perceptions and Constructions of Social Identities and Social Implications: Promoting Social Justice in Early Childhood’. Her main research interests are in Identities, Equity, Social Justice and Children’s Rights and Participation, and how these are taken forward in Educational Practice by engaging and listening closely to young children, parents/cares and practitioners. She is also interested in the links between social policy (particularly educational), research, theory and practice relative to Social Justice and Equity.

Dr Jingyi Li

Jingyi is a Co-Programme Director of the MSc Education programme and a Teaching Fellow in the Moray House School of Education. Jingyi previously worked in a local NGO in Scotland with ethnic minority children and their families. She also has been teaching at local Chinese schools in Edinburgh for over ten years. Her research interests lie in international education and development, education policy, curriculum development and global citizenship education.

Rosa Murray

Rosa taught in secondary schools prior to working with the General Teaching Council for Scotland (GTCS) where she was responsible for shaping and developing Professional Standards and Learning and Development Programmes for teachers in Scotland. Rosa led the development of Professional Values and Learning for Sustainability (LfS) within the GTCS Professional Standards for teachers, this work was in partnership with Learning for Sustainability Scotland and the Scottish Government and embedded values and LfS throughout all the professional standards for teachers in Scotland. Rosa is currently working in the University of Edinburgh as a Co-Director of Partnerships taking forward the agenda of Teaching Scotland’s Future (2012) in partnership with the University and the their Local Authorities with a particular focus on Early Phase Professional Learning and the National Returning to Teaching Programme. Rosa has co-authored several articles focused on LfS and her key interests and passions are Social Justice, Activist teachers and Learning for Sustainability.

Dr Fiona O’Hanlon

Fiona is a Chancellor’s Fellow in Languages Education at Moray House School of Education. Her PhD investigated the language use, language attitudes and identities of Gaelic-medium and Welsh-medium pupils in the transition from primary to secondary school. Fiona’s research focuses on languages education at the primary and secondary school stages – encompassing both Gaelic-medium education and the learning of modern languages as a subject in English-medium education.  She is a Board Member of SCILT (Scotland’s National Centre for Languages), and represents Higher Education on this board (2018 – ongoing).  Between 2014 and 2017 Fiona was a Board member of Bòrd na Gàidhlig, the executive non-departmental public body which works to promote the use and understanding of Gaelic language, education and culture.  As part of this role, she was a member of the Core Group for the development of the National Statutory Guidance on Gaelic education, required by the Education (Scotland) Act 2016. Fiona is also co-editor of CERES blog, along with Professor Rowena Arshad.

Dr Mike Orr

Mike is a Teaching Fellow on the MSc TESOL programme. He started teaching English over thirty years ago. Since then, he has worked as a teacher and teacher educator in different parts of the world. Quite early on, he became interested in the way access to English language learning is often associated with power and privilege. From this starting point he has developed two related areas of interest: the presentation of English language teaching as an apolitical activity; and the general absence from English language teacher education programmes of courses that deal with the use of language to represent the power of ruling elites as natural and normal.