Colleagues across the University are welcome to be part of the CWE. Currently the following people are associated with the Centre.
Centre Co-directors
External Associates
- Dr Ali D’Amario (Educational and Child Psychologist, Xavier Catholic Education Trust)
- Dr Hyleen Mariaye (Associate Professor, Mauritius Institute of Education)
- Dr Alesia Mickle Moldavan (Assistant Professor of Mathematics and Science Education, Georgia Southern University)
- Marta Ortega Vega (Research and Evaluation Advisor, Maudsley Learning)
Internal Associates
Doctoral Students
Linferd S Fernandes
In a world full of diversity and a desire for homogeneity, finding unconditional acceptance and experiencing a sense of belonging may prove to be elusive. My research, based in Goa, acknowledges this reality in a classroom and explores whether teachers are equipped to be a bridge that can mitigate the existing gulf between present reality (of diversity and aspiration for homogeneity) and envisioned expectation (achieving unconditional acceptance and a sense of belonging).
Kerry Macfarlane
My research is based on a case study of Catholic primary schools, focusing on an exploration of the factors which affect children’s character formation within Catholic education. As part of the research, the study examines aspects of ‘caught, taught, and sought character’, and the ways in which these approaches impact children’s holistic development.
My research focuses on the career transition of early career academics. Through three touchpoints across the academic year, participants will have the opportunity to discuss their reasons for becoming an academic, the experience of career transition, and imagined possible selves. An emerging strand of the research is about whether the opportunity to engage in extended professional reflection via the research interviews has any influence on wellbeing at work.
Olivia Richards
In the third year of my PhD, I have created a set of educational resources and training called 'The Story Project' that enables teachers to use carefully chosen stories to teach children skills that will support their wellbeing. I am exploring teacher’s perceptions of the effectiveness of stories and 'The Story Project' as pedagogical tools for teaching PSHE at primary level. PSHE is the subject where children are most likely to learn about their wellbeing and there is currently a lack of research into the use of stories in this subject.
My PhD considers critical and multidimensional accounts of belonging within workplaces. My research looks at how people working in further education express connections to their profession, and how these attachments could contribute to more nuanced accounts of the relationships between individuals, communities, and institutions within the sector.