Research in the School is organized around three key educational Domains. Each Domain contains a number of specialist foci as well as active research groups.
Pedagogy, Curriculum and Professional Learning (PCPL) Contact: Professor Elena Nardi; Professor Terry Haydn.
This domain has a focus on the research-led development and delivery of key curriculum areas across all sectors of educational activity and the development of school leadership and knowledge transfer. A key theme across this domain is the development and support of applied and practice-based research.
• Mathematics education; English curriculum and pedagogy; History curriculum and pedagogy; Sport and Physical education; Archiving education research; Lesson Learning Studies.
International Education and Social Change (IESC) Contact: Professor Anna Robinson-Pant, Dr Yann Lebeau
The domain, with its focus on education policies and practices in the Global South hosts the prestigious UNESCO Chair in Adult Literacy and Learning for Social Transformation as well as extensive work with higher education in international contexts.
This domain has an international focus both methodologically and theoretically and in relation to the work undertaken by members.
• Lifelong learning, adult literacy, community learning and international development (supported by the UEA UNESCO Chair in Adult Literacy and Learning for Social Transformation); internationalization and HE; HE policy in the international context; minority groups and mobility.
Lifelong Learning Cultures (LLC) Contact: Professor Richard Andrews; Professor Victoria Carrington
The domain brings together a range of methodological and theoretical expertise that explores the broader contexts in which education, both formal and informal, takes place. Expertise in gender, technologies, social media, public pedagogies, multimodality and popular culture create a vibrant domain.
• Informal learning in a range of communities & contexts; youth cultures and identities; digital and popular cultures; multimodality in poetics; e-Learning theory; public pedagogies and gender