Bryan Maddox is a senior lecturer in education and development at the School of International Development, University of East Anglia. He has conducted ethnographic research on literacy in Nepal, Bangladesh and Mongolia, and has written widely on the field of literacy studies. Dr Maddox holds an advisory role with UNESCO Institute of Statistics and his recent research provides ethnographic insights into large-scale literacy assessment. His research involves sustained inter-disciplinary collaboration with psychometricians and economists on functional literacy assessment.
Camilla Addey is a PhD student in her final year doing research on international literacy assessments for policy in Mongolia and Laos. She is based at the University of East Anglia (UK) though she is temporarily at Teachers College, Columbia University. Before commencing her PhD, she worked at UNESCO in the Literacy and Non-Formal Education section and taught English as a Foreign Language at the British Council in Rome and Paris. She is author of Readers and Non-Readers.
Christine Pinsent-Johnson is currently completing her PhD in the Faculty of Education at the University of Ottawa. Using institutional ethnography, her study analyzes the way that texts and their regulating properties are used to construct an international adult literacy test and a related ‘basic skills' curriculum. In turn, the texts in the testing initiative and curriculum are used to organize adult literacy education policy and curriculum development, restricting access to learning opportunities, and limiting literacy pedagogy and program purposes. She previously worked in adult literacy programs as a practitioner and coordinator for nearly 20 years.
David Vincent is Professor of Social History at the Open University. He worked at Keele University until 2003. He has written extensively on working-class autobiography, literacy and public secrecy. His publications on literacy include Literacy and Popular Culture. England 1750-1914 (Cambridge University Press, 1989, 1992) and The Rise of Mass Literacy. Reading and Writing in Modern Europe (Polity Press, 2000). He is currently working on the history of privacy in the nineteenth century.
Gemma Moss is Professor of Education at the Institute of Education, University of London. Her main research interests include gender and literacy, literacy policy, the shifting relationships between policy makers, practitioners and stakeholders that are re-shaping the literacy curriculum, and the use of research evidence to support policy and practice. She specialises in the use of qualitative and mixed methods in policy evaluation. Her recent publications include 'The politics of literacy in the context of large-scale education reform' in Research Papers in Education and ‘Literacy and Gender: Researching texts, contexts and readers'.
César Guadalupe is a Peruvian social researcher working on educational issues and the linkage between information systems and policy-making. Between 1992 and 2012 he worked on establishing connections between policy questions and research design, and between research results and decision making processes in civil service institutions both in his home country and at UNESCO. He led UNESCO´s Literacy Assessment and Monitoring Programme (LAMP) between 2007 and 2012, period in which field tests were conducted in seven countries and ten different languages as well as four full implementations of the programme. He is currently working on how schools (re)produce social representations about national history and contemporary affairs as to better understand how modern citizenship is developed, or not, in Peru. Cesar Guadalupe is a Lecturer/Researcher at the Universidad del pacífico (Lima, Peru), he holds an EdD (Sussex), an MA Social and Political Thought (Sussex) and a first degree in Sociology (Pontificia Universidad Católica del Perú).
JD Carpentieri is a Senior Policy and Research Officer at the National Research and Development Centre for Adult Literacy and Numeracy (NRDC), based at the Institute of Education, London. In 2011-12, he served as Rapporteur for the European Union High Level Group on Literacy, a pan-European expert group charged with investigating and improving literacy policy and practice. He currently serves as a Commissioner on the UK Family Learning Inquiry, and teaches a Masters-level module on international adult literacy policy.
Jeff Evans is Emeritus Reader in Adults' Mathematical Learning in the School of Science & Technology, Middlesex University. His research interests include mathematical thinking and emotion; adult numeracy; the situated nature of mathematical thinking; transfer of mathematical learning to workplace and other everyday settings; research methodologies in the social sciences and education; social justice in mathematics education; and critical citizenship; the public understanding of mathematics; images of mathematics in popular culture. His early work as a statistician developed to include an interest in qualitative, as well as quantitative methods, and approaches to fruitfully combining them. Much of his critical methodological work has been done with colleagues in the Radical Statistics Group. During 2008-13, he has been a member of the Numeracy Expert Group for PIAAC (Project for the International Assessment of Adult Competencies), the first results of which will be published by OECD in October 2013.
Mary Hamilton is Professor of Adult Learning and Literacy in the Department of Educational Research at Lancaster University. She is Associate Director of the Lancaster Literacy Research Centre Co-director of the Centre for Technology Enhanced learning and a founder member of the Research and Practice in Adult Literacy group. Her current research is in literacy policy and governance, socio-material theory, practitioner enquiry, academic Literacies, digital technologies and change. Her most recent book is Literacy and the Politics of Representation published by Routledge in 2012. Her co-authored publications include Local Literacies (with David Barton); More Powerful Literacies (with Lynn Tett and Jim Crowther) and Changing Faces of Adult Literacy, Language and Numeracy: A Critical History of Policy and Practice (with Yvonne Hillier)
Radhika Gorur is a CRN Postdoctoral Research Fellow at the Victoria Institute, Victoria University, Australia. Her research has sought, broadly, to understand how some policy ideas cohere, stabilise, gain momentum and make their way in the world. Her current research focuses on the ways in which numbers – particularly international comparative data – are being produced, validated, contested and used in contemporary education policy. Her research is driven by an impulse to engage in productive critique, going beyond deconstruction to create arenas in which diverse policy actors can engage in seeking ways to move forward. She uses assemblage and other concepts from science and technology studies and actor-network theory as the main analytical and methodological approaches in her research.
Richard Darville teaches at Carleton University's School of Linguistics and Language Studies. He has worked in and around adult literacy since the late 1970's. He has taught literacy in community college and prison programs in British Columbia, and has been an activist in practitioners' and advocacy organizations in B.C. and nationally. His research began with a focus on how different text genres are barriers or resources in literacy teaching and learning. He has been driven to investigate how an adult literacy regime – encompassing public and research discourses and institutional coordinating devices – continually reorganizes literacy work, and disorganizes the knowledge indigenous to it.
Sotiria Grek is a lecturer in social policy at the School of Social and Political Science, University of Edinburgh, UK. She works in the area of Europeanisation of education policy and governance, and is currently funded by the Economic and Social Research Council (ESRC) to do research in the areas of transnational policy learning (RES-000-22-3429, 2010–2012) and governing by inspection (RES-062-23-2241, 2010–2014). She has recently co-authored (with Martin Lawn)/Europeanising Education: Governing a New Policy Space/(2012, Symposium).
Tannis Atkinson worked as adult literacy educator and plain language editor for many years before founding Literacies, a Canadian journal linking research and practice. Currently a PhD candidate at the Ontario Institute for Studies in Education of the University of Toronto, her research focuses on how normative definitions of adult literacy are operating within advanced liberal government. Recent scholarly publications include chapters in two books: More powerful literacies (Tett, Hamilton & Crowther (eds.), 2012, NIACE) and Canadian education: Governing practices and producing subjects (Spencer, Gariepy, Dehli & Ryan (eds.), 2012, Sense).