Respondents
We are grateful to have a multidisciplinary group of scholars raise thoughtful and important commentary on our emerging work. The probing analyses provided by these respondents greatly improves the quality of our ongoing project.
Ruth Cigman
Ruth Cigman has worked in universities in the US and UK, particularly Birkbeck and UCL Institute of Education and Medical School. She specialises in ethics, philosophy of education and special education, and has published widely in these areas. She recently published Cherishing and the Good Life of Learning: ethics, education, upbringing (Bloomsbury 2018). Since 2017, she has run the Cotton Tree Trust, a charity that supports asylum seekers and refugees.
Tom Douglas
Thomas Douglas trained in clinical medicine and philosophy and works in applied and normative ethics. He is currently Senior Research Fellow and Director of Research and Development in the Oxford Uehiro Centre of Practical Ethics, Hugh Price Fellow at Jesus College, Oxford, and Editor of the Journal of Practical Ethics. Much of his work focuses on the ethics of behaviour modification and neuroenhancement.
Ben Kotzee
Ben Kotzee is Senior Lecturer and Director of Postgraduate Research in the School of Education at the University of Birmingham. He works on topics in the epistemology of education and in professional ethics. He is editor of the journal Theory and Research in Education.
Christopher Lewis
Christopher Lewis works on how the law should respond to the mechanisms that generate racial, ethnic, and class-based inequality. He brings the normative and conceptual tools of analytic philosophy to bear on findings in the social sciences in a way that is designed to answer a wide range of questions under this banner. His primary research program examines the kinds of moral principles that ought to guide criminal law and sentencing policy in the context of stratification and inequality.
David Lundie
David Lundie is Senior Lecturer in Education at Liverpool Hope University. His research is concerned with values education in the changing political context of schools in the UK. He is co-director of the Centre for Education and Policy Analysis at Liverpool Hope University and associate editor of the British Journal of Religious Education.
Poppy Nash
For many years, Poppy Nash was a postdoctoral researcher in the Department of Psychology, University of York, focusing on the development, implementation, evaluation and dissemination of intervention programmes for promoting psychological resilience in vulnerable learners, in both primary and secondary schools. Since moving to the Department of Education and joining the Psychology in Education Research Centre at York, Nash has worked collaboratively with colleagues in the fields of Forensic and Clinical Psychology, on projects looking at school responses to disruptive behaviour in the classroom, and interventions for those at risk of exclusion from secondary school. As a Senior Lecturer, Nash currently focuses on understanding transitions and supporting the mental health of students and staff at school, college and university.
Harriet Pattison
Harriet Pattison is a lecturer in Early Childhood at Liverpool Hope University. Her interests centre around alternative education and alter- childhoods. Her latest research is on Muslim home education in the time of Prevent.
Thomas Schramme
Thomas Schramme is Professor of Philosophy at the University of Liverpool. Previously, he held posts at the University of Hamburg, Swansea University, and the University of Mannheim. He earned his PhD at Free University Berlin with a thesis on the concept of mental illness. His main research interests are in philosophy of medicine, political philosophy, and moral philosophy. Most recently he has published the textbook Theories of Health Justice: Just Enough Health (Rowman & Littlefield Int. 2019).
Elizabeth Shaw
Elizabeth Shaw is a lecturer in criminal law and criminology at the University of Aberdeen (UK), and a director of the Justice Without Retribution Network. Her primary research interests are theories of punishment, criminal rehabilitation, criminal responsibility and moral uncertainty. She has written on the moral enhancement of offenders, mental incapacity defences, psychopathy and free will.
Rebecca M. Taylor
Rebecca M. Taylor is an Assistant Professor of Education at Suffolk University, where she investigates the ethical foundations of education and teaches courses in higher education administration and community engagement. She was previously a Postdoctoral Fellow at Emory University’s Center for Ethics and holds a Ph.D. in Philosophy of Education from Stanford University. Her research explores philosophical and empirical questions regarding the intellectual and ethical aims of education, bringing foundational, normative inquiry into dialogue with dilemmas in educational policy and practice. Her work has appeared in journals including Harvard Educational Review, Educational Theory, Journal of Philosophy of Education, Democracy and Education, and Educational Philosophy and Theory.
Lorella Terzi
Lorella Terzi is Professor of Philosophy of Education at the University of Roehampton, London. Lorella Terzi’s work in applied philosophy is situated within contemporary political philosophy and its application to education and public policy. She is the author of Justice and Equality in Education (2008), which won the 2011 Nasen Special Educational Needs Academic Book Award, and the editor of Special Educational Needs: A New Look by Mary Warnock and Brahm Norwich (2010). Her publications include numerous articles and book chapters about questions of disability, justice, and the capability approach.
Carrie Winstanley
Carrie Winstanley has taught in schools and higher education for more than twenty years. Professor of Pedagogy at the University of Roehampton, London, she has particular responsibilities for learning and teaching, working on undergraduate and postgraduate programmes and with faculty. She is the author of various books, papers, edited collections and study guides and serves on the Executive Council of the Philosophy of Education Society of Great Britain. Winstanley also has a background in educational psychology, and is particularly interested in pedagogy, and the concept and practice of creating challenge for all learners, particularly those with learning difficulties, disabilities and disadvantage. Winstanley is particularly committed to encouraging learners to embrace educational visits as an essential aspect of their learning.