Latifa Akay is Director of Education at the London-based charity Maslaha, leading the organisation’s education programmes and current work adapting the award-winning Columbian Escuela Nueva model to a UK context.
She formerly led Maslaha’s gender equality work, spearheading and developing a digital education resource exploring perspectives around Islamic Feminisms, and Muslim Girls Fence, an initiative using the sport of fencing to challenge stereotypes of and build resilience among Muslim girls.
Latifa is a regular commentator on Maslaha’s work and associated issues, and has featured as a guest on Radio 2’s Good Morning Sunday, Radio 4 and others. She holds an LLM in Human Rights, Conflict and Justice from SOAS University and an LLB in Law with Politics from Queen’s University, Belfast. She has also conducted research for the Irish Human Rights Centre exploring the notion of ‘faith in democracy’ in the context of Turkey
Latifa is a board member of the Inclusive Mosque Initiative, a UK-based collective working to provide a space for the promotion and practice of an inclusive Islam. She previously worked as a correspondent for Turkish daily Today’s Zaman in Istanbul and her articles have been published in, among others, The Guardian and The Scotsman newspapers.
Kehinde Andrews is Associate Professor of Sociology, and has been leading the development of the Black Studies Degree at Birmingham City University. His book Black Radicalism will be published in July 2018. He recently co-edited Blackness in Britain (2016) and his first book was Resisting Racism: Race, Inequality and the Black Supplementary School Movement (2013).
Malina Baranowska-Janusz is a cross-cultural psychologist, trainer and coordinator of the Let’s talk about refugees project at the Center for Citizenship Education, Warsaw. She also leads the Embracing Controversy project in Poland, an initiative of the Evens Foundation.
A graduate of the University of Social Sciences and Humanities in Warsaw and postgraduate of the School of Psychology Teacher Training at Laboratorium Psychoedukacji, she specializes in intercultural competences, cross-cultural communication, cultural adaptation and readaptation, as well as anti-discrimination education. She works with schools and runs trainings for teachers and students. She is a certified CoResolve Youth Speak instructor.
Tomas Baum is the founding director of the Flemish Peace Institute, a parliamentary advisory body based in Brussels. He enjoys being active in the sweet spot between research and politics by translating the work of the institute to various decision-making forums. In addition he has experience in getting complicated – and sometimes contentious – information to various media.
After studying philosophy, applied ethics and international politics he continues to think about the relation between morality and politics. He has published and lectured on the philosophy of Immanuel Kant, peaceful politics and the regulation of arms trade.
Throughout his career he assisted different organizations in strategic planning, facilitated interaction between people in conflict, chaired jury deliberations of different peace prizes and curated a photo exhibition.
Gert Biesta is Professor of Education and Director of Research at the Department of Education of Brunel University London, UK. For one day per week he holds the NIVOZ Chair for Education at the University of Humanistic Studies the Netherlands. In addition he is Professor II (Visiting Professor) at NLA University College, Bergen, Norway. Since 2016 he is an associate member of the Education Council of the Netherlands, the advisory body for the Dutch government and parliament. He is associate editor of the journal Educational Theory and from 2018 onwards co-editor of the British Educational Research Journal. He studied education and philosophy in the Netherlands, obtained his PhD in 1992 on the philosophy of John Dewey, and was a Spencer Postdoctoral Fellow with the National Academy of Education, USA (1995-1997).
His work focuses on the theory of education and the theory of social and educational research, with a particular interest in questions of democracy and democratisation.
His recent books include: Biesta, G.J.J. (2011). Learning democracy in school and society: Education, lifelong learning and the politics of citizenship (2011), Civic learning, democratic citizenship and the public sphere (2013), The beautiful risk of education (2014) and The rediscovery of teaching(2017).
What is the educational question? Arousing the desire for democracy
It is often argued that citizenship education needs to equip children and young people with the knowledge, skills and dispositions that are needed to be good citizens. While this may be a necessary condition for good citizenship, the question Biesta wishes to ask is whether it is also a sufficient condition – or in more plain language: whether this is enough.
A graduate in Teaching and in Pedagogy, and with a Master’s in Conflict Resolution and Mediation, Maria Carme Boqué Torremorell is a professor/researcher at Ramon Llull University in Barcelona. She has taught in primary school; working in the Ministry of Education of Catalunya, developed programs for living together and implemented school mediation programs, and has collaborated with different autonomous governments on improving the educational system. She is a lecturer in both national and international universities, conferences, forums and workshops in the areas of Education, Law, Political Science, Security, Psychology and Social Studies. She leads research projects on tertiary education, peace, citizenship, children’s right to participation, conflict resolution and mediation.
Maria Carme is a member of the editorial board of the Journal of Peace Education, of the Catalan Professional Association of Pedagogy, and of the Observatory of Children’s and Adolescent’s Rights of the Catalan government. She has published 22 books, 14 chapters of books and 70 articles, including: ‘La cultura de paz en la educación para la ciudadanía y los derechos humanos en los libros de texto de Educación Primaria’ and ‘Percepción de los estudiantes para maestro sobre la violencia escolar: una puerta de acceso a la mediación en infantil y primaria’.
Bart Brandsma is a Dutch philosopher (social and political philosophy) with expertise in polarization, who works independently as a consultant and trainer throughout the Netherlands and Europe. He offers strong and practical answers to polarization. His polarization strategy – based on over 10 years of practical training of professionals and thorough practical study of the dynamics of polarization – brings new insights (do’s and don’ts) regarding people’s professional dealing with ‘us and them’ thinking.
With a small team of dedicated people, he trains and advises professionals – such as mayors, public prosecutors, policymakers, teachers, school heads, prison personnel and prison directors, radicalization experts and counterterrorism teams, police professionals, municipality workers, youth and social workers, dialogue experts, communication advisors and journalists, etc. These professionals have one thing in common: their supposedly neutral or independent position in situations of polarization. Brandsma offers a strategy of depolarization: working from three fundamental insights, the five roles that people play in polarization, and four practical gamechangers. Itr could be called polarization ‘management’, as distinct from conflict management.
Brandsma recently published: Polarisation; the dynamics of us and them-thinking (English translation available by end 2017).
Nadia was the former National Coordinator of the Debating Matters Competition, a substance-over-style debating competition for sixth-former students. An alumnus of the competition herself, she is committed to the competition’s format designed to get to the heart of complex issues. She now coordinates a project at Generating Genius, a charity that supports traditionally under-represented young people to study STEM at university and beyond.
Eef Cornelissen is a lecturer, researcher and co-coordinator of the project Democratic Dialogue at Erasmus University College, Brussels. She has a Master’s in Philosophy and works as a senior socratic facilitator in educational, social and artistic contexts. She is leading projects and researching the implementation of socratic principles in education.
Arzu Yentür is a psychologist, dialogue coach and co-coordinator of the project Democratic Dialogue at Erasmus University College, Brussels. She works in a variety of professional and educational settings as a facilitator in relation to sensitive issues, with a focus on intercultural communication training.
> Concluding remarks
Hilary Cremin is a Senior Lecturer who researches and teaches in the areas of education, conflict and peace in schools and communities internationally. She has worked in the public, private and voluntary sector as a school teacher, educational consultant, project coordinator and academic. She is a byefellow and Director of Studies for Education at Fitzwilliam College and is the Manager of the Masters programme in the Faculty.
Hilary has carried out research projects funded by the Society for Educational Studies, the ESRC, the British Academy and the EPSRC. She has worked with colleagues from Nottingham University and Edinburgh University on a seminar series exploring Restorative Approaches to conflict in schools, and she has recently travelled to Brazil, Australia and Cyprus to develop approaches for transforming conflict and violence in schools. She has a growing interest in arts-based methodologies in educational research including photo-voice, poetry and autoethnography.
Before moving to Cambridge University in October 2008 she worked at Leicester University School of Education. In the 12 years before going into the higher education sector, Hilary set up and ran Catalyst Conflict and Change Limited, a company which specialised in conflict resolution training for adults and children. Through Catalyst, Hilary worked with various adult and community groups and in hundreds of primary and secondary schools throughout the UK. She has worked as a community mediator, mediating both neighbour and family disputes. She continues to be involved in the promotion and delivery of this exciting area of work, especially conflict transformation and peace-building work in schools.
Recent publications she co-authored include: Positive Peace in Schools: Tackling conflict and creating a culture of peace in the classroom (2016), Restorative Approaches to Conflict in Schools: International perspectives on managing relationships in the classroom (2014), and Debates in Citizenship Education (2011).
Colin Crouch is a sociologist and political scientist, professor emeritus of the University of Warwick and external scientific member of the Max Planck Institute for the Study of Societies at Cologne. He has been vice-president for social sciences of the British Academy (2012-16). He has published within the fields of comparative European sociology and industrial relations, economic sociology, neoliberalism and contemporary capitalism. He is currently working on general social comparisons among European countries, and on problematic relations between democracy and economic inequality in post-modern societies.
Prof. Crouch has coined the term “post-democracy” in his book Coping with Post-Democracy (2000). Defining a running evolution within democracies during the 21st century, the term designates states that are conducted by fully operating democratic systems (elections are being held, governments fall and there is freedom of speech), but whose application is progressively limited. A small elite is taking the tough decisions and co-opts the democratic institutions.
Recent publications include: Society and Social Change in 21st Century Europe, 2016; Governing Social Risks in Post-Crisis Europe, 2015
> Break-out session Youth rising: between exclusion and belonging
> Closing panel discussion Shaping educational responses
Jo-Anne Dillabough is Reader in the Sociology of Youth and Global Cultures (Education), University of Cambridge, and Chair and Convener of Education, Equality and Development. Her interests are in the sociology of young people, cities research and the role that wider forces play in enhancing youth marginalization in global cities worldwide. She has been a visiting scholar at universities in Australia, Argentina, the UK, Iceland, Norway, and Sweden. She has been awarded five SSHRC grants, an ERSC impact grant, and is currently holding a British Academy grant on youth cultures in exile, migration and diasporic engagement. She has held the Spencer Fellowship (US) and a Peter Wall Fellowship at the University of British Columbia. She was also the David Lam Chair in Multicultural Education at the University of British Columbia between 2010 and 2014.
Dr Dillabough was co-editor of Education, Globalization and Social Change (Oxford University Press), Challenging Democracy (Routledge), Troubling Gender and was co-editor of Gender and Education from 2012-2017. Other book publications including Lost Youth in the Global City: Class, Culture and the Urban Imaginary (with J. Kennelly, Routledge, 2010). She has published numerous single and joint authored journal articles in international journals alongside book chapters, including recently: ‘Of Time and the City’: Young People’s Ethnographic Accounts of Identity and Urban Experience (Dillabough & Gardner, 2015, Springer); “Distant cities, travelling tales and segmented young lives: making and remaking youth exclusion across time and place” (with McLeod & Oliver, 2015); and ‘Gender, Social Justice and Citizenship in Education: Engaging Space, the Narrative Imagination, and Relationality (Dillabough, 2016)
Ellis Brooks is Peace Education Programme Manager for Quakers in Britain. Quakers recognise that there is ‘that of God in everyone’, leading them to renounce violence and war and to work actively for peace. Promoting peace education including conflict transformation is one way to live out that peace testimony. As a teacher, trainer and campaigner Ellis had worked with children and young people to develop the values, skills and understanding we all need to be peacemakers. He previously worked for Peacemakers and CRESST, introducing restorative approaches in UK primary and secondary schools.
> Keynote speech Violence. Conflict & the Art of the Political
> Break-out session Youth rising: between exclusion and belonging
> Closing panel discussion Shaping educational responses
Brad Evans is a political philosopher, critical theorist and writer, whose work specialises on the problem of violence. The author of some ten books and edited volumes, along with over fifty academic and media articles, he serves as a Reader in Political Violence at the School of Sociology, Politics & International Studies, the University of Bristol, UK.
He is founder/director of the Histories of Violence project. In this capacity, he has recently directed a global research initiative on the theme of “Disposable Life” to interrogate the meaning of mass violence in the 21st Century. Previous to this, his co-directed movie “Ten Years of Terror” (with Simon Critchley) received international acclaim.
Throughout 2015-17, Brad was invited to lead a dedicated series for The New York Times (The Stone) on violence. He is currently the lead editor for dedicated section on violence and the arts/critical theory with The Los Angeles Review of Books. He regularly writes for the Guardian, Independent, World Financial Review, Al Jazeera, TruthOut, Counter-Punch and Social Europe. He is a regular guest on the comedian Russell Brand’s “True News” series The Trews, and the podcast show Under the Skin, along with providing academic advice for the programme.
Brad has been a visiting fellow at the Committee on Global Thought at Columbia University, New York (2013-14) and distinguished society fellow at Dartmouth College, New Hampshire (2017).
Brad’s latest books include Histories of Violence: Post-War Critical Thought (with Terrell Carver, Zed Books, 2017); Portraits of Violence: An Illustrated History of Radical Thinking (with Sean Michael Wilson, New Internationalist, 2016); Disposable Futures: The Seduction of Violence in the Age of the Spectacle (with Henry Giroux, Citylights: 2015), Resilient Life: The Art of Living Dangerously (with Julian Reid, Polity Press, 2014), Liberal Terror (Polity Press, 2013), and Deleuze & Fascism: Security – War – Aesthetics (with Julian Reid, Routledge, 2013).
He is currently working on a number of book projects, including Violence (with Natasha Lennard, Citylights, 2018): and Ecce Humanitas: Beholding the Pain of Humanity (Columbia University Press, 2019).
Violence. Conflict & the Art of the Political
This talk will challenge conventional notions of violence, conflict and the political in order to show why “conflict matters” as a creative force in the task of creating better futures. The political in this regard is seen more as an art for living, which harnessing the creative power of the political imagination, counters violence with a more affirmative claim to becoming human in the world.
Jonathan Even-Zohar is Director at EUROCLIO, where he has been employed since 2006. Over these ten years he has worked predominantly on large history education projects in Bulgaria, Cyprus, the former Yugoslavia and Turkey. In close cooperation with History Teachers Associations, curriculum developers and educational authorities he has overseen projects where social transformation, capacity building and conflict prevention were key drivers.
On the European level, his expertise includes association governance, civil society development, cross-border professional development, fundraising, advocacy and public discourse on history education. He has an MA degree in History from Leiden University, relating to world-historical perspectives in history education. Looking ahead on the work of EUROCLIO, his main interests are global history, remembrance education and intercultural and inter-religious dialogue.
> Closing panel discussion Shaping educational responses
Rob Faure Walker has been a school teacher in London since 2005. He is also a PhD student at the UCL Institute of Education where he is investigating the impact of counter-extremism discourses in educational settings and on the democratic process. He became interested in this area when he saw the impact that new counter-extremism policy had on his students in the secondary school in East London where he was teaching.
Since then, his work has used corpus linguistics and discourse analysis to demonstrate that the usage of ‘extremism’ and ‘radicalisation’ has changed over the last decade, the words becoming conventionally synonymous with violence. He theorises that this results in the application of counter-extremism strategies in schools promoting rather than preventing violence and this work has contributed to reports into the human rights implications of counter-extremism in education for Rights Watch (UK), Open Society, the Tower Hamlets Overview and Scrutiny Committee into Prevent and other ongoing research projects. His research has been presented at The Law Society, The Annual Conference of the International Sociological Association, The King’s Think Tank, The Critical Studies on Terrorism Conference 2017 and will be published next year as a chapter in a forthcoming book about processes of violent radicalisation in the 21st century by Cambridge Scholars Publishing.
He also compiles a monthly digest of media and commentary on Prevent, ‘extremism’ and ‘radicalisation’ which is circulated to journalists, academics and policymakers.
> Opening panel discussion, 10h15, November 9, 2017
Claire Fox is the director of the Institute of Ideas, which she established to create a public space where ideas can be contested without constraint. She convenes the yearly Battle of Ideas festival and initiated The Institute of Ideas Debating Matters Competition for sixth-formers. She also co-founded the IoI’s residential summer school The Academy, with the aim to demonstrate ‘university as it should be’.
She is a panelist on BBC Radio 4’s The Moral Maze and is regularly invited to comment on developments in culture, education, media and free speech issues on TV and radio programmes in the UK such as Newsnight and Any Questions? Claire is a columnist for TES (Times Educational Supplement) and MJ (Municipal Journal). She is author of a recent book on free speech, I Find That Offensive (Biteback, 2016), and No Strings Attached! Why arts funding should say no to instrumentalism (Arts&Business, 2007).
Claire is a fellow of Wellington College, an executive board member of the Institute for Risk and Disaster Reduction (IRDR), UCL and is involved at a board level in the international debate network, Time To Talk.
Sam Friedman is Associate Professor in Sociology at London School of Economics. He has published widely on social class, comedy and social mobility. He is the author of Comedy and Distinction: The Cultural Currency of a ‘Good’ Sense of Humour (Routledge 2014) and co-author of Social Class in the 21st Century (Penguin, 2015).
His upcoming book (with Daniel Laurison), The Class Ceiling: Why it Pays to be Privileged (Policy/University of Chicago Press), will be published in 2018 and explores a powerful and previously unrecognised ‘class pay gap’ within Britain’s high-status professions. Specifically, they find that those in top jobs who are from working-class backgrounds earn significantly less than more privileged colleagues – even after controlling for a host of factors known to affect earnings. Recently, Sam has begun a new project analysing the entire historical database of Who’s Who – a unique catalogue of the British elite. Drawing on 120 years of biographical data, he is currently examining the changing relationship between Britain’s most elite ‘public schools’ and recruitment into the elite.
Outside academia Sam is Consulting Editor of Fest, a comedy and arts magazine covering the Edinburgh Festival Fringe.
Ilse Hakvoort is a senior lecturer in education at the Department of Education and Special education at the University of Gothenburg, Sweden. The title of her dissertation was Conceptualizations of Peace and War from Childhood through Adolescence (University of Amsterdam, 1997).
Her present research interest is constructive conflict resolution education in schools. Central in her work is how conflict situations can become learning experiences for pupils and teachers. Furthermore, she lectures in related areas such as schools’ democratic assignment including fundamental values and equal treatment, and children´s rights and realities.
Ilse Hakvoort is project leader of the four-year research project (2015-2018) Rethinking Conflict: An investigation of how emerging conflicts can be utilized to promote learning, financed by the Swedish research council. This project aims at making the many invisible daily conflicts in the classroom, dealt with by teachers, visible and discussable. Ilse Hakvoort and her team focus on listening to understandings and experiences of teachers. The project will result in several publications during the coming years (and can be found on the website when they are accepted.
In addition, she is involved in two ERASMUS+ Strategic Partnership Projects, European nonviolent Conflict management for educators: Advocacy and Training (2015-2018) and Learning Communities for Peace (2016-2019).
Petra Hilgers is a creative facilitator with over 15 years of experience in communities in Germany, Bosnia, South Africa, Uganda, Sudan, Afghanistan and the UK. She has a background in mediation and social pedagogy; as a writer she is always interested in using creativity to make sense of experiences.
Trupti Patel has joined deep:black in 2015 after freelancing with us on a story-telling project as a creative facilitator with a background in photography and film making. She is interested participatory projects that enable people to explore photography as an art form, as a tool for self expression and as a way to document history.
Katharine Yates has joined deep:black in the early years as a creative facilitator with a background in physical theatre and devised work. Katharine believes in the power of the arts to engage people in a creative learning process and is excited about the potential for change and personal development through creative action.
deep:black is a London-based co-operative run by three women with expertise in the arts, mediation and education. They design and facilitate a range of workshops, training programmes, arts based projects and events. Coming from a mediation perspective, deep:black acknowledges without judgement different experiences, and focuses on creating opportunities for deepening understanding, building empathy and strengthening community.
Aminul Hoque MBE is a lecturer in the Educational Studies Department at Goldsmiths College, University of London. He is also a Visiting Lecturer at London Metropolitan University. Dr Hoque gained his doctorate from Goldsmiths College in 2011, and his research forms the basis of his book British Islamic Identity: Third Generation Bangladeshis from East London (2015). The book is an in-depth ethnographic study of young Bangladeshis from East London. Dr Hoque’s writing and research focuses on issues of multicultural Britain, identity, social justice, youth policy, religion, race relations and Islamic feminism.
With over 24 years of voluntary and professional experience in the youth, community and voluntary sector, Dr Hoque is a recognised expert in young people and cultural identity. He has researched and authored numerous evaluations and research projects in areas such as mentoring, working with ‘hard to reach’ young people, drugs education, community sports and the phenomenon of youth gangs. Dr Hoque’s work has been recognised by accolades such as a National Training Award in 2002 and the Philip Lawrence Award in 2005. He was awarded an MBE in 2008 for services to youth justice in east London and was appointed as a Trustee of Royal Museums Greenwich by the Prime Ministers office in 2016.
Srećko Horvat is a philosopher and political activist from Croatia without stable address or academic affiliation, described by Der Freitag as “one of the most exciting voices of his generation”. He published more than 10 books translated into more than 15 languages, most recently Subversion! (Zero books, 2017), The Radicality of Love (Polity, 2015) and together with Slavoj Žižek What Does Europe Want? (Columbia University Press, 2014). His articles are regularly published by The Guardian, New York Times, Spiegel, Al Jazeera and other leading newspaper. In 2016 he was the presenter of Al Jazeera’s documentary. He is one of the founders and figureheads of the Democracy in Europe Movement 2025.
Adelita Husni-Bey is an artist and pedagogue interested in anarco-collectivist education, theater, law and urban studies. She organizes workshops, produces publications, radio broadcasts, archives and exhibition work focused on using non-competitive pedagogical models through the framework of contemporary art. Working with activists, architects, jurists, schoolchildren, spoken word poets, actors, urbanists, physical therapists, athletes, teachers and students across different backgrounds the work focuses on unpacking the complexity of collectivity. To make good what can never be made good: what we owe each other.
Recent work includes After the Finish Line (2015), a workshop based film produced with a group of teen athletes to explore the roots of competition, and its pathologising effects in neoliberal societies, and Postcards from the Desert Island (2011), where a group of 7-11 year olds invent a new world in their school hall, coming to grips with waves of migration, conflict, the prison system and how to govern themselves.
Adelita has shown her work widely in international contexts such as the Whitney Museum New York, the Reina Sofia museum in Madrid and the Maxxi National Arts museum in Rome. She has held workshops and lectures at ESAD Grenoble, 2016, The New School, 2015, Sandberg Institute, 2015, Museo del 900, 2013, Temple University, 2013, Birkbeck University, 2011 amongst other spaces. She is a 2012 Whitney Independent Study Program fellow, a 2016 Graham Foundation grantee and is currently representing Italy at the Venice Biennale of Art, 2017 with a video rooted in anti-extractivist struggles.
Jonathan Ilan is Senior Lecturer in Criminology at City, University of London and author of Understanding Street Culture: Poverty, crime, youth and cool. He was awarded a PhD in 2008 for his ethnographic work on marginalized young people, community, crime, justice and policing in inner-city Dublin, Ireland. In 2009 he relocated to the UK where he spent seven years at the University of Kent, developing a deep knowledge of and appreciation for cultural criminology. Now living in London he currently publishes and teaches on a range of issues from street culture and urban violence, through policing marginalized communities, to urban music and subcultural politics.
Konstantin Kaiser (MA in Political Science, Free University of Berlin) is a game designer at planpolitik, an agency in Berlin that develops and facilitates interactive educational exercises. In 2013, he created a division for Online Educational Formats. His main projects are SENARYON, an engine for Online Simulation Games, and JUNAIT, a social network for children, teaching digital media competency. Both projects won major awards. Konstantin has had several articles published about the potential of Online Simulation Games.
> Break-out session Controversy and polarization in the classroom
> Closing panel discussion Shaping educational responses
David Kerr is currently the Consultant Director of Education at the UK based Citizenship Foundation (CF) and Head of Initial Teacher Training at the University of Reading. Prior to that he worked as a senior research officer and then Research Director at the National Foundation for Educational Research (NFER). He was seconded as Professional Officer to the Citizenship Advisory Group (the ‘Crick Group’) and then as citizenship consultant to the DfES (now Department for Education (DfE)).
David Kerr was Research Director of the groundbreaking Citizenship Education Longitudinal Study (CELS) and is Co-Director of the IEA’s International Civic and Citizenship Education Study (ICCS), which involves 38 countries worldwide.
He is currently the UK representative for the Council of Europe’s Education for Democratic Citizenship and Human Rights Education Project (EDC/HRE).
> Break-out session Decolonising education?
> Closing panel discussion Shaping educational responses
Omar Khan is the Director of Runnymede Trust, the UK’s leading independent race equality think tank. He is also a Governor at the University of East London and a 2012 Clore Social Leadership Fellow.
Omar’s other advisory positions include chair of Olmec, chair of the Ethnicity Strand Advisory Group to Understanding Society, chair of the advisory group of the Centre on Dynamics of Ethnicity at the University of Manchester, Commissioner on the Financial Inclusion Commission and a member of the 2014 REF assessment, the 2011 Census, and the UK representative (2009-2013) on the European Commission’s Socio-economic network of experts.
Omar is the author of Financial Inclusion and Ethnicity; Caring and Earning Among Low-income Caribbean, Pakistani and Somali People; Who Pays to Access Cash?; Why Do Assets Matter?; A Sense of Place; and The Costs of ‘Returning’ Home.
Omar has also published many articles and reports on political theory and British political history for Runnymede over the past eight years and has spoken on topics including multiculturalism, integration, socio-economic disadvantage, and positive action. These include giving evidence to the United Nations in Geneva, the European Parliament in Strasbourg, on Capitol Hill in Washington DC, academic conferences in Manchester, Oxford, Paris, and Warsaw, the CRE Race Convention, the Lithuanian Centre for Human Rights, a Treasury/DFID conference on remittances, St George’s House (Windsor Castle), Wilton Park, and many other engagements in the UK and Europe.
Omar completed his DPhil in Political Theory from the University of Oxford, a Masters in Political Science from the University of Wisconsin-Madison, and a Masters in South Asian Studies from the School of Oriental and African Studies.
Christy Kulz is a Leverhulme Trust Early Career Fellow at Cambridge University’s Faculty of Education working on a three year research grant entitled Governing schools, governing subjects: the academies programme, mobility dreamscapes and new formations of inequality. The project examines how the regulatory changes prompted by academy schools and multi-academy trusts in England are being lived through everyday practices, as well as how students, teachers and parents engage with the mobility dreamscapes promoted by academies. Her previous research focused on how race, class and inequality are reproduced through the neoliberal governance of education markets in urban space.
Dr Kulz completed a PhD in Sociology at Goldsmiths College that was funded by the Economic and Social Research Council (ESRC). Her thesis was awarded the British Educational Research Association’s Doctoral Dissertation Award in 2014. She has worked as postdoctoral research fellow at Goldsmiths, as the lead researcher on a project for the Communities Empowerment Network focusing on school exclusions and social inequality and funded by the Esmée Fairbairn Foundation and as a research associate at the Open University’s Department of Social Policy and Criminology. Christy has been a Visiting Scholar at New York University and the University of Copenhagen. Her research monograph, Factories for Learning: producing raced and classed inequality in the neoliberal academy school, was recently published by Manchester University Press.
For the last 15 years Shuhel Malique has been a teacher of Secondary Physical Education and Geography in an East London School. He is also the Physical Education (PE) Curriculum Manager for Tower Hamlets Youth Sports Foundation, supporting schools to improve delivery of PE and the physical well-being of all pupils. He is the lead PE lecturer for Cumbria University (London) for undergraduates and primary PGCE students. He has also been a parent governor for his children’s school for the last 3 years, helping making decisions on the running of the school and holding the senior leaders to account.
> Break-out session Decolonising education?
> Closing panel discussion Shaping educational responses
Heidi Safia Mirza is Professor of Race, Faith and Culture at Goldsmith College, University of London. She is known for her pioneering intersectional research on race, gender and identity in education. She is author of several best-selling books including, Young Female and Black, which was voted in BERA’s top 40 most influential educational studies in Britain.
Her other publications include Black British Feminism, Race Gender and Educational Desire: Why black women succeed and fail, and Respecting Difference: Race, faith, and culture for teacher educators. Her forthcoming co-edited book is Dismantling Race in Higher Education: Racism, whiteness and decolonising the academy.
Ahmed Moallim is a 23 years old award-winning youth-work practitioner, and has been delivering training in emotional intelligence and conflict resolution to both young people and adults across the UK with non-profit organisation Leap Confronting Conflict since he was 15 years old.
Established in 1987, Leap is national charity with a 30 year track record in conflict management training and a reputation for excellence, innovation and integrity. Leap works with socially excluded, disengaged and vulnerable young people and adults aged 11-25 years old, especially those who have been excluded from school and/or involved with gangs, anti-social behaviour or crime.
Ahmed is currently working on an innovative and exciting project aimed at enhancing the skills, assets and resilience of young people in the London boroughs of Lambeth and Southwark which have been reported to have rocketing figures in relation to youth violence and crime.
The leadership and Enterprise programme is a three-year project which aims to build on Leap’s previous experience of working with young people in ‘gangs’ or at risk of getting involved in gang related activity. Rather than focus on the objective of getting young people to exit a gang, the programme supports young people to maintain connections with their peers and to hold one another to account while equipping young people with the skills to understand, manage and resolve conflict, reduce violence in their communities and help lead our society.
Tariq Modood is Professor of Sociology, Politics and Public Policy and the founding Director of the Centre for the Study of Ethnicity and Citizenship at the University of Bristol and the co-founder of the international journal, Ethnicities. He has held over 40 grants and consultancies, has over 35 (co-)authored and (co-)edited books and reports and over 200 articles and chapters. He was a Robert Schuman Fellow at the European University Institute for part of 2013-15, a ‘Thinker in Residence’ at the Royal Academy of Flanders, Brussels in 2017 and currently is a Visiting Fellow, Cumberland Lodge, Windsor (2017-2020).
He is highly committed to public engagement. His work is frequently cited by policy-makers and practitoners and on several occasions has influenced policy. His impact case study, ‘Influencing law, policy and public discourse on the accommodation of Muslims in Britain’ was one of three which collectively were ranked as 3rd in the UK by the Sociology 2013 REF.
He was awarded a MBE for services to social sciences and ethnic relations in 2001, was made a Fellow of the Academy of Social Sciences in 2004 and elected a Fellow of the British Academy in 2017. He served on the Commission on the Future of Multi-Ethnic Britain, the National Equality Panel, and the Commission on Religion and Belief in British Public Life.
His latest books include Multiculturalism: A Civic Idea (2nd ed; 2013); and as co-editor Multiculturalism Rethought (2015), Multiculturalism and Interculturalism: Debating the Dividing Lines (2016) and The Problem of Religious Diversity: European Problems, Asian Challenges (2017).
> Opening panel discussion Embracing controversy
Raheel Mohammed is the founder and director of Maslaha and has recently been profiled as one of Britain’s 50 New Radicals in The Observer newspaper for pioneering creative change to some of society’s most difficult issues.
He is a regular speaker at international conferences and events, most recently the World Islamic Economic Forum, where he was a main speaker on social entrepreneurship and micro finance. He has also been invited to speak at the New York Department of Education on social innovation. He also appears regularly on BBC Radio 2.
He has created award-winning resources which tackle inequalities in areas such as health, education, the role of women in Islam, and the historical relationship between Islam and Europe. Maslaha’s award-winning health work is now used locally, nationally, and internationally and seen as examples of good practice and innovative in its use of technology. Maslaha’s exhibitions are currently touring internationally and have been hosted in 10 countries and several European Capital of Culture programmes.
He has been invited by several government agencies such as those in Norway and Oman to talk about his work around faith, social innovation, and social entrepreneurship as well as more locally at NHS London conferences and by organizations such as the Institute for Cultural Diplomacy and the Centre for London. Raheel was also selected for the Muslim Leaders of Tomorrow Conference in Doha.
Marianne Katsina Munis
Marianne Katsina Munis is an organizational and educational consultant, instructor, mediator and freelance facilitator connected to the Danish Centre for Conflict Resolution (DCCR). She cooperates with Youth Town (), the national (Danish) coordinator of UNESCO’s Associated Schools, and a Danish non-profit NGO developing educational materials and courses for students (aged 12–19) and their teachers in the Danish Folkeskole and other education programmes for youth.
From 1996–2007, Marianne was head of the Experimental School at the National Innovative Centre for General Education in Denmark, and was employed by the Danish Ministry of Education (1988–2007). She has taught and trained adults, children and youth of many nationalities in Denmark, other parts of Europe, India and South Africa. She has a Diploma in Leadership, is certified in conflict resolution and mediation, and is a qualified teacher with training in educational innovation and development. She is a mentor, supervisor and coach for individuals and groups in private business and public sector organizations and NGOs. She provides voluntary conflict counselling in her local community. At present she is developing democratic citizenship approaches and teaching materials and manuals for the training of teachers, trainers and consultants in dialogue, debate, decision-making and inclusive democracy approaches. Marianne is also a Deep Democracy – Lewis Method practitioner and accredited instructor, Foundation Courses.
Marie Reiter is a consultant, facilitator and teacher in conflict management, active citizenship and education in general lifeskills in Danish schools through Youth Town, the national (Danish) coordinator of UNESCO’s Associated Schools, and a Danish non-profit organization developing educational materials and courses for students (ages 12–19) and their teachers in the Danish Folkeskole and other education programmes for youth.
She is a part of Co-Resolve Youth Speaks, by Deep Democracy – The Lewis Method, has been trained in this method and has tested it with teachers and students. She uses the tools to facilitate challenging conversations in classrooms.
Her vision is to support young people to become capable of resolving tensions by using their creativity and through non-violent means find long-lasting solutions to conflicts in their lives and communities. Educational systems often emphasise goal- and grade-oriented teaching, but do not contribute to developing young people’s general lifeskills, which are so essential to their future and that of our societies. In her work, Marie is driven by an ambition to change this skewed approach.
Marie also works as a volunteer at the Danish Centre for Conflict Resolution where she facilitates courses for youth organizations in conflict management.
She is also a teacher in conflict management at The International People´s College, with young learners from all over the world .
New-Bridge Integrated College is an integrated all-ability school, welcoming children of every creed, culture, class and gender. Twenty-two years ago, the College was founded by a group of parents, who held the belief that all children should be educated together regardless of their ability or religious background. Seventy-five students began their education in mobile accommodation in 1995, and our pupil population today exceeds 620. The College is situated in Loughbrickland, Northern Ireland between the townlands of Newry and Banbridge, from which New-Bridge takes its name.
To date there are 20 post primary integrated schools in Northern Ireland – 7% of the pupil population in Northern Ireland is educated in an integrated school (primary and post primary). The College has a caring, inclusive ethos and shows a strong commitment to the welfare of pupils and staff. We offer a quality learning experience for those with gifts and talents, those with special needs and provide quality teaching for all abilities. Equality, tolerance and respect along with our associated practices are clearly promoted to parents and the wider community through our prospectus, open days, newsletter, website and special events celebrating integration and diversity.
The Community Relations Equality and Diversity team (CRED) within New-Bridge has worked collaboratively with teachers to develop whole school methodology to Teaching Controversial Issues and this work has been highlighted in a case study by the Northern Ireland Council for Education, CCEA. It is this approach that has led us to being awarded the Excellence in Integrated Education Award by Northern Ireland Council for Integrated Education (NICIE) and has allowed us to show parents and the wider school community, the ‘added value’ offered to their pupils through education at New-Bridge. This Award is an endorsement of our exemplary integrated ethos which is completely infused in our teaching and learning, our management, governance, and most importantly in our relationships. As a school for all the family, we enjoy a special relationship with the local community and we strive to set a positive example of peace and respect for others. The educational, emotional and social development of our children is at the heart of New-Bridge Integrated College.
Aislinn O’Donnell is Professor of Education in the Department of Education in Maynooth University, Ireland. Her work in philosophy of education is centred on the following areas: educational experience, the educational imaginary, ethics in education, and democracy and education. Recent research has addressed themes such as: violence and curriculum; failure; mindfulness in education; education in prison; inclusive education; experimental pedagogy; and counter-terrorism in education. She is on the Management Committee of the COST Network (IS1307) How Matter comes to Matter and is co-PI on the ERASMUS+ project The Enquiring Classroom. Together with Felicity Colman (Kingston University), Vera Bühlmann (U. Wien) and Iris van der Tuin (University of Utrecht), she is working on the Horizon 2020 project The Ethics of Coding: A Report on the Algorithmic Condition from 2016-2017. She is also a founding member of Philosophy Ireland.
Valentina Otmacic has headed the UNICEF office in Croatia since 2014.
She has been active in the fields of conflict transformation and human rights, including child rights, since 1993, when she joined an international organization assisting refugees and people displaced by the war in the former Yugoslavia. Since then, she has worked in Tanzania, Burundi, Lebanon, DRC Congo and Colombia, as well as Croatia and Bosnia-Herzegovina.
Valentina holds a BA degree in French and Spanish (University of Zagreb). Having obtained an MA in Conflict Resolution (Open University of Catalunya, Barcelona) and in Culture of Peace, Conflict, Education and Human Rights (University of Granada, Spain), she is currently completing finalizing her PhD in Peace Studies at the University of Bradford (UK).
Based on her experience of working with children and youth in Lebanon, in 2010 Valentina wrote a resource book, Conflict as a challenge: enhancing children’s capacities of constructive conflict transformation, which was published in Arabic and is used in numerous schools and non-formal education centres in Lebanon.
> Opening panel discussion Embracing controversy
> 20' of discussion with...
Eddie Playfair has been principal of Newham Sixth Form College (NewVIc) in East London since 2008 and was previously principal of Regent Sixth Form College in Leicester. He has taught in colleges and secondary schools – mostly in East London – for over 30 years.
NewVIc is a large, diverse and comprehensive 16-19 provider serving an economically disadvantaged part of East London.
Eddie was born in London, studied Biochemistry at university. He trained and worked as a secondary science teacher, making the move to Further Education when he joined Tower Hamlets College as Head of Science in 1996.
Eddie also had a 4 year spell as an elected councillor in the London Borough of Waltham Forest from 1986 to 1990, serving as Chair of the Education committee at a time when local authorities actually ran schools and colleges. At the age of 22 he stood as a Labour parliamentary candidate in the 1983 general election, safely avoiding a career in politics by finishing in 3rd place!
Eddie blogs on education, culture and politics. He is critical of the impact of marketization on the English education system and is an advocate of a National Education Service and a universal entitlement to a broad liberal education for all. He also writes about curriculum and education policy, citizenship and political education, equality and diversity.
Simon Raiser is co-founder and director of planpolitik, an agency based in Berlin/Germany. planpolitik has specialized in the conception and realization of interactive education and training formats on political, economic and social issues, using activating and creative methods, such as simulation games, idea labs and future workshops. In addition, planpolitik provides online services for educational purposes and for conference facilitation. Since 2005, the team of planpolitik realized more than 1,500 events on various topics with roughly 50,000 participants worldwide.
Simon holds a MA in Political Science from Freie Universität Berlin. Before founding planpolitik in 2005, Simon worked as research fellow at Freie Universität Berlin and at the German Bundestag.
He is co-author of following publications: “Simulating Europe: Choosing the right learning objectives for simulation games”, in European Political Science (2015), and “Will it blend? Combining online and on-site elements in simulation games” in Simulations of decision-making in political science (forthcoming).
Lisbon-born Filipa Ramos is a writer and editor based in London, where she works as Editor in Chief of art-agenda. She is a Lecturer in the Experimental Film MA programme of Kingston University and in the MRes Art:Moving Image of Central Saint Martins, both in London, and works with the Master Programme of the Institut Kunst, Basel.
Filipa is co-curator of Vdrome, a programme of screenings of films by visual artists and filmmakers. She was Associate Editor of Manifesta Journal and contributed for Documenta 13 (2012) and 14 (2017). Her writing, mostly in the intersection of art and cinema and on the animal figures caught within it, has been published in several magazines and catalogues. She has recently edited Animals (Whitechapel Gallery/MIT Press, 2016).
Claudia Ruitenberg is a Professor in the Department of Educational Studies and Academic Director of Vantage College, both at the University of British Columbia in Canada. Originally from The Netherlands, she completed her PhD at Simon Fraser University in 2005 and has taught at UBC since 2006. She is the author of Unlocking the World: Education in an Ethic of Hospitality (2015), co-editor of Education, Culture and Epistemological Diversity: Mapping a Disputed Terrain (2012), and editor of (among other titles) Reconceptualizing Study in Educational Discourse and Practice (2017).
Her areas of research include political and citizenship education; ethics and education; discourse, performativity, and the effects of language use in education more generally; art and aesthetic education.
In 2017 she served as member of the jury for the Evens Prize for Peace Education.
> Opening panel discussion Embracing controversy
> 20' of discussion with...
Justin Schlosberg is a senior lecturer, researcher and director of postgraduate journalism programmes at Birkbeck, University of London and the current Chair of the Media Reform Coalition. He has played a lead role in a number of high profile international media monitoring and feasibility studies including Bringing Plurality and Balance to the Russian Language Media Space for the European Endowment for Democracy and Mapping Digital Media for the Open Society Foundations. His most recent book – Media Ownership and Agenda Control – surveys the complexities of concentrated media power today, and the hidden limits of the information age. His recent research has been featured as lead stories on both the BBC’s Newsnight and Huffington Post and he has been interviewed regularly by, among others, Al Jazeera English and Radio 4’s Today Programme.
Richard Sennett writes about cities, labor, and culture. He teaches sociology at New York University and at the London School of Economics.
Richard Sennett has explored how individuals and groups make social and cultural sense of material facts — about the cities in which they live and about the labour they do. He focuses on how people can become competent interpreters of their own experience, despite the obstacles society may put in their way. His research entails ethnography, history, and social theory. As a social analyst, Mr. Sennett continues the pragmatist tradition begun by William James and John Dewey.
His first book, The Uses of Disorder,  looked at how personal identity takes form in the modern city. He then studied how working-class identities are shaped in modern society, in The Hidden Injuries of Class, written with Jonathan Cobb.  A study of the public realm of cities, The Fall of Public Man, appeared in 1977; at the end of this decade of writing, Mr. Sennett sought to account the philosophic implications of this work in Authority .
At this point he took a break from sociology, composing three novels: The Frog who Dared to Croak , An Evening of Brahms  and Palais Royal . He then returned to urban studies with two books, The Conscience of the Eye, , a work focusing on urban design, and Flesh and Stone , a general historical study of how bodily experience has been shaped by the evolution of cities.
In the mid 1990s, as the work-world of modern capitalism began to alter quickly and radically, Mr. Sennett began a project charting its personal consequences for workers, a project which has carried him up to the present day. The first of these studies, The Corrosion of Character,  is an ethnographic account of how middle-level employees make sense of the “new economy.” The second in the series, Respect in a World of Inequality, [2002} charts the effects of new ways of working on the welfare state; a third, The Culture of the New Capitalism,  provides an over-view of change. Most recently, Mr. Sennett has explored more positive aspects of labor in The Craftsman , and in Together: The Rituals, Pleasures and Politics of Cooperation . The third volume in this trilogy, Building and Dwelling, will appear in 2018.
Among other awards, Richard Sennett has received the Hegel and Spinoza Prizes and an honorary degree from the University of Cambridge.
> Host of the conference
> Closing panel discussion Shaping educational responses
Samira Shackle is a freelance British journalist, writing mainly on politics, terrorism, and gender, both in the UK and overseas. Her foreign reporting has a particular focus on Pakistan. She writes regularly for The Guardian, the New Statesman and Deutsche Welle, and her work has also appeared in The Times, Prospect, The Independent, Al-Jazeera and Politico, among others.
In 2017, she was a media fellow with Columbia University’s center for the study of social difference, reporting from three Middle Eastern countries on religion and gender-based violence. In 2016, she was shortlisted in the Foreign Correspondent category of the Words By Women Awards and longlisted in the New Voices category at the One World Media Awards. In 2015, she was awarded the Richard Beeston bursary by the Times newspaper to research the rise of ISIS in Pakistan; and in 2014, she was selected as one of MHP’s top 30 journalists under 30.
Prior to going freelance in 2012, Samira was a staff writer at the New Statesman magazine for just four under years, where she covered UK politics and social affairs. In addition to foreign reporting, she has written extensively on minority communities in the UK – particularly focusing on Muslim communities, education, and counter-terrorism policy.
Asger Sørensen is Associate Professor in Philosophy of Education at Aarhus University, Denmark,
holding a Ph.D. and a mag.art. in Philosophy from University of Copenhagen, Denmark. Research interests are social and political issues, including citizenship education and peace. He presently serves as chairman of the Danish Philosophical Association and vice-chairman of the Danish National Philosophical Censor Corps. In Danish, he has published monographs on utilitarianism, sociologically informed ethics, philosophy of science and the philosophy of Georges Bataille, plus anthologies on Bataille, John Rawls and Enrique Dussel. In English, he is in the process of publishing “Capitalism, Alienation and Critique.” Studies in Economy and Dialectics (Brill, 2018), which forms vol. 1 in his trilogy “Dialectics, Deontology and Democracy”. He has edited “Kant and the Establishment of Peace”, (special issue of) Danish Yearbook of Philosophy, vol. 50 (forthcoming), Ethics, Democracy, and Markets: Nordic Perspectives on World Problems (with J.D. Rendtorff and G. Baruchello; NSU Press, 2016), Politics in Education (with P. Kemp; L’Institut international de philosophie / Lit Verlag, 2012) and Dialectics, Self-consciousness, and Recognition. The Hegelian Legacy (with A. Grøn & M. Raffnsøe Møller; NSU Press, 2009). And articles of his have appeared in Philosophy and Social Criticism, Hegel-Studien, Ethics and Education, Journal of Educational Controversy, Paideutika, Ixtli: Revista Latinoamericana de Filosofía de la Educación, Journal of Philosophy of International Law, Acta politologica and Public Reason.
Elena Sorokina is curator at HISK, a post-graduate institute and residency for visual artists in Ghent, Belgium. Previously, she worked as curatorial advisor for documenta 14 in Athens/Kassel. She is an alumna of the Whitney Museum of American Art ISP in New York and has a degree in art history from the Friedrich Wilhelm’s University in Bonn, Germany.
Her project Forms of Togetherness (and Separation), organised after the terror attacks in Paris in 2015, rekindled the public debates on integration, radicalism, religion, secularity, and freedom of expression, which resurfaced with a new intensity all over Europe. The project portrayed divers forms of commonality and belonging, self-identification and self-representation, reflecting on how different groups could be heard or silenced and how the radical diversity and multiple voices within a wider society could be acknowledged.
Sorokina’s other projects include: Museum (Science) Fictions at Centre Pompidou, Paris; Spaces of Exception a special project for the Moscow Biennial; Agnes Varda. Temps Trituré, at LVMH Brussels; the symposium What is a postcolonial exhibition?, a collaborative project of SMBA and the Stedelijk Museum Amsterdam.
She has published in numerous catalogs, and has written for Artforum, Flash Art, Cabinett Magazine, Manifesta Journal, Moscow Art Magazine, and other publications. Sorokina is a frequent speaker at international conferences and has been invited as lecturer at Centre Pompidou, Paris; Musée Picasso, Paris; YBCA, San-Francisco; ISCP, New York; HISK, Gent; Garage CCC, Moscow; and other institutions.
Hugh Starkey is Professor of Citizenship and Human Rights Education at UCL Institute of Education, London. His research focuses on education for democratic citizenship, human rights and social justice in a globalising world. He is founding co-director of the International Centre for Education for Democratic Citizenship and editor of the London Review of Education. He has led European-funded projects on citizenship and human rights education and has acted as a consultant for several governments and the Council of Europe, UNESCO, European Commission and the British Council. Since 2016 he has led the Active Citizenship strand of the UCL Global Citizenship Programme.
He co-authored Teachers and Human Rights Education (2010) and Changing citizenship: democracy and inclusion in education (2005) with Audrey Osler.
Gábor Takács is an actor/teacher, president and professional leader of the Káva Theatre in Education Company (Káva Kulturális Mûhely), Hungary. Set up 20 years ago, Káva is an independent theatre company and NGO, with 10 employees. It creates theatre performances and long-term drama projects that focus on active participation, mainly by children and young people, as well as by underprivileged groups.
The repertoire addresses both current social issues and more general philosophical and ethical questions. Gábor sees this work as about raising questions rather than attempting to answer them, and helping to create a society whose members are able and willing to take responsibility for themselves and each other.
Káva puts strong emphasis on dissemination and research (www.dramanetwork.eu), publishes methodology books and films, and organizes and takes part in conferences in Hungary and abroad. It is active in the areas of culture, education, sociology, psychology and community development. It led a Europe-scale study on drama, available in 12 languages, called DICE, consisting of quantitative research on the impact of drama on the Lisbon Key Competences in Education.
Paulina Tambakaki is a Senior Lecturer in Political Theory at the Centre for the Study of Democracy, University of Westminster. She is co-editor of the Routledge book series Advances in Democratic Theory and she works in the areas of agonism, radical democracy, representation and citizenship. Her publications include a monograph entitled Human Rights, Or Citizenship? published with Birkbeck Law Press in 2011 and articles in various academic journals.
Paulina is currently working on her second monograph that focuses on processes of political change, with a particular focus on the relation between democracy, idealisation and memory.
Susanne Ulrich has been working since 1995 at the Center for Applied Policy Research (CAP) at the Geschwister-Scholl Institute for Political Science, Ludwig Maximilian University, Munich, in the field of Democracy and Tolerance Education.
In July 2003 she became the director of CAP’s Academy of Leadership & Competence. She is responsible for adapting international programmes and developing educational concepts in both formal and informal sectors (eg, Betzavta from Israel; A World of Difference, Anti-Defamation League, New York). In addition, she created together with a team of experts a programme for teaching communication skills and tolerance: Respect (+) Tolerance.
She trains trainers and train-the-trainers and offers process-oriented Workshops, Team Building, Coaching and Consulting for groups in the public and private sectors. Together with colleagues, she developed in 2003 the concept of Participatory Evaluation, and evaluation has become an important part of her expertise.
Since 2012 she has been working for the Foreign Ministry to support civil society in the Middle East/North Africa (MENA) region.
Maarten Van Alstein is a Senior Researcher at the Flemish Peace Institute, an independent institute dedicated to peace research hosted by the Flemish Parliament in Brussels, and Guest Professor at the University of Antwerp, Belgium, where he teaches a research seminar on controversy and the political class in times of polarization. Over the last years, his research at the Peace Institute has focused on a peace-oriented politics of memory and on remembrance education. Currently he is developing a pedagogical framework for teachers to deal with controversy and polarization in the classroom and at school.
Joy Warmington is CEO of brap, a charity transforming the way we think and do equality. brap is bold in its belief that the equalities agenda needs a total rethink if we are to address issues of inequality as part of a globally diverse society, and works to support and partner with organisations that want to deepen their approach to this agenda. brap has an impressive portfolio of work, covering research, evaluation, organisational and individual development, and community support. Our learning and development work recognises that individuals often lack the confidence to address increasingly complex demographic and equalities issues and can shy away from controversial agendas (leaving themselves open to misinterpretation and isolation). brap uses a range of methods and theories to help give people the understanding and tools they need to make inclusion and fairness part of their everyday skills.
Joy currently works with around 50 organisations a year, including health trusts, universities, charities, local authorities, and schools. In 2014 she authored a series of papers on the impact of the Trojan Horse affair, which resulted in her being asked by Birmingham City Council to co-organise a seminar which brought together councillors, head teachers, teachers, parents, and governors to discuss ways of creating healthy school environments. Joy has written and co-authored over 40 books, articles, and reports on subjects as diverse as implementing organisational change and using human rights to improve public services. She has an MSc in Organisational Development and Management Learning and numerous qualifications in coaching, conflict mediation, leadership, and multicultural education. Joy is currently completing training with the Deep Democracy Institute on process work, a tool to help to deepen dialogue, especially in relation to contestable issues.
Rupert Wegerif is Professor of Education at the University of Cambridge. He is author of ‘Dialogic: Education for the Internet Age’. (a PDF available to download from his site). His research is about developing practice in classrooms, especially practice with technology, as well as developing theory on the nature of dialogue and its role in education. He recently wrote a report on the impact of Generation Global – a project promoting and supporting global dialogue between school students. He is a member of the steering committee of the Cambridge Educational Dialogue Research Network (CEDiR) and founding lead editor of the Elsevier SSCI journal Thinking Skills and Creativity as well as founder and co-convenor (with Gert Biesta) of the Educational Theory Special Interest Group of EARLI.
Peter Worley is a teacher, philosopher and author. Peter is co-founder and co-CEO of educational charity The Philosophy Foundation, President of SOPHIA, the European Foundation for the Advancement of Doing Philosophy with Children and Visiting Research Associate at Kings College London. As co-CEO he represents the charity worldwide speaking at international conferences and festivals, works in the classroom with children every week, trains philosophy graduates and classroom teachers, whilst leading TPF in its mission to transform thinking in education.
Peter developed the method of Philosophical Enquiry that is at the heart of The Philosophy Foundation’s work, as captured in his first book The If Machine: Philosophical Enquiry in the Classroom. His next books, The If Odyssey and The Philosophy Shop were both shortlisted for Educational Book of the Year, 2013, with The Philosophy Shop winning this prize, as well as Best Anthology and Best Philosophy Book 2012. His co-authored book Thoughtings was selected as Best Teaching Book 2013. In 2014 his fifth book Once Upon an If: The Storythinking Handbook was shortlisted for the Educational Resources Award as has his latest book 40 Lesson to Get Children Thinking. He delivers training for philosophy departments across the UK, and has given two TEDx Talks about philosophy in schools.