Dr Judith Hanks
She is a Lecturer in TESOL at the University of Leeds. She started teaching EFL in 1987 and has worked in China, Italy, Singapore, and the UK, as a teacher, manager, and teacher educator. She is joint deputy director of the Centre for Language Education Research (CLER) and her research interests are: Intercultural issues in Language Teaching and Teacher Education; issues in English for Academic Purposes; Exploratory Practice - practitioner research involving language learners and teachers investigating their own classroom practices. She has published widely on practitioner research in language education, notably:The Developing Language Learner: an introduction to exploratory practice (Allwright & Hanks, 2009) and Exploratory Practice in Language Teaching: Puzzling about principles and practices (Hanks, 2017).
Professor Sarah Irwin
She is a Professor of Sociology at the University of Leeds and the Director of the Centre for Research on Families, the Life Course and Generations (FLaG). Her research interests relate to family, parenting, education, youth transitions and socio-economic inequalities, and the reproduction of such inequalities across generations. I am also interested in lay perspectives on inequality. She has recently completed a qualitative longitudinal research project into parenting and family life, with a particular focus on parents’ values and practices as children grew up through their teenage years. Another research theme of recent years has been developing secondary analytic methodological work, with a substantive focus on inequalities and routes to higher education, and issues in gender and work-family conflict.
She directed the Secondary Analysis Project of ESRC Timescapes, a qualitative longitudinal study (‘Changing lives and times: relationships and identities through the life course’ 2007-12).
Dr Lou Harvey
She is a Lecturer in TESOL at the University of Leeds. She is an intercultural and narrative researcher specialising in motivation for language and intercultural learning in higher education contexts. Her recent work takes a dialogical approach to motivation based on the work of M. M. Bakhtin, using his concept of ideological becoming to interpret language learning motivation as part of a broader process of learning to be in the world. She is also interested in artistic and performative approaches to language and educational research, in the processes of knowledge creation that take place in collaboration between academics and arts practitioners, and in how these processes may facilitate more critical and ecological understandings of impact and engagement within and outwith the academy.
Dr Martin Wedell
He has worked at the School of Education in Leeds since 1998. He spent the previous 20 years living and working in Kenya, Saudi, China and Hungary – mostly as part of various British government sponsored aid projects.
His research area is educational change- in particular the global growth of TESOL during the past 30 years as an example of complex educational change. He has published widely. His latest book (edited with Dr Laura Grassick) ‘International Perspectives on Teachers Living with Curriculum Change’ will be published by Palgrave- Macmillan later this year.