Mrs Casey Edmonds
Research Fellow, Cass School of Education and Communities
Cass School of Education and Communities
Casey Edmonds is a Research Fellow in the Cass School of Education and Communities. She has a BSc (Hons) in Psychology and an MSc (Hons) in Applied Psychology, both of which she completed at the University of East London. She is currently doing her PhD in Psychology focusing on the lived experiences of children diagnosed with dyspraxia in UK secondary schools. Casey is currently working on a project titled 'Future threats to infrastructure: implications for people with autism' which aims to explore what the future threats to infrastructure are and how these would be perceived by people with autism; to identify materials for infrastructure failure (and disasters in general) and how these can be adapted for people with autism; to evaluate disaster education material for people with autism. This project is part of an ESRC project on Mass Population Response to Critical Infrastructure Collapse (PI Professor John Preston).
Casey's work on the ESRC project on Mass Population Response to Critical Infrastructure Collapse (PI Professor John Preston) has recently also included a project on 'Extreme weather and critical infrastructure failure' which invited schools in the UK and educational groups in the US to consider the implications of the larger project on their own practice in terms of constructing lessons and materials on personal and social education, citizenship, geography and history (http://masspopulationresponse.weebly.com/report-on-international-schools-project.html).
As part of the ESRC project Casey has also worked on 'Anytown: a telecommunications and gas failure simulation' which involved holding two workshops in the UK (June 2014) using the Anytown model to consider what the impact a telecommunications and gas failure would be on different sectors, organisations and groups as well as the population response (http://masspopulationresponse.weebly.com/anytown-an-infrastructure-failure-simulation.html). Casey has worked on many large research projects funded by the ESRC, EPSRC, Nominet and CEDEFOP which have focused on areas such as; disaster education, special educational needs, vocational education, informal learning and careers education. Casey’s interests are in the psychological aspects of education with a particular focus on Special Educational Needs and disability.
- A project funded by the London Enterprise Panel, Greater London Authority, 'After Connexions: Better careers education, better outcomes' (PI Charlotte Chadderton), which investigated ways of improving careers education in English secondary schools now that funding has been withdrawn from the Connexions service.
- An ESRC project on Mass Population Response to Critical Infrastructure Collapse (PI Professor John Preston). This comparative project (UK, US, Germany, Japan, New Zealand) examines how governments prepare citizens for collapse in the Critical National Infrastructure (CNI); how they model collapse and population response; case studies of CNI collapse (with particular reference to education and health) and the globalisation of CNI policy.
- A Nominet funded research project Radioactive UK and a European Lifelong Learning funded project Radioactive Europe (PI Professor Andrew Ravenscroft). Both projects used internet-radio and social media with at risk and NEET (Not in Education, Employment and Training) young people (within the UK project) to address social and educational problems, and develop clear employability skills. This approach was being developed and performed in Hackney and East London for the UK project and in extended to other at risk groups in Malta, Romania, Germany and Portugal for the European project.
- An EPSRC project on city evacuations (2010 - 2012) (PI Professor John Preston). This project considers the changing dynamics of city evacuations where inter-agent communication is possible through social networking and mobile technologies. It aims to make evacuations in cities more efficient and equitable.
- Two projects for the European Commission (CEDEFOP) (PI Professor John Preston) which look at the impact Vocational Education and Training (VET) has on different societies and social groups. This research will result in two reports 'The macro-social benefits of vocational education and training' (2010) and 'The meso-social benefits of vocational education and training' (2011).
- An ESRC funded research project 'Preparedness Pedagogies and Race: an interdisciplinary approach' (2009 - 2010) (PI Professor John Preston) that looks at 'disaster education' in the UK examining the ways in which people have been instructed to prepare for emergencies (including nuclear war and terrorist attack as well as the H1N1 pandemic).
Chadderton, C. and Edmonds, C. (2014) Refugees and access to vocational education and training across Europe: a case of protection of white privilege? Journal of Vocational Education and Training. http://hdl.handle.net/10552/3805
Conference papers: Chadderton, C. and Edmonds, C. (2014) After Connexions: secondary transitions without guidance or better careers education, better outcomes: what can schools do? UEL Research Conference, 25 July.
Preston, J.; Jenkins, A.; Green, A.; May, T. Obolenskaya, P. and Edmonds, C. (2010) ‘The macro-social benefits for society’ Report for the European Commission (CEDEFOP)
Ravenscroft, A., Edmonds, C, Reed, K., Murphy, A., Dellow, J & Qureshi, S. (2013a), RadioActive101: International Internet Radio as radical pedagogy for Inclusion, Informal Learning and Employability. Proceedings of Online Educa 2013. Berlin, Germany, 4-6 December 2013.
Ravenscroft, A., Edmonds, C., Atwell, G., Hughes, J., Steiglitz, D., Blagbrough, D., Dellow, J., Hassan, E Murphy. A (2013b). RadioActive: Inclusive Informal Learning through Internet Radio and Social Media. Proceedings of British Educational Research (BERA) Conference 2013, 3-5 September, University of Sussex, UK.
Ravenscroft, A., Murphy, A., Edmonds, C. & Dellow, J. (2013c). RadioActive101: Rethinking radio as radical pedagogy for inclusion, engagement and informal learning for social impact. Proceedings of Radio Research 2013: Radio, the resilient medium, London 11-13 September 2013.
Chadderton, C., Edmonds, C., Webb, S & Slade, B. (2013) Theorising Policy ‘Blind-spots’ Through Studies of Education and Skilled Migrants and Refugees in Europe, Canada and Australia. Symposium, ECER, Istanbul, September 2013.
Edmonds, C. (2013) The need for teachers to hear the voices of children with Dyspraxia in UK secondary schools. Paper presented at BERA, September 2013.
Ravenscroft, A., Murphy, A., Edmonds, C. & Dellow, J. (2013) RadioActive101: Rethinking radio as radical pedagogy for inclusion, engagement and informal learning for social impact. Paper accepted for presentation at BERA, September 2013.
Chadderton, C. & Edmonds, C. (2013) Refugees (not) accessing VET across Europe: the impact of structures of whiteness. Paper presented at JVET conference, Oxford, July 2013.
Edmonds, C & Chadderton, C (2012) Vocational Education and Training for underrepresented social groups. Paper presented at UEL RKE conference 2012.
Edmonds, C. (2012) Reconstructing notions of disability – Dyspraxia as a diff-ability. Paper presented at the Cass School of Education and Communities research conference, UEL, May 2012.
Edmonds, C. (2013) Why teachers need to hear the voices and experiences of the child with Dyspraxia. RiTE (Research in Teacher Education), Vol 3, No.1, pp 5-10.
Edmonds, C. (2011) “Diff-ability not disability” - Right brained thinkers in a left brained education system. Paper presented at the Critical Education Conference, Athens, July 2011.
Edmonds, C. (2011) “Diff-ability not disability” - Right brained thinkers in a left brained education system – How children with Dyspraxia are constructed as deviant. Paper presented at York Deviancy Conference June 2011.
Edmonds, C & Chadderton, C (2011) VET and Refugees: the Protection of White Privilege? Paper presented at the ECER Conference, Berlin, September 2011.
Edmonds, C. (2011) “Diff-ability not disability” - Right brained thinkers in a left brained education system. Paper presented at the ECER conference, Berlin, September 2011.
Preston, J.; Avery, B.; Chakrabarty, N. and Edmonds, C. (2009) ‘Preparedness as public pedagogy’ Paper presented at the British Educational Research Association (BERA) conference September, 2009.
Edmonds, C. (2012) ‘Diff-ability’ not ‘Disability’ – Right brained thinkers in a left brained education system. Support for Learning, Volume 27, Number 3, pp 129-135.Preston, J., Avery, B., Chakrabarty, N., Edmonds, C. (2011) Emergency preparedness as public pedagogy: the absent-presence of race in ‘Preparing for Emergencies’. International Journal of Lifelong Education, Volume 30, Number 6, pp 749-762.
Research Reports: Preston, J., Edmonds, C., Chadderton, C. & Kitagawa, K. (2014) Telecoms failure - Lessons learned from New Zealand, Japan and Anytown. (http://masspopulationresponse.weebly.com/anytown-an-infrastructure-failure-simulation.html)
Edmonds, C. & Preston, J. (2014) An international school based project; 'Extreme weather and critical infrastructure failure'. (http://masspopulationresponse.weebly.com/report-on-international-schools-project.html)
Chadderton, Charlotte and Edmonds, Casey (2014) Enhancing School-based Careers Work for Years 7-9. Project Report for The Greater London Authority. (10.15123/PUB.4074).
Edmonds, C., Ravenscroft, A., Reed, K., Qureshi, A. & Dellow, J. (2013). RadioActive101 Evaluation Report, International Centre for Public Pedagogy (ICPuP), University of East London (UEL), UK.
Mostafa, T., Edmonds, C., Preston, J., Green, A., Jenkins, A., Chadderton, C. (2011) The Meso-social benefits of VET for social groups and communities. Report for the European Commission (CEDEFOP)
Ravenscroft, A., Kolokitha, M., Preston, J., Brimicombe, A., McAlister, S., Chadderton, C., Edmonds, C., Li, Y., Ferrario, M., Longstaff, M., Bond, K., Potter, A., Powell, J., Latham, S., James, G. (2011) Westfield opening observation exercise – Project Final Report (ODA).
Casey is interested all areas of psychology and has a particularly interest in developmental psychology, neuropsychology and child development. She is also interested in emotional well-being, emotional intelligence, emotional literacy, mental health, resilience, psychological impact of bullying/abuse, disaster education and she is particularly interested in Special Educational Needs and disabilities.
Casey's focus and expertise is in the areas of Special Educational Needs and disability with a particular focus on dyspraxia and autism.
Casey is currently working on a project focusing on disasters and autism, 'Future threats to infrastructure: implications for people with autism' which is part of an ESRC project on 'Mass population response to critical infrastructure collapse' (PI Professor John Preston). This project has involved collaborating with Rosanna Briggs from Essex Civil Protection and Emergency Management (ECPEM) in order to adapt their successful emergency preparedness resources for use with children with autism. As a result of this work we created a book 'What If..?I have autism and there is an emergency', and an In Case of Emergency (ICE) card. In addition this project also developed and designed a comic book resource 'Infrastructure failure! How would someone with autism react?' which is aimed at illustrating how someone with autism may be impacted by an infrastructure failure, such as a telecommunications network failure, and is aimed at helping others (including emergency services, business and the public) to understand and consider the needs of those with autism during such events.
These resources and information about the project can be seen on the project website;