Lisa Taylor

Lisa Taylor

Lecturer

The International Centre for Public Pedagogy

Department of Early Childhood & Education , School of Education and Communities

I am a lecturer in Early Childhood Studies and Education Studies in the School of Education and Communities. I am also the Online Course Leader for, Early Childhood and Education Studies, and Special Education Studies.

Qualifications

  • BA (Hons) University of East London (UEL) in Education and Psychology
  • MA - King's College London (KCL) in Education, Policy and Society
  • PG Cert in HE Teaching and Learning (UEL)
  • Fellow of the Higher Education Academy (FHEA)
  • Forthcoming Doctoral Researcher

Areas Of Interest

I have a strong focus on: 

  • relational pedagogy, 
  • social and philosophical foundations of education, 
  • social justice and alternate/comparative ideological approaches to education. 
On This Page

OVERVIEW

I am currently writing my PhD proposal and plan to pursue my doctorate in 2022. I earned my undergraduate degree at the University of East London and cherish the skills I gained and the knowledge I learned here. I continued my postgraduate education at King's College London and came to work at the UEL soon after, it was always my dream to come back and teach at the University of East London. 

External roles

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  • Relation-Centred Education Network (RCEN) - Inaugural Board Member 2021
  • RCEN Co-Chair Forthcoming Conference 2022
  • Women in Higher Education (WHEN) 2021 - Present
  • Working-Class Academics Collective 2020 - present
  • International Advisory Board Member, The 3rd Annual Conference Paulo Freire: The Global 
  • Legacy, 2019 - present
  • International Advisory Board Member - International Conference of Critical Education (ICCE) 2018 - Present
  •  

CURRENT RESEARCH

In the process of preparing my PhD proposal. Areas of research interest include, Freirean pedagogy, relational education, with an added interest in race and class in HE. 

  • Becoming a critical educator (informal research) - forthcoming book chapter
  • How do single mothers emotionally support their children's learning in the current English education system? (2018)

PUBLICATIONS

Publications

Forthcoming book chapter entitled: Becoming a critical educator.

Abstract:

An investigation and self-analysis of the process of reflection and teaching will be evaluated from an individual early careers academic perspective. In the higher education sector it is imperative that lessons are revisited to ensure that the methods of teaching applied are flexible and develop positively (Schön 1983), in conjunction with the student's complex needs, helping to achieve academic praxis for both learners: the teacher and the student (Brookfield 2017). Pedagogical practice will be considered as an ontological continuing process of academic progression using 'The Four Lenses of Critical Reflection' framework (ibid.) to identify good reflective and reflexive teaching. Consideration of positive, realistic and effective teaching practices which can be applied to make necessary improvements will be examined. The title progressive teacher implies the implementation of good flexible teaching practice that aligns with student learning and assessment outcomes.

Most recent publication

Taylor, L. (2020) 'Reflections of a 'wannabe' progressive teacher: how reflection and reflexivity can positively impact practice', Research in Teacher Education, 10(1):35-40. 

Abstract:

An investigation and self-analysis of the process of reflection and teaching will be evaluated from an individual early careers academic perspective. In the higher education sector it is imperative that lessons are revisited to ensure that the methods of teaching applied are flexible and develop positively (Schön 1983), in conjunction with the student's complex needs, helping to achieve academic praxis for both learners: the teacher and the student (Brookfield 2017). Pedagogical practice will be considered as an ontological continuing process of academic progression using 'The Four Lenses of Critical Reflection' framework (ibid.) to identify good reflective and reflexive teaching. Consideration of positive, realistic and effective teaching practices which can be applied to make necessary improvements will be examined. The title progressive teacher implies the implementation of good flexible teaching practice that aligns with student learning and assessment outcomes.

Key words:

Progressive teachers; Reflective practitioner; Critical pedagogy; Reflection; Learning and teaching.

Portfolio item

  • Life for University lecturers now, Commissioned book review, issue 98, Post-16 Educator
  • Civic Engagement Project - Taylor, L. and Helmes, S. (2016) Civic Engagement Project -  Student Transformation. 
  •  Relation-Centred Education Network (RCEN) Inaugural Board member
  • RCEN - Co-Chair Forthcoming Conference 2022
  • Critical Approaches to Libraries Conference 2021 (CALC) - Panellist
  • Women In Higher Education Network (WHEN) - Attendee 2021
  • Working Class Academic Collective - Chair and Presenter 2021
  • Cuban Research Forum held at Nottingham University - Attendee 2020
  • Degree Award Gap Symposiums held at UEL - Presenter and Attendee 2020
  • Cuban Research Forum (CRF) - Presenter and Attendee 2018
  • Member of  CRF 2018 - Present
  • Co-organiser of the International Critical Conference of Education (ICCE) 2018 at UEL.
  • ICCE VIII - Chair and Presenter 2018
  • ICCE VIII - Presenter and Student Ambassador 2016

TEACHING

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  • Module leader: Level 4: Philosophy of education
  • Module leader: Level 5: Ideology, Politics and Policy in Education
  • Module leader: Level 6: Debates in Educational Ideology and Policy
  • Seminar tutor: Level 4: Keys Principles for Inclusion
  • Seminar tutor: Level 5: Comparative Educational Ideology and Policy + others
  • Dissertation supervisor
  • Academic advisor
  •