I joined MMU as a full time Lecturer for undergraduate and postgraduate Professional Development Programmes in April 2016. I teach extensively on these programmes, as well as acting as a tutor for Modern Foreign Language ITE students completing their PGCEs. I am the Post Graduate Taught Programmes Recognition of Prior Learning Lead, helping students to navigate the different procedures, depending on their circumstances. For many, the most appropriate route is the APEL unit, which I teach and assess.
After teaching English as a Foreign Language in Italy for two years I attained my PGCE at the University of Manchester in 1999 and taught in secondary schools for seventeen years. I was Head of PSHE and Citizenship for 7 years, leading on whole school issues such as Healthy Schools, and writing policies related to health and well-being. In this time we set up a multi-agency drop-in centre at school, bringing the services that some children were reluctant to seek out to a safe and comfortable environment. I was also an MFL and Citizenship mentor to ITT students.
My MA dissertation focussed on the motivation of both teachers and pupils in a target driven environment, with particular reference to the GCSE French course.
My thesis title is Beyond the Terrors of Performativity: Exploring Teacher Agency in Neoliberal Times, which I am due to complete in 2018. It explores the impact of the current discourse of accountability on established teachers and how they / we are able to exercise power and agency within panoptic performativity. It explores the interstices that can be found within the context of this powerful educational discourse using tools provided by Identity and Agency in Cultural Worlds Theory.
I have always enjoyed that spark of recognition when something new is understood. When teaching MFL in secondary schools this was a love of languages and sharing a new way of communicating with people of other cultures. When teaching PSHCE I enjoyed learning how young people view and relate to their surroundings.
The Professional Development Programmes I teach on mean that at Masters level I can work with teachers and expert practitioners, helping them to find their own voice in the education debate. At undergraduate level I feel priveledged to help students and education practitioners accomplish a long term goal and attain a degree. For many this is a gateway into teaching, which for many is a life long dream. Working with ITE students lets me get back inside the classroom and keep my knowledge up to date and fresh.
Teaching means that you are invited into a very personal journey, which I find exciting and humbling. Working within the educational field means that I do not forget this.
I firmly believe in process led teaching. This means that the way that I teach, or the methods that I use should align with the concepts that I am trying to put across.
All students bring personal experience and knowledge to their studies. We will work together to incorporate this into your academic writing, and create a body of work that is both of interest and relevant to you and your current practice.
I am very interested in reflective practice, and this aligns with the units and programmes that I teach. I will help you to develop your own 'voice' that straddles the worlds of research and practice through actively noticing and listening.
I am there not only to teach you key concepts, but to help you better understand them through reading pertinent literature. As you progress to dissertation at both undergraduate and postgraduate level I offer you support and work alongside you, helping you to locate and tease out tensions that are of interest to your research, and to formulate them into a piece of writing that you can be proud of.
Currently writing thesis for Doctorate in Education (Phase B) Manchester Metropolitan University
Post Graduate Certificate in Learning and Teaching in Higher Education (PGCLTHE), Distinction, Manchester Metropolitan University (2017).
MA in Education, Distinction Manchester Metropolitan University (2014).
Professional Development Certificate in PSHE with SRE specialism Roehampton University (2008).
PGCE in Modern Foreign Languages and TESOL The University of Manchester, England (1999).
Level 1 Introduction to Counselling, CENTRA, 1999.
RSA CTEFLA Leeds International Institute (1996).
BA (hons) French and Communication Arts, 2:1 The University of Huddersfield (1996)
April 2016 to date
Lecturer and Programme Support Tutor on the PDEI Programme at Manchester Metropolitan University
2014 to 2016
Associate Lecturer for Masters in Education dissertation students at Manchester Metropolitan University
2001 to 2016
Teacher of French and Life Skills (PSHCE) at Philips High School, Higher Lane, Whitefield.
Head of Life Skills department of 26 staff from 2003 – 2010
Initial Teacher Trainer for French and Social Science ITE students at Manchester Metropolitan University
I also taught IESEN, TESOL, English Literature and English Language during this period.
September 1999 - August 2001
Teacher of French and EAL at North Manchester High School for Girls
To August 2001 Acting second in department of 8 staff 2000 – 2001
Trip organiser and group leader for summer 2001
ITT mentor for Manchester Metropolitan University
EAL teacher (English as an Additional Language)
In this role I taught both groups and provided in class support for pupils
with very little knowledge of English.
1996 – 1998
English as a Foreign Language teacher to adults for general and business purposes and children from 4 - 18 at International House, San Donato (MI) and Merate, Italy.
1996 – 2000
English as a Foreign Language teacher for vacation courses for
international students aged 11 – 18 at Alexander’s International School, Bawdsey, England.
Chair of Board of Directors
A not for profit wrap around kids club for children aged 3 to 11, offering childcare to children. The committee is run for parents by parents. Directors ensure the club is run smoothly, that all policies are correct and up to date, and all important decisions, be they financial or pastoral are considered and appropriate to ensure that the club is run effectively. I am the Ofsted Lead person, and became Chair in September 2017.
I am interested in Narrative Inquiry and the way that we that we tell stories to tell others (and ourselves) who we are. To this end I am using Holland et al's Identity and Agency in Cultural Worlds theory in my thesis to explore the way that experienced teachers circumnavigate their role and their axiological values in a performative environment.
My current writing focusses on reflective practice, teacher performativity and fabrication and small moments of innovation where teachers find the interstices to be both the teacher that they are required to be (or perform as) and the teacher that they dreamt of being.
C. Goodley (2018). Reflecting on being an effective teacher in an age of measurement. Reflective Practice. 19(2), pp.167-178.
Reviewer for Journal of Education Policy
Reviewer for Journal of Educational Policy
Fellow of the Higher Education Academy