BA (Hons) Linguistic Science
PGCE Secondary Education (English with SEN)
MA International Development: Social Policy and Social Devlopment
PhD Development Policy and Management / Education
HEA Associate fellow
I completed a PGCE in Secondary Education (English with SEN) at Manchester Metropolitan University in 2004. As an Advanced Skills Teacher for English and Assessment for Learning, I worked across schools to support teachers in improving standards of teaching and learning, particularly in English and with approaches to assessment. I worked closely with the school improvement service to deliver training for English teachers and heads of department.
In 2012, I moved to the University of Manchester to undertake a master's degree in International Development, which included a research project into Peace Education. In 2016, I completed a PhD with the University of Manchester that examined informal learning and learning for social change in social movements associated with the 2011 Egyptian Revolution. My research continues to theorise pedagogy related to dimensions of conflict, democracy, inequality and social justice in various contexts.
I joined Manchester Metropolitan University in 2017 as a tutor on the English PGCE. I also teach on Master's degree programmes offered within the Faculty of Education and am a supervisor on the EdDoc programme. I am accredited to the Higher Education Academy and am currently completing my final module for the PGCE in Higher Education.
PGCE Secondary Education (English)
PGCE Secondary Education Professional Practice
My research focuses on intersections of Education, learning and Development and Humanitarianism. This includes critical and radical education, informal learning in community organisations and social movements, and learning within low-income informal settlements. I am building on my doctoral research through developing understandings of conflict and agonistic pedagogies, and intersections of knowledge, gender and identity in contexts of vulnerability.
In 2018, I was awarded a British Academy Small Research Grant to develop work in Lebanon on gender and fire education in informal settlements. I am also working with a low-income community in South Africa on understanding conflict as a process of learning that can reduce gender-based violence.
Within formal education, I have a range of interests and projects underway: I am developing work on reflective practice and knowledge production among trainee teachers and lecturers, and how teachers work with ideas of development, humanitatarianism and social justice in their practice. I am also interested in professional development for teachers in developing contexts and gendered dimensions of schooling.
Underhill, H. (2016). Learning in revolution: perspectives on democracy from Egypt's UK-based diaspora activists. Contemporary Levant, 1, 25-37.
Underhill, H. (2016). Translation and Diaspora Politics: Narrating the Struggle at Home and Abroad. In M. Baker (Ed.), Translating Dissent: Voices from and with the Egyptian Revolution (pp. 45-59). London: Routledge.
Underhill, H. (2016). Learning in the Praxis of Diaspora Politics: Understanding Development as Social Justice. In: Smith, M. B., Brown, E., Skinner, A. & Troll, T. (eds.) Education, learning and new development knowledges. (pp. 158-171). London: Routledge.
Shepherd et al (2014) The Chronic Poverty Report 2014-2015: The road to zero extreme poverty, Overseas Development Institute, London. http://www.odi.org.uk/sites/odi.org.uk/files/odi-assets/publications-opinion-files/8834.pdf
Scott, Hillier and Underhill (2014) Investigating Resilience Thresholds in sub-Saharan Africa, Chronic Poverty Advisory Network and Oxfam Research Report, London. http://policy-practice.oxfam.org.uk/publications/investigating-resilience-thresholds-in-sub-saharan-africa-316456
Death, C,. Hulme, D., Banks, N., Underhill, H., Arubayi. D., and Skidmore, P. (2015) ‘Is there a “learning crisis” in Africa? Education and development post-2015’, The Davies Papers: Africa Series #8, http://www.aber.ac.uk/en/interpol/research/research-centres-and-institutes/ddmi/publications/davies-papers/
Underhill, Helen (2019) Agonistic possibilities for global unlearning: constraints to learning within global citizenship education and social movements. International Journal of Development Education and Global Learning. ISSN 1756-5278 (In Press)
2018-2020: British Academy Small Research Grant SRG18R1\180519 (£9917). Title: Urban Fire Risk Education and Gender in Informal Settlements (Lebanon)