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 pedagogies of/for 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. I am accredited to the Higher Education Academy and am currently completing modules within the PGCE in Higher Education such a Research Degree Supervision and Examination.
PGCE Secondary Education (English)
PGCE Secondary Education Professional Practice
My research focuses on the intersections of education and International Development. This includes examining: critical education, informal learning in social movements and citizen-led / community action. I am currently developing work around pedagogies of conflict, learning through the co-production of knowledge, including the links to gender.
I am also interested in reflective practice and knowledge production within initial teacher education programmes, including how training teachers work with ideas of social justice in their practice. In the future, I would be interested in exploring 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/