Social Justice and Inclusion
The Social Justice and Inclusion Thematic Hub continues the long tradition and commitment of Moray House to research and knowledge exchange aimed at understanding and addressing inequality and injustice.
Our research encompasses the work of many colleagues engaged in a diverse range of research topics underpinned by the core values of equity, equal opportunity, respect for human dignity and diversity. It is multidisciplinary, uses a range of theoretical and methodological approaches, and informs policy and practice across different contexts. There are also synergies with projects based in other thematic hubs and schools.
Members of our Thematic Hub engage in wider cross-university and international networks, and teaching programmes that cover policy, curricular and pedagogical approaches that promote social justice and inclusion.
- Co-Hub Lead - Professor Lani Florian
- Co-Hub Lead - Dr Nataša Pantić
- Lead on PGR applications and training/professional development - Dr William C Smith
- Co-Lead on Knowledge Exchange - Dr Maureen Finn
- Co-Lead on Knowledge Exchange - Dr Pauline Duncan
- Lead on Ethics - Dr Jule Hildmann
- Leadership Team Member - Dr Yvonne Foley
- Leadership Team Member - Dr Callum McGregor
- Leadership Team Member - Barbara Dzieciatko-Szendrei
- Admin Support and Research Assistant - Dr Grace Kong
If you are a postgraduate student or staff member of Moray House School of Education and Sport (MHSES) and would like to join this Hub, contact our RKEI Data Coordinator - Giorgi Amirkhanashvili.
Centres, groups and networks
Our Community Education research group has an international reputation for work in community development, adult popular education, adult literacy learning, youth work, critical policy analysis, and learning and social movements.
[CERG Homepage will be available soon]
CERES's primary work is to embed race equality and anti‐racist education into early years and school‐based education. We aim to contribute to the processes that enable people to be treated with respect, fulfil their potential and have equitable experiences by: progressing and embedding issues of social justice, rights and anti-discriminatory practice in society and its institutions; and working with children, families and communities to contribute towards participation and self-emancipation.
CES carries out research in the social sciences of education that is independent, methodologically sound and that explores fundamental issues about the purposes and processes of education, and of policy in education, with a starting point in Scotland, but located in the wider framework of Europe.
The Centre for Research in Education Inclusion and Diversity (CREID) undertakes research exploring issues of inclusion and diversity in relation to children, young people and adults in education and related areas of policy and practice (including health, social welfare, training and employment).
The CEID Research Group brings together a diverse group of researchers, scholars, and practitioners working on or interested in Comparative Education and/or Education and International Development. It aims to benefit the local and global community as a hub for critical reflection and evaluation, investigating the direct and indirect potential of education by exploring its complex, interdependent relationship with social and political contexts. Projects often have an applied aspect and include collaborations with individuals and institutions within and beyond academia.
The Research-led Teacher Education Network (RTEN) is an interdisciplinary network for dialogue and collaboration in research on teachers, teaching and teacher education, knowledge Exchange between academic and non-academic partners, research-led development of teacher education, drawing upon the wide range of research at the University of Edinburgh and internationally.
The mission of the Scottish Sensory Centre is to foster educational, research and development activities relating to children and young people with a sensory impairment in Scotland for everyone who is involved in the education of deaf children, deafblind children and visually impaired children and young people, the young people themselves and their families.
STEP is in the unique position of being able to straddle research, policy and practice. Our aim is to exploit this unique position for the benefit of mobile communities – to achieve this we have developed rigorous approaches to working with our many stakeholders.