Academic Course Leader for MA in Education
International Co-ordinator in Professional Development of Education
Dr Yvonne Hill is a feminist ethnographer with a background in Sociology and a commitment to postgraduate teacher-development, interdisciplinary teaching and practitioner research. She is currently a Senior Lecturer in Education at Bishop Grosseteste University, Lincoln. Her previous post (2005-2012) was Director of Learning and Teaching in the school of Public Policy and Professional Practice at Keele University where she was also course leader for the PGCE in Social Science (Sociology, Psychology and Politics).
Dr Yvonne received a Certificate of Education and later an MA in the Sociology of Education from the Institute of Education, London. She has worked in primary and secondary education for a number of years before moving on to Senior Lecturer in Education Studies at universities in Manchester, Keele and Lincoln. She gained a doctorate in Gender and Education Management from the University of Keele (2008) which concerns mentoring and teachers’ ‘professional’ identities; it is based on sustained ethnography in schools. Alongside her academic work, she maintains an active involvement in feminist movements at the local level and is co-founder of a group of feminist academics in the university.
Dr Yvonne’s current research project is an ethnographic study in Higher Education. She is studying pedagogies of dissatisfaction and transformative learning that institutionally mediate concerns for high ratings in student satisfaction surveys. Her particular interest is in examining how feminist scholarship and critical pedagogy is positioned within the curriculum to extend student engagement and enhancement on globalisation and the international development of education. The project brings together her interest in the use of film and digital technologies to support and challenge students’ thinking and perceptions in HE. It analyses these dynamics through a combination of qualitative methods, including participant observation in a range of sites of academic work, interviews and critical discourse analysis of cultural text. She is currently on the University ethics Committee and the Research Committee involved in planning and implementing the Five year Research Strategy 2014-2019 and was responsible for leading a proposal for the research cluster in Public Policy and Professional Practice at BGU.
Dr Hill is passionate about teaching, and committed to emancipatory, student-centred and research-based education, inspired by critical and feminist pedagogies. She began her career in HE with co-authorship and validation of BA and MA programmes. Most notably researching and teaching in the area of Creative and Critical Practice in Education settings. Following this Dr Hill was awarded a Senior Fellowship in the Higher Education Academy and sustains a research interest in creative and critical pedagogies in higher education. She has also contributed to the design and teaching of international programmes and summer schools. As a Senior Fellow of the Higher Education Academy (HEA) she has been involved in pedagogical and curriculum review in the international and global context.
Dr Yvonne has significant experience of undergraduate and postgraduate supervision on a range of topics in Education and Sociology, and is enthusiastic about research-based learning and supporting students and emerging scholars as they develop their own ideas and projects. She has two successful completions of doctoral supervision these include a Professional Doctoral Theses, entitled:
June 2011, An Exploration into the Gendered Subjectivities of Male Trainee Teachers: Discourses of Masculine Identity at Work’, Keele University. (Second Supervisor)
Additionally a second thesis on Managing Change in Pupil Referral Units was awarded by Keele University (completed January 2015 – Leading Supervisor role).
There is also supervision in progress with an international PhD student from Turkey working on a study entitled: ‘Dangerous minds: the effects of promoting critical thinking and critical pedagogy in teaching English as a Foreign Language in Turkey’, Keele University (projected 2016 completion – First Supervisor)
At Bishop Grosseteste University Dr Hill is currently second supervisor to two students researching:
Empathy and Sympathy in Applied Theatre: developing the skills of the undergraduate student (Completion due in 2016)
Teacher Presence and Effectiveness (Completion due in 2017)
I am keen to work with doctoral candidates, visiting PhD students and visiting postdoctoral scholars studying education, gender, feminist theory and epistemology, feminist methodologies, ethnographic methods, youth, childhood, schools and higher education, and critical feminist pedagogy.
PhD External Examiner: York University
Teacher Recruitment and Retention in Rural China (April 2015)
Currently External Examiner for:
Christ Church Canterbury University for MA in Education
Therapeutic Communities: The International Journal of Therapeutic Communities
(Several papers on phenomenological methodology)
Prize-winner for ‘Most Promising Research Publication’ in Action Research sponsored by Taylor and Francis
Hill, Y. (2015) Critical Pedagogy and Critical Learners (work-in progress for Action Research Journal
Hill, Y. (2014) i-pad-we-pad: the use of tablet technology in collaborative action research Teachers College Press
Hill, Y. (2013) ‘Creativity through technology, supporting critical thinking skills in learners’ In Creativity and Technology Sage (awaiting publication)
Hill, Y. (2011) Using film in teaching Global Politics’ ATSS on-line Journal
Hill, Y. (2009) Postgraduate Courses in Social Science ATSS Journal
Hill, Y. (2008) Doing, un-doing-re-doing: feminist study of teachers’ professional identity Ed. D. thesis: (Keele University Library)
Hill, Y. (2002) Best Practice Research Scholarship (DFEE) website
Recent Conference papers:
Hill, Y. (2014) Critical Pedagogy and Critical Learners in Higher Education: an investigation into the effects on ‘student satisfaction’ surveys. International Collaborative Action Research Network (CARN), Newcastle November 2014
Hill, Y. (2011) Creativity and Critical Practice: Postgraduate Study as an Act of
Symbolic Subversion’ International Collaborative Action Research Network (CARN), Vienna
Hill, Y. (2011) Creativity through technology, supporting critical thinking skills in learners. Sage (awaiting publication)
Hill. Y. Hanley, U. (2010) ‘Exploring Voice and Narrative in postgraduate writing: using a range of cultural text’ (including puppetry) CARN Conference, Cambridge University: November 2010
Hill, Y. (2010) ‘Sociology Bites: extending the influence of sociology in schools and colleges’ ATSS Conference, Northampton University. September 2010
Hill, Y. (2009) Feminist Critical Pedagogy in postgraduate teaching
Gender and Education Conference, Manchester University April 2009
Hill, Y. (2009) ‘The ‘f’ word in Sociology A level’: the relevance of feminist pedagogy in teaching Sociology at A level’ ATSS Conference, Northampton University,
Hill, Y. (2008) Teaching as a masculinist cultural project: feminist resistance in Mentoring BESA (2008) British Education Studies Association Liverpool Hope University July 2008
Hill, Y. (2008) Doing, Undoing and Redoing: feminist constructions of professional identities BERA (2008) British Education Research Association, Herriot Watt University September 2008
Hill. Y. (2007) Flights of Fantasy: feminist reading of teacher recruitment advertisements
Gender and Sexuality Conference Keele University 15th May 2007
Hill, Y. (2007) Multi-agency and Professional Placements during ITE in conjunction with Creative Partnerships (CP website)
Hill, Y. et al (2006) In the steps of Ulysses: Creative and critical approaches in teaching MA students. (In collaboration with Dr. Una Hanley, Dr. Andy Pickard, Dr. John Powell and Pete Phethean) MMU: Discourse, Power and Resistance: Research as a Subversive Activity
20th-22nd April 2006
Hill, Y. (2006) Critical Pedagogy and Educational Studies: Developing Literacies
BESA Conference (2006) New Directions in Educational Studies University of Lincoln 2nd July 2006