Exploring equity gaps in education: Toward unity, not uniformity

Authors

  • Matthew A.M. Thomas University of Sydney
  • Alexandra McCormick

Abstract

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Author Biography

Matthew A.M. Thomas, University of Sydney

Matthew A.M. Thomas is a lecturer in comparative education and sociology of education at the University of Sydney, where he coordinates and teaches both undergraduate and post-graduate courses. Matthew completed his Ph.D. in comparative and international development education from the University of Minnesota in 2013 and holds an MA in international educational development from Columbia University, Teachers College. Previously he worked as a public school teacher in the United States, where he was certified in music (grades K-12) and social studies (grades 7-12). Matthew has also worked as an educational consultant and professional development facilitator in Mali, Nigeria, Tanzania, the U.S., and Zambia.

 

 

Matthew’s research focuses on educational policies, pedagogical practices, teachers’ lives, and the changing roles of teacher education in international and domestic contexts. He has co-published a monograph for UNESCO and three book chapters in Teaching in Tension (2013) based on collaborations with Tanzanian researchers as well as journal articles in the International Journal of Educational Development, Current Issues in Comparative Education, Qualitative Studies in Education, and other journals. His current international projects in Tanzania examine pedagogical approaches among secondary school teachers and research capacity building among higher education faculty at a university in the Kilimanjaro Region, where he has worked since 2008. Through a twenty-year engagement with communities in Zambia he has also explored the lived experiences of primary school teachers as well as the educational policies that influence their classroom instruction.

 

Matthew’s U.S. research includes an ongoing exploration of Teach for America and the construction of teacher identity amidst changing policy contexts. Based on his work as a teacher educator at the University of Wisconsin-La Crosse from 2013-2015, he is also examining pedagogical processes in U.S. teacher education programs that enable pre-service teachers to begin thinking like teachers early in their university coursework.

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Published

2017-11-03

Issue

Vol. 16 No. 3 (2017)

Section

Vol 17(1) Special Edition

License

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