Dr Lee Jerome


Dr Lee Jerome
NameDr Lee Jerome
Job titleProfessor in Education (Childhood and Society)
Research institute
Primary appointmentEducation
Email addressL.Jerome@mdx.ac.uk
ORCIDhttps://orcid.org/0000-0003-0278-6986
Contact categoryResearcher

Biography

Biography

I am a Professor of Citizenship and Children's Rights Education at Middlesex University, where I teach and work with colleagues in the Centre for Educational Research and Scholarship (CERS) to build research capacity. I have worked in schools, charities and higher education for the past thirty years, starting as a teacher of history and sociology in London secondary schools. I then became Education Director at the Institute for Citizenship, and subsequently moved into the university sector where I have taught on a variety of undergraduate, postgraduate and professional courses in traditional face to face classrooms and on-line environments.

I gained my PhD in Citizenship Education Policy in 2012 from the Institute of Education in London. I also have an MA in History of Colonial and Post-Colonial Societies, from Birkbeck College, a PGCE in Social Studies and a BSc in Politics and Sociology. I am a Senior Fellow of the Higher Education Academy.

Teaching

I teach on the MA Childhood and Education in Diverse Societies undergraduate research methods and supervise individual dissertations and doctoral theses. I also contribute to the doctoral training programme and chair the faculty ethics committee.

I am interested in supervising students working in the following areas and would welcome conversations with prospective doctoral students:

  • Citizenship education and civics.
  • Children's rights in education and human rights education.
  • Teachers' planning and conceptualisations of professional practices.
  • Contemporary education policy.
  • Inter-professional perspectives on mentoring and professional education.

Current doctoral students are investigating professional education in social work; mentoring in secondary schools; children's rights in school; and employability in HE.

Education and qualifications

Grants

Prizes and Awards

Research outputs

Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes

Jerome, L., Kisby, B. and McKay, S. 2024. Combatting conspiracies in the classroom: Teacher strategies and perceived outcomes. British Educational Research Journal. https://doi.org/10.1002/berj.3955

Citizenship education: building for the future

Jerome, L. and Moorse, L. 2023. Citizenship education: building for the future. in: Tam, H. (ed.) Who’s Afraid of Political Education: The challenge to teach civic competence and democratic participation Bristol, UK Policy Press. pp. 163-179

Reflections on citizenship education from England

Jerome, L. 2023. Reflections on citizenship education from England. The Social Educator. 41 (1), pp. 34-39.

United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales

Jerome, L., Sant, E., Britton, A., Emerson, L., James, S. and Milliken, M. 2022. United Kingdom: Citizenship education in the United Kingdom: comparing England, Northern Ireland, Scotland and Wales. Journal of Social Science Education. 21 (4), pp. 1-22. https://doi.org/10.11576/jsse-5853

Developing children's agency within a children's rights education framework: 10 propositions

Jerome, L. and Starkey, H. 2022. Developing children's agency within a children's rights education framework: 10 propositions. Education 3-13. 50 (4), pp. 439-451. https://doi.org/10.1080/03004279.2022.2052233

Professional development

Jerome, L., Evers, G. and Suthern, A. 2021. Professional development. in: McGuinn, N., Ikeno, N., Davies, I. and Sant, E. (ed.) International Perspectives on Drama and Citizenship Education: Acting Globally Abingdon Routledge. pp. 191-197

Talking tolerance: being deliberative about fundamental British values

Jerome, L., Liddle, A. and Young, H. 2021. Talking tolerance: being deliberative about fundamental British values. PRISM. 3 (2), pp. 48-61. https://doi.org/10.24377/prism.ljmu.0302204

Children's rights education in diverse classrooms: pedagogy, principles and practice

Jerome, L. and Starkey, H. 2021. Children's rights education in diverse classrooms: pedagogy, principles and practice. London Bloomsbury.

Countering violent extremism in education: a human rights analysis

Svennevig, H., Jerome, L. and Elwick, A. 2021. Countering violent extremism in education: a human rights analysis. Human Rights Education Review. 4 (1), pp. 91-110. https://doi.org/10.7577/hrer.3980

Talking about rights without talking about rights: on the absence of knowledge in classroom discussions

Jerome, L., Liddle, A. and Young, H. 2021. Talking about rights without talking about rights: on the absence of knowledge in classroom discussions. Human Rights Education Review. 4 (1), pp. 8-26. https://doi.org/10.7577/hrer.3979

The Prevent Duty in education: impact, enactment and implications

Busher, J. and Jerome, L. (ed.) 2020. The Prevent Duty in education: impact, enactment and implications. Cham, Switzerland Palgrave Macmillan.

Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education

Jerome, L., Busher, J., Armstrong, M., Choudhury, T., da Silva, R., Elwick, A., Fontana, G., James, N., Lewis, J., Robson, J., Svennevig, H. and Thomas, P. 2020. Conclusion: reflections on the first five years of the Prevent duty in early years, primary, secondary and further education. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 159-169

Introduction

Busher, J. and Jerome, L. 2020. Introduction. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 1-10

Student perspectives on Teaching and the Prevent policy

Elwick, A., Jerome, L. and Svennevig, H. 2020. Student perspectives on Teaching and the Prevent policy. in: Busher, J. and Jerome, L. (ed.) The Prevent Duty in Education: Impact, Enactment and Implications Chams, Switzerland Palgrave Macmillan. pp. 55-75

Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools

Jerome, L. 2020. Making sense of the impact agenda in UK higher education: a case study of preventing violent extremism policy in schools. Journal of Social Science Education. 19 (2), pp. 8-23. https://doi.org/10.4119/jsse-1558

Training teachers for and through citizenship: learning from citizenship experiences

Bhargava, M. and Jerome, L. 2020. Training teachers for and through citizenship: learning from citizenship experiences. Societies. 10 (2), pp. 1-12. https://doi.org/10.3390/soc10020036

Student voice in higher education: opening the loop

Young, H. and Jerome, L. 2020. Student voice in higher education: opening the loop. British Educational Research Journal. 46 (3), pp. 688-705. https://doi.org/10.1002/berj.3603

Lessons in character education: incorporating neoliberal learning in classroom resources

Jerome, L. and Kisby, B. 2022. Lessons in character education: incorporating neoliberal learning in classroom resources. Critical Studies in Education. 63 (2), pp. 245-260. https://doi.org/10.1080/17508487.2020.1733037

The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy

Jerome, L., Liddle, A. and Young, H. 2020. The deliberative classroom and the development of secondary students’ conceptual understanding of Democracy. London, UK Middlesex University.

Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison?

Jerome, L. and Brook, V. 2020. Critiquing the "National Standards for School-based Initial Teacher Training Mentors" in England: what lessons can be learned from inter-professional comparison? International Journal of Mentoring and Coaching in Education. 9 (2), pp. 121-135. https://doi.org/10.1108/IJMCE-04-2019-0057

Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy

Jerome, L. and Elwick, A. 2020. Teaching about terrorism, extremism and radicalisation: some implications for controversial issues pedagogy. Oxford Review of Education. 46 (2), pp. 222-237. https://doi.org/10.1080/03054985.2019.1667318

The rise of character education in Britain: heroes, dragons and the myths of character

Jerome, L. and Kisby, B. 2019. The rise of character education in Britain: heroes, dragons and the myths of character. Cham, Switzerland Palgrave Pivot.

The impact of the prevent duty on schools: a review of the evidence

Jerome, L., Elwick, A. and Kazim, R. 2019. The impact of the prevent duty on schools: a review of the evidence. British Educational Research Journal. 45 (4), pp. 821-837. https://doi.org/10.1002/berj.3527

Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty

Elwick, A. and Jerome, L. 2019. Balancing securitisation and education in schools: teachers' agency in implementing the Prevent duty. Journal of Beliefs and Values. 40 (3), pp. 338-353. https://doi.org/10.1080/13617672.2019.1600322

Hypocrites or heroes? Thinking about the role of the teacher in human rights education

Jerome, L. 2018. Hypocrites or heroes? Thinking about the role of the teacher in human rights education. Human Rights Education Review. 1 (2), pp. 46-64. https://doi.org/10.7577/hrer.2873

Revisiting subject knowledge in citizenship education: understanding power and agency

Jerome, L. and Lalor, J. 2020. Revisiting subject knowledge in citizenship education: understanding power and agency. Education, Citizenship and Social Justice. 15 (2), pp. 104-118. https://doi.org/10.1177/1746197918800662

Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation

Jerome, L. and Elwick, A. 2019. Identifying an educational response to the prevent policy: student perspectives on learning about terrorism, extremism and radicalisation. British Journal of Educational Studies. 67 (1), pp. 97-114. https://doi.org/10.1080/00071005.2017.1415295

What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland

Jerome, L. 2018. What do citizens need to know? An analysis of knowledge in citizenship curricula in the UK and Ireland. Compare: a Journal of Comparative and International Education. 48 (4), pp. 483-499. https://doi.org/10.1080/03057925.2017.1295808

Evaluation report on the ACT Building Resilience Project

Jerome, L. and Elwick, A. 2016. Evaluation report on the ACT Building Resilience Project. Association for Citizenship Teaching.

Interpreting children's rights education: three perspectives and three roles for teachers

Jerome, L. 2016. Interpreting children's rights education: three perspectives and three roles for teachers. Citizenship, Social and Economics Education. 15 (2), pp. 143-156. https://doi.org/10.1177/2047173416683425

Citizenship education north and south: learning and progression (CENSLP) - final project report

Jerome, L. and Lalor, J. 2016. Citizenship education north and south: learning and progression (CENSLP) - final project report. SCOTENS.

England’s citizenship education experiment: active citizenship or service?

Jerome, L. 2015. England’s citizenship education experiment: active citizenship or service? in: Delano-Oriaran, O., Penick-Parks, M. and Fondrie, S. (ed.) The SAGE sourcebook of service-learning and civic engagement SAGE Publications. pp. 387-392

Teaching and learning about child rights: a study of implementation in 26 countries

Jerome, L., Emerson, L., Lundy, L. and Orr, K. 2015. Teaching and learning about child rights: a study of implementation in 26 countries. UNICEF PFP & Queen's University Belfast.

Effective medium-term planning

Jerome, L. and Bhargava, M. 2015. Effective medium-term planning. London Sage.

Power, pedagogy and participation: ethics and pragmatics in research with young people

Starkey, H., Akar, B., Jerome, L. and Osler, A. 2014. Power, pedagogy and participation: ethics and pragmatics in research with young people. Research in Comparative and International Education. 9 (4), pp. 426-440. https://doi.org/10.2304/rcie.2014.9.4.426
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