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I am a professional doctoral student (EdD) in the Education Division at the School for Law and Social Sciences at LSBU researching critical pedagogies, inclusion and theatre-based research methods in the secondary school classroom. My research is informed by my expertise and long-standing practice as participatory theatre practitioner and my work as secondary school drama and English teacher. Prior to my EdD I completed a PGCE in secondary education (IOE,UCL), an Ma in Urban Sociology and a BA in Drama and Theatre Arts (both Goldsmiths College, London).
My research on creative and critical methodologies is shaped by my professional experience of working creatively with a wide range of participants in different contexts on social justice issues. My specific research interest on critical pedagogies grew out of my work in secondary schools and alternative provisions, which gives me the sensitivity and insight of working in my research field.
I have been able to present my research on “Reflecting On Critical Pedagogies As Inclusive Practice” at the European Conference of Education Research (ECER) 2019, and I am due to publish “Changing the terms of engagement - Reflecting on the use of image theatre in research with secondary school students” in Network 29 Arts and Education Research 2020 proceedings e-book (forthcoming). In support of my doctorate I am holding an ELES (German studentship foundation) research fellowship since September 2019. Keen on international exchange, I was able to join an Erasmus Plus trainee-ship at the University of Barcelona in 2017, which led me to become a visiting research-student at their Cultural Pedagogy Unit and conduct fieldwork for my research.
As experienced Theatre of the Oppressed practitioner, I have taken part in various research projects and worked in collaboration with different cultural institutions and education programs. Recent work includes a participatory action research introducing Theatre of the Oppressed to the ESOL classroom through the Serpentine Galleries, culminating in the publication of Language, Resistance, Theatre (2019).
Since 2011 I have been working as English and Drama teacher in different secondary schools and alternative provisions in London and Barcelona, specialising in working creatively with SEND students and those excluded from mainstream education.
London South Bank University
Institute of Education, UCL
Goldsmiths College, University of London
Goldsmiths College, University of London
Department for Education
City and Guilds
I have been working for a range of cultural institutions and education programs, devising and facilitating participatory theatre projects with a social justice focus. Relevant recent work includes:
since 2015 Mikado/ IG Jugend Munich - Theatre workshops with young migrants
10/2016 - 01/2019, Serpentine Gallery ACT ESOL participatory action research; role: consultant/ practitioner
04-07/2016 PASAR – Participation, Arts and Social Action in Research, Open University; role: practitioner
04-07/2016 Implicated Theatre – Serpentine Gallery: Practitioner/ assistant director.
03/2014 LSE/ NCRM funded research project: Communicating Chronic pain; role: practitioner
01/2010 – 06/2013 Nano Politics (Queen Mary University London); role: practitioner
2010- 2015 Certificate HE Community Leadership, Birkbeck College, University of London: Annual lecture on participation and engagement through the arts
01/2009 – 04/2009 Creative Partnerships: Creative Practitioner introducing Theatre of the Oppressed to teach Citizenship Education
08/2008-10/2011 South London Gallery: Youth Arts Practitioner.
engagement with exhibition
06/2005–07/2008 Identity, Performance & Social Action, UEL; role: facilitator, observer
Developing and teaching all school drama classes; Directing School's Christmas Play, teaching SEND English classes KS4
Responsible for developing and delivering teacher training; Teaching and learning support; supporting head of English; Teaching students excluded from mainstream school in 1:1 or small group sessions (English and Humanities)
Participation in doctoral program on arts based research, post qualitative research and cultural pedagogies.
Participation of local conferences and Seasonal Winter School of ECER Network 19 Ethnography (Ethnographies unbound)
Controversial issues in science: Exploring the power dynamics of applying critical pedagogies in secondary schools
Alfandari, N. and Tsoubaris, D. (2022). Controversial issues in science: Exploring the power dynamics of applying critical pedagogies in secondary schools. Izquierdas. 2022 (51), pp. 1-18.
Changing the Terms of Engagement - Reflecting on the Use of Image Theatre in Research with Secondary School Students
Alfandari, N. (2020). Changing the Terms of Engagement - Reflecting on the Use of Image Theatre in Research with Secondary School Students. Onsès-Segarra, J. & Hernández-Hernández, F. (Eds.). (2021). Educational Research: (Re)connecting Communities. Proceedings of ECER 2020. NW 29. Research on Arts Education. .
London Doctoral Academy Postgraduate Research Summer School 2020
Graham, A., Ibrahim, M., Lisson, M., Henfrey, C., Alfandari, N., Ojo, G., Baragau, I., Mansfield, M., Scheel, A., Bichard, E., Hamed Aboelkhair, H., Marjan, A., Hettiarachchi, S. J., Parvin, A., Merton, S., Ahmed-Landeryou, M., Jenkins, C., Alli, U., Atanda, O. and Ganiyu, S. (2020). London Doctoral Academy Postgraduate Research Summer School 2020. London South Bank University.
Methodological Reflections on Analysing Creative Data
Alfandari, N. (2020). Methodological Reflections on Analysing Creative Data. London Doctoral Academy Postgraduate Research Summer School 2020. Online 06 - 09 Jul 2020 London South Bank University.
Carving Out a Space for Critical Pedagogies in the Secondary School Classroom
Alfandari, N. (2019). Carving Out a Space for Critical Pedagogies in the Secondary School Classroom. LSBU Postgraduate Research Summer School 2019. 03 Jul 2019 London South Bank University.
Creativity through performance
Alfandari, N., Beecher, A. and Lincoln, R (2016). Creativity through performance. in: Autism and Intellectual Disability in Adults Volume 1 Pavilion.