I joined the University in 2017 as a Lecturer in Education. Since starting at Strathclyde my research interests have concentrated on a collection of issues in philosophy, archaeology and heritage, fairy tales, children’s literature and teacher research, all in connection to education and childhood. My general approach could be characterised as philosophical anthropology, in a broad sense.
I studied philosophy at the Universities of Glasgow and Warwick, education at the University of Strathclyde and anthropology/archaeology at the University of Oxford. I have taught at a number of secondary schools in Scotland and at the University of Glasgow, University of Stirling and the Open University. I am a Fellow of the Society of Antiquaries of Scotland and of the Royal Society of Arts.
I spent three years working for Glasgow Museums in their research section. During this time I was seconded to the University of Glasgow as a lecturer in museum studies. I have been both a verifier and marker for the Scottish Qualifications Authority and I was centrally involved in establishing the first school based research centre in Scotland.
I am currently the PGDE Secondary Co-ordinator for Modern Studies and I am interested in supervising research students in my areas of specialization.
A recent lecture that I delivered on the philosophy of John Duns Scotus, Martin Heidegger and Gilles Deleuze is available here:
My books are available here:
Some of my papers and book chapters are available here:
- ‘Museums, Ethics and Truth: Why Museums’ Collecting Policies Must Face up to the Problem of Testimony’ in, Philosophy and Museums: Essays on the Philosophy of Museums, Royal Institute of Philosophy Supplement: 79, ed. A. Bergqvist, V.S. Harrison and G. Kemp, Cambridge University Press: Cambridge, 2016.
- ‘Did Homo erectus dwell? Heidegger, archaeology and the future of phenomenology’ in, Heidegger in the Twenty-First Century, Contributions to Phenomenology, Vol. 80, ed. T. Georgakis and P. Ennis, Springer, 2015.
- ‘Making Connections: some initial thoughts on communication, constructivism and formative assessment’, in, Discourse: Learning and Teaching in Philosophical and Religious Studies, Volume 8, No.2, Spring 2009.