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 Helen Knowler

Helen Knowler

Lecturer in Education

 4934

 +44 (0) 1392 724934

 Baring Court BC121

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

I am normally available on Tuesdays 10.00am - 11.00am and Thursdays 4.00pm - 5.00pm. I am happy to meet at other times where mutually convenient - please contact me arrange. 

Overview

I am a Lecturer in Education and joined the Graduate School of Education in September 2018. I teach and research in the field of Special Educational Needs and Inclusive Education and my specific expertise is in Social, Emotional and Mental Health (SEMH) needs in mainstream education settings.  My current focus relates to the prevention of permanent exclusion of pupils from school and I collaborate with education professionals to develop ethical and sustainable approaches to preventing exclusion. I specialise in developing research that is collaborative and participatory and I have a particular interest in the development and use of visual research methods in Education Research. For me, research can be an important tool for enacting social justice in education contexts and I enjoy working with a range of stakeholders. To date I have collaborated with teachers, senior leaders, Local Authorities and Alternative Provision providers, as well as with children and young people at risk of permanent school exclusion. 

 

Qualifications

BEd (Hons) with QTS English Studies

MA (Ed) Inclusive Education

Career

I joined Exeter from the University of Bristol where I worked for eight years.  During my time at Bristol I was the Programme Coordinator for the MSc Education (Special and Inclusive Education) reflecting my teaching and research interests in Inclusive Education. I was the Director of the Inclusion and Special Education Network (ISEN), a supportive space for researchers, students and education professionals to meet and discuss issues that impacted on their work. In 2015 I was awarded the University of Bristol Award for Education in recognition for my commitment to the development of an inclusive learning environment and excellence in my focus on the student experience in my own teaching.

My previous experience as a classroom teacher and as a Local Authority Advisor brings a breadth and depth of professional teaching experience which is essential to my work with education professionals. In my spare time, I volunteer for Devon Rape Crisis and Sexual Abuse Services and am passionate about support and services for women and girls who have experienced sexual violence.

 

Research group links

Research

Research interests

I am interested in ethical and sustainable ways to prevent permanent school exclusion for pupils identified as having Social, Emotional and Mental Health (SEMH) needs in mainstream education contexts across primary and secondary phases. I am particularly keen to explore the ways that teachers work with curricula, pedagogies and relationships with this group of learners and enjoy developing participatory and collaborative approaches to designing and doing research.  I have an interest in teachers' experiences of working with learners in the SEMH needs category and the ways that teachers learn to successfully include pupils who find school a difficult place to be. I am currently working on a project exploring senior leaders' experiences of 'off rolling' and want to learn more about how senior leaders' negotiate difficult decision making in relation to permanent exclusion. 

Research projects

2019 - Research Insipired Inquiry Led Learning Grant  (£3000) - Education Incubator Funding: Using student developed media-rich content to produce inclusive learning materials for teaching research methods on ELE  https://researchmethodsproject.home.blog/

2015 - 2018 ERSC Impact Award (£18,700) Developing an Outdoor Curriculum for pupils at risk of school exclusion

2015 - 2017 University of Bristol Teaching Fellowship Award (£10,000) Lesson Study in International HE contexts

Publications

Key publications | Publications by category | Publications by year

Key publications


Done EJ, Murphy M, Knowler H (2016). University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma. Professional Development in Education, 42(4), 610-627. Abstract.
Done EJ, Murphy M, Knowler H (2015). Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. Journal of Education Policy, 30(1), 86-100. Abstract.
Knowler H (2009). Where should pupils who experience Social, Emotional and Behavioural Difficulties be educated?. In Gibson S, Haynes J (Eds.) Perspectives on Participation and Inclusion Engaging Education, A&C Black. Abstract.

Publications by category


Journal articles

Done EJ, Murphy M, Knowler H (2016). University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma. Professional Development in Education, 42(4), 610-627. Abstract.
Done EJ, Murphy M, Knowler H (2015). Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. Journal of Education Policy, 30(1), 86-100. Abstract.
Done EJ, Murphy M, Knowler H (2014). Post-Identitarian Postgraduate Pedagogy: Deleuzian Mediation and Resistance to ‘Measuring Up’. Power and Education, 6(3), 268-282. Abstract.
Done E, Knowler H (2013). Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers). Studies in Higher Education, 38(9), 1319-1333. Abstract.
Done E, Knowler H, Murphy M, Rea T, Galec K (2011). (Re)writing CPD: Creative analytical practices and the 'continuing professional development' of teachers. Reflective Practice, 12(3), 389-399. Abstract.
Done EJ, Knowler H (2011). (Re)writing reflective practice with Deleuze, Guattari and feminist poststructuralism. Reflective Practice, 12(6), 841-852. Abstract.

Chapters

Knowler H (2009). Where should pupils who experience Social, Emotional and Behavioural Difficulties be educated?. In Gibson S, Haynes J (Eds.) Perspectives on Participation and Inclusion Engaging Education, A&C Black. Abstract.
Gibson S, Knowler H (2007). The joy of meeting pupil needs through developing community. In  (Ed) Joyful Teaching and Learning in the Primary School, 113-121.

Conferences

Knowler HL (2019). "What sort of example is this. ?" Exploring the representation of children and young people at risk of educational exclusion in 'fly on the wall'/reality TV documentaries about schools. British Educational Research Association Annual Conference. 10th - 12th Sep 2019. Abstract.
Knowler HL, Lazar I, Cortese D, Dillon JS (2019). TO WHAT EXTENT CAN THE EXPERIENCE OF OUTDOOR LEARNING CONTEXTS PREVENT PERMANENT SCHOOL EXCLUSION FOR OLDER LEARNERS? a VISUAL ANALYSIS. EDULEARN19. 1st - 3rd Jul 2019. Abstract.  Full text.

Internet publications

Knowler HL, Done E (2019). Exploring senior leaders’ experiences of off-rolling in mainstream secondary schools in England. Web link.

Publications by year


2019

Knowler HL (2019). "What sort of example is this. ?" Exploring the representation of children and young people at risk of educational exclusion in 'fly on the wall'/reality TV documentaries about schools. British Educational Research Association Annual Conference. 10th - 12th Sep 2019. Abstract.
Knowler HL, Done E (2019). Exploring senior leaders’ experiences of off-rolling in mainstream secondary schools in England. Web link.
Knowler HL, Lazar I, Cortese D, Dillon JS (2019). TO WHAT EXTENT CAN THE EXPERIENCE OF OUTDOOR LEARNING CONTEXTS PREVENT PERMANENT SCHOOL EXCLUSION FOR OLDER LEARNERS? a VISUAL ANALYSIS. EDULEARN19. 1st - 3rd Jul 2019. Abstract.  Full text.

2016

Done EJ, Murphy M, Knowler H (2016). University-based professional learning for women teachers and the ‘to care’ or ‘to lead’ dilemma. Professional Development in Education, 42(4), 610-627. Abstract.

2015

Done EJ, Murphy M, Knowler H (2015). Mandatory accreditation for Special Educational Needs Co-ordinators: biopolitics, neoliberal managerialism and the Deleuzo–Guattarian ‘war machine’. Journal of Education Policy, 30(1), 86-100. Abstract.

2014

Done EJ, Murphy M, Knowler H (2014). Post-Identitarian Postgraduate Pedagogy: Deleuzian Mediation and Resistance to ‘Measuring Up’. Power and Education, 6(3), 268-282. Abstract.

2013

Done E, Knowler H (2013). Features of a post-identitarian pedagogy (with reference to postgraduate student writing and the continuing professional development of teachers). Studies in Higher Education, 38(9), 1319-1333. Abstract.

2011

Done E, Knowler H, Murphy M, Rea T, Galec K (2011). (Re)writing CPD: Creative analytical practices and the 'continuing professional development' of teachers. Reflective Practice, 12(3), 389-399. Abstract.
Done EJ, Knowler H (2011). (Re)writing reflective practice with Deleuze, Guattari and feminist poststructuralism. Reflective Practice, 12(6), 841-852. Abstract.

2009

Knowler H (2009). Where should pupils who experience Social, Emotional and Behavioural Difficulties be educated?. In Gibson S, Haynes J (Eds.) Perspectives on Participation and Inclusion Engaging Education, A&C Black. Abstract.

2007

Gibson S, Knowler H (2007). The joy of meeting pupil needs through developing community. In  (Ed) Joyful Teaching and Learning in the Primary School, 113-121.

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External Engagement and Impact

Teaching

I am a qualified teacher and experienced tutor at both undergraduate and postgraduate level. I teach on modules related to Inclusive Education, Social, Emotional and Mental Health Needs, Special Educational Needs, Behaviour in Schools and Research Methods.

I have a successful track record of doctoral supervision and to date have supported PhD and EdD students in the following areas: feminist methodologies, poststructural theorising on Social, Emotional and Mental Health needs in schools, creative and participatory research and Inclusive research and Intersectional research.  I have worked with postgraduate researchers on topics such as the deployment of teaching assistants, parental involvement in Education, ADHD and 'challenging' behaviour, quality in special education provision and Outdoor Learning.

I am committed to the use of inclusive approaches to Teaching, Learning and Assessment in my own practice. I enjoy designing and implementing interactive and participatory activities to develop critical and reflective engagement in the students I support.

 

Supervision / Group

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