Dr Keith Williams

Name: Dr Keith Williams
Department: Children, Education and Communities
Current position: Senior Lecturer in Education
Email: williak@edgehill.ac.uk
Location: Ormskirk Main Campus, Faculty of Education


  • 1990 – 1999 Primary school classroom teacher in London schools in Islington, Camden and Haringey.
  • 1999-2003 Primary school classroom teacher in Lancashire primary schools in Skelmersdale and Chorley.
  • 2003 – 2009 Part time teaching followed by project management at EHU
  • 2009- Present Senior Lecturer in Education and Course Leader on the BA (Hons) Children and Young People’s Learning and Development course.


  • PhD Institute of Education, University of London, 2012.
  • MA, History of Education, Institute of Education, University of London, 1996.
  • PGCE, University of Wales, Cardiff, 1990.
  • A. (Hons), Combined Honours in Social and Environmental Studies (Politics, Economics, History), University of Liverpool, 1987.


Following brief careers in accountancy, warehouse packing and pension administration, a primary PGCE in Cardiff was followed by a decade teaching in a variety of inner London primary schools. During this period Keith completed a part-time MA in the History of Education at the Institute of Education. The postgraduate experience combined with his working-class childhood in north Liverpool, began to ‘open his eyes critically’ to the inequality in our education system. Keith entered higher education in 2003 as a part-time tutor, then as an Edge Hill project worker contributing to the delivery of New Labour’s workforce re-modelling agenda. Working closely with schools and local authorities stimulated an interest in whether emerging para-professional roles were contributing to the dis-aggregation of the teachers’ role. Keith returned to the Institute of Education in 2006 to study for a PhD. His background and experience led to a focus on the notion of community education as a challenge to inequality and led him to identify parallels with previous challenges to the professional identity of teachers. Keith remains interested in the question of whether genuine partnerships between schools and working-class families can be built in order to achieve a more democratic, and equitable education system. Most recently he has been leading a project that explores whether mathematics homework could be used to bring parents and schools closer together for the benefit of children.

Research interests

1960s and 1970s educational history in England, School workforce reform, Family-School democratic Partnerships, Equity in education


  • Williams, Keith., Swift, Jennie., Williams, Hefin. & Van Daal, Victor. (2017) Raising children’s self-efficacy through parental involvement in homework. Educational Research, 28 Jun 2017 (Online) (ID: 1344558 DOI:10.1080/00131881.2017.1344558)
  • Graves, Susan and Williams, Keith (2016) Investigating the role of the HLTA in supporting learning in English schools. Cambridge Journal of Education. pp. 1-13. ISSN 0305-764X DOI 10.1080/0305764X.2016.1157138
  • Williams, Keith (2014) “Re-shaping teacher identity? The Liverpool Teachers’ Centre 1973–1976”. History of Education. pp. 1-19. ISSN 0046-760X DOI 10.1080/0046760X.2014.943811
  • Williams, Keith (2012) Red House 1969–1972: the case for “intermediate” educational institutions. Paedagogica Historica, 48 (4). pp. 635-655. ISSN 0030-9230 DOI 10.1080/00309230.2011.568418
  • Williams, Keith and O’Connor, Marie (2012) The views of children and parents towards higher level teaching assistants who teach whole classes. Education 3-13, 40 (2). pp. 129-143. ISSN 0300-4279 DOI 10.1080/03004279.2010.489512

Knowledge Transfer and Enterprise

Cluster Lead- Eatock School Direct Partnership.
Admissions Tutor
Development of Beach School Hub (Autumn 2018)
Edge Hill Green Week proposal (Spring 2018)
Working group for LOTC Quality mark


  • BERA 2008 ‘If at first you don’t succeed, you don’t succeed.’ Heriot-Watt University Edinburgh
  • BERA 2009 ‘The views of parents and children towards HLTAs who teach whole classes’ University of Manchester
  • BERA 2010 From Red House to Children’s Centres: The case for ‘intermediate’ educational institutions University of Warwick
  • BERA 2013 ‘Finding space ‘between the lines’? The roles and responsibilities of hltas re-visited, University of Sussex


Lead Researcher on Primary Schools Mathematics Homework Project