|Name:||Professor Fiona Hallett|
|Department:||Faculty of Education|
|Current position:||Professor in Education|
|Location:||Ormskirk Main Campus, Faculty of Education|
Fiona currently leads the Masters by Research at Edge Hill University and supervises post-graduate research students in the fields of: Inclusive Education; Social Justice; Autism; and Visual Methodologies.
- BSc (Honours, with Qualified Teacher Status) Science and Technology, 2:1
- MA (Special Educational Needs)
- PhD (Educational Research)
Fiona is the joint Editor of the British Journal of Special Education, a Fellow of the Higher Education Academy and a Fellow of the RSA (Royal Society for the encouragement of Arts, Manufactures and Commerce).
Fiona has developed a national and international reputation for research in Inclusive Education, Autism and visual research methodologies and her research focuses on issues of Social Justice with a view to impacting upon the lives of marginalised learners. As such, Fiona’s research spans compulsory and Higher Education and she has been an invited tutor for PhD summer schools at the University of Trondheim and the University of Hamburg.
Selected recent publications:
- HALLETT, FIONA, 2019, Contradictory perspectives on academic development: the lecturers’ tale. Teaching in Higher Education.
- ALLAN, DAVID., HALLETT, FIONA. & HALLETT ,G., Armenian teachers’ dichotomous perspectives on children with high-functioning autism, 2019, Journal of Research in Special Educational Needs. 33
- HALLETT, F., ALLAN, D. & HALLETT, G., 2019. Reconsidering Inclusion: Western theory and post-Soviet reality. Disability Studies Quarterly.
- DUNNE, L., HALLETT, F., KAY, V. & WOOLHOUSE, C., 2018 Spaces of inclusion: Investigating place, positioning and perspective in educational settings through photo-elicitation. International Journal of Inclusive Education. 22, 1.
- HALLETT, F. and ALLAN, D. 2016. Architectures of oppression: Perceptions of individuals with Asperger’s syndrome in the Republic of Armenia. Journal of Research in Special Educational Needs.
Chapters in books
- HALLETT, F., Citizenship, Disability Discrimination and the Invisible Learner, 2019. In PETERSON, A., STAHL, G. & SOONG, H. (Eds.). The Palgrave Handbook of Citizenship and Education. Cham, Switzerland: Springer International Publishing AG.
- HALLETT, F & CHAPMAN, A. 2017. The personal epistemologies of tutors in Higher Education. In. G. SCHRAW, J. LUNN. BROWNLEE, L. OLAFSON & M. VANDERVELDT.(Eds) Teachers’ personal epistemologies: Evolving Models for Informing Practice. Charlotte, NC: Information Age Publishing.
- DUNNE, L., HALLETT, F., KAY, V. and WOOLHOUSE, C. 2017. Visualising Inclusion: Employing a photo-elicitation methodology to explore views of inclusive education. Invited Sage Case Study. London: Sage.
- HALLETT, F & HALLETT, G. 2017. Transforming the role of the SENCo (2nd Edition). London: Open University Press
- ARMSTRONG, D., ELLIOTT, J, HALLETT, F & HALLETT, G. 2016. Understanding Child and Adolescent Behaviour in the Classroom. Cambridge, Melbourne: Cambridge University Press.
A full list of Fiona’s publications is available via Pure
External collaboration and partnership activity:
Fiona was the Lead EU Academic in a European Tempus IV project (ASPIRE) from 2012-2015, which involved nine other partners in Germany; Ireland; Georgia; Slovakia and Armenia and is currently involved in an Erasmus+ funded project in Vietnam and Laos. She led an Evaluation of the Student Central Programme at Maynooth University (2016-2017), and a RITA funded project on autism (2013-2018).