Directors Blog
Simon
We connect school leaders, policy-makers, and organisations with an elite network of values-driven serving practitioners and leading university academics.
What makes Koinonia Educational different? We are a curated, not-for-profit collective of serving secondary school headteachers, current policy-makers, and leading UK-based and international academics.
We provide relevant, actionable insights from living the daily challenges of the global education sector. We offer a space for peer-reviewed online publication. We deliver expert-led public speaking, bespoke research, and executive coaching grounded in current reality, not outdated models.
Our work arose from the Koinonia Schools’ Project, a collaboration of primary, secondary, and international schools. Led by Simon Uttley and based on research-informed practice, this ground-breaking partnership with St. Mary’s University, Twickenham, set a new standard. Now in our tenth year, we have KoinEd Associate Scholars in the UK, US, Poland, Ukraine, and beyond.
At Koinonia Educational, our mission is to gather the best speakers, practitioners, researchers, and coaches for the benefit of the broader education community. As a not-for-profit, we value collaboration, integrity, cultural responsiveness, and a passion for lifelong learning. We are committed to empowering educators and institutions worldwide to thrive and make a lasting impact.
Meet our Director, Simon Uttley. As a serving secondary school Headteacher, Professor of Education at the University of Notre Dame (USA), London, and Honorary Professor at St Mary’s University, London, his work is at the intersection of practice and academia.
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Senior Associate Director, Notre Dame Global - University of Notre Dame, USA
I am a senior international education professional at the University of Notre Dame, where I have worked in global and international education since 2007. My career has focused on the design, leadership, and administration of mission-driven study-abroad programs, student formation initiatives, and international engagement strategies within a Catholic higher education context.
From 2013-2018, I lived and worked in London as the Director of Student Affairs for Notre Dame’s London Programme, the University’s largest and most distinctive international programme. In this role, which I created, I helped shape the student experience for a large residential academic community of both undergraduate and graduate students, providing leadership in student support, formation, intercultural learning, and programme development. During this period, I created and developed a robust internship and placement programme that became central to student engagement and to the long-term success of the programme, connecting academic study with experiential learning in professional, cultural, and service-oriented settings. It was also an excellent means of forming outstanding partnerships with organisations across the board: government, corporate, churches, schools, the arts, and other service industries.
Across my roles at Notre Dame, my work has consistently bridged institutional mission, global educational practice, and student development. While my position is administrative rather than faculty-based, my professional focus has involved sustained engagement with questions of educational purpose, Catholic identity, and the formative dimensions of international education. This practitioner experience directly informs my current doctoral research on mission and internationalisation in Catholic higher education.
Professor of Catholic Education - St Mary’s University, London, TW1 4SX
BA (Hons) University of Durham)
PGCE (University of Liverpool)
MA in Catholic School Leadership (University of Surrey)
PhD (University of Surrey)
Assistant Headteacher, Salesian School Chertsey
Senior Lecturer St Mary’s University (2002-2015)
Programme Director MA in Catholic School Leadership (2015-2021)
Associate Professor St Mary’s University (2015-2021)
Professor of Catholic Education St Mary’s University (2021)
Professor of Education University of Notre Dame
Visiting Professor Pontifical and Royal University Santo Tomas The Philippines
Catholic School Leadership
Distinctive Religious Charisms
Spiritual Capital
Spiritual & Theological Foundations of Catholic Education
Ethos, Culture and Climate of Catholic Schools
Moral Theology (Ethics)
Chapter in Book
Lydon, J, (2025), Influence, Impact and Opportunity: The Charism of St John Bosco in Robinson, C. & Coll, R. Teaching Charisms in the Catholic Church: lnfluence, lmpact and Opportunity, Singapore, Springer
Chapter in Book
Lydon, J. (2025), The MA in Catholic School Leadership at St Mary’s University: Trajectory in Retrospect in Whittle, S (Editor), Towards a Distinctive and Inclusive Theology of Catholic Education Studies: Critical Reflections on the work of Professor John Sullivan,, Abingdon, Taylor & Francis
Journal Article
Lydon, J, & Glackin M, (2024), Exploring the extent to which ‘spiritual capital’ is impactful in a cross-section of Catholic Independent schools with a founding religious trusteeship in International Studies in Catholic Education, March, Vol. 16, No.1
Chapter in Book
Lydon, J. (2024) Leadership Ideals in the 21st Century: Servant and Christ-Centred Leadership In: Whittle, S & Wodon, Q. (Editor), Leadership Matters in Catholic Education, Singapore, Springer
Journal Article
Lydon, J, (2023), The Perennial Impact of the Salesian Education: a perspective from the UK, International Studies in Catholic Education, Vol. 15, No. 1.
Chapter in Book
Lydon, J. (2023), ‘Leadership Ideals for the 21st Century: Servant and Christ-Centred Leadership’. In: L. Franchi, S. Whittle, S. and Q. Wodon (Ed.) Catholic Education Globally: Challenges and Opportunities, Singapore, Springer
Journal Article
Lydon, J. (forthcoming 2023), Global Compact on Education and Its Implications for the Teacher’s Practice in the Classroom (Curitba Brazil: Marist Brothers Publications).
Chapter in Book
Lydon, J. (2022) The Perennial Impact of Salesian Accompaniment in a Context of Detraditionalisation’. In: E. Conway (Academic Editor) Special Edition of the Journal Religions 2022, Basel: MDPI.
Conference Organiser/ Joint Organiser
1. 2025 GRACE COLLOQUIUM 2025 (St Mary’s University, London) -175 attendees
2. 2022 NfRCE CONFFERENCE 2022 (St Mary’s University, London) -100 attendees
3. 2021 ST MARY’S/ACU CONFERENCE 2021 (St Mary’s University, London) -100 attendees
Professional Bodies/ NGOs
• Distinguished international partner with the Global Researchers Advancing Catholic Education (GRACE) with Australia, Ireland and the United States.
• Member of the Global Catholic Leadership Project in association wth ACU and other International Partners.
• Leader of the Thematic Group on Education of the Forum for Catholic-Inspired NGOs (Vatican Secretariat of State)
• Member of the Steering Committee of the Catholic-Inspired NGO Forum
• Member of the Executive Advisory Group, World Union of Catholic Teachers (Headquarters in The Vatican) Member of the Salesian Schools (UK) Animation Team (Evaluation of Salesian distinctiveness)
• Representative for Roman Catholic Church and member of the Resources Committee, Religious Education Council for England and Wales.
• Member of the Executive, Catholic Association of Teachers, Schools and Colleges for England and Wales
• Member of Catholic Association of Teachers Schools & Colleges Research Committee responsible for awarding research grants
• Member of the Executive Council, Catholic Union of Great Britain
• Chair of the Education and Events Committee, Catholic Union Charitable Trust since October 2018
• International Federation of Catholic Universities (FIUC)
Course Lead, MA in Catholic School Leadership - St Mary’s University, London
Dr Caroline Healy holds degrees from the Universities of Wales, Massachusetts and Brunel, London. She is currently the Course Lead for the MA in Catholic School Leadership at St Mary’s University, London, a long-standing and well-regarded formation programme for school leaders and Fellow of the Higher Education Academy.
She has held roles in higher education for over 30 years and has experience of teaching in the systems of the UK, United States and Ireland and carrying out research in collaboration with a number of European countries. Caroline has been the General Secretary of the Catholic Association of Teachers, Schools and Colleges for England & Wales since 2015 which represents the majority of Catholic schools. She was also an elected member of the Council of the Catholic Union of Great Britain between 2015-2024, to advance Catholic education in the wider public arena and is currently Vice-Chair of its Education Committee. In 2022, she was elected as a member of the Executive of the World Union of Catholic Teachers, which is the only international lay teacher organisation formally recognised by the Vatican and has consultative status with UNESCO. Caroline is also a Trustee of the St Mary’s university charity SHOCC which promotes student and staff volunteering in schools and orphanages in Africa.
Caroline supervises doctoral students who focus their research on wide-ranging aspects of Catholic education and leadership and is an Executive Editor of the International Studies in Catholic Education journal, edited by Professor John Lydon. She was awarded the prestigious International Marist Brothers Medal for her support of the Marist charism in 2023. In 2025, she co-organised the very successful international GRACE (Global Researchers Advancing Catholic Education) 2025 Colloquium as part of the St Mary’s University 175th Anniversary celebrations.
Her current research interests concern formation of Catholic school teachers and leaders which has recently been published by Springer in an edited volume Irish and British Reflections on Catholic Education (ed. Sean Whittle) as a chapter co-authored with John Lydon entitled ‘Shepherding Talent – a informal formation programme for aspiring school leaders’. She was also most privileged to be invited to write a chapter for Prof. Gerald Grace’s festschrift entitled ‘Catholic Education and a New Christian Humanism: in Honour of Grace’ In: S. Whittle (ed.) New Thinking, New Scholarship and New Research in Catholic Education: Responses to the Work of Professor Gerald Grace (London: Routledge).
Caroline’s research is currently principally concerned with Catholic identity and distinctiveness in education, formation of Catholic teachers and Catholic school leaders and maintenance of religious charisms.
She has also researched on the Politics of Education, especially the ever-changing relationship between the state, the market and institutions of education. Of significance too, are the emerging forces of culture and society, which are increasingly impacting on education and Catholic schools.
Areas of focus have included Catholic education, international education, government policy and reforms of schools education, further education and higher education policy, comparative higher education policy, research policy, mature students, lifelong learning, non-formal higher education and the relationship between education and health. A perennial concern has been widening participation and inclusion for underrepresented groups in higher education and education.
Caroline is a doctoral supervisor and invites expressions of interest from any prospective postgraduate students interested in focusing on:
Healy, C. (2021) ‘Catholic Education and a New Christian Humanism: in Honour of Grace’. In: S. Whittle (ed.) New Thinking, New Scholarship and New Research in Catholic Education: Responses to the Work of Professor Gerald Grace (London: Routledge).
(open access link to Chapter)
Healy, C. & J. Lydon (2021) ‘Shepherding Talent: an informal formation programme for aspiring school leaders’, Chapter 13, In: G. Byrne & S. Whittle (eds.) Irish and British Reflections on Catholic Education (Singapore: Springer).
(Link to eChapter)
Hast, M. & C. Healy (2018) “It’s like fifty-fifty”: using the student voice towards enhancing undergraduates’ engagement with online feedback provision, Journal of Teaching and Learning with Technology, Vol. 7, No. 1, Spring 2018, pp. 139-151. ISSN 2165-2554 DOI (open access)
Hast, M. & C. Healy (2016) ‘Higher education marking in the electronic age: Quantitative and qualitative student insight’. Procedia Social and Behavioral Sciences. ISSN 1877-0428
(open access)
Binchy, J. & C. Healy (2008) An Evaluation of Interventions and Supports for Disadvantaged Students in Three Secondary Schools in Rural County Limerick (Limerick: County Limerick Vocational Education Committee).
Healy, C. (2007): ‘Moving On: Achieving Equity of Access to Higher Education’. Chapter in: Why Not Me? Keys to Success from 10 Years of Learning,’ pp. 29 – 31. Proceedings of Colloquium on Educational Disadvantage held in Mary Immaculate College, Limerick, 19th June 2007 (Dublin: Combat Poverty Agency).
Healy, C. (2006) An Evaluation of the Pre-University Programme in Newcastlewest, Co. Limerick (Limerick: Learner Support Unit, Mary Immaculate College).
Binchy, J. & C. Healy (2005) A Qualitative Analysis of Travellers in Third Level (Limerick: Learner Support Unit, Mary Immaculate College).
Healy, C. (2004) Submission to Contribute towards the Development of a National Traveller Education Strategy (Dublin: Department of Education and Science).
Kelleher, K., C. Healy and A. McGinley (2004) Traveller Health Services: Regional Strategy Statement and Action Plan 2002-2005 (Limerick: Mid-Western Health Board).
Kelleher, K., C. Healy and A. McGinley (2003) ‘Traveller Health: A Research Project to Develop an Action Plan for the Mid-Western Health Board’, National Institute of Health Sciences Research Bulletin, June, Vol. 2, Issue 1, pp. 28-30.
Townsend, J. and C. Healy (2002) A Research and Development Strategy for the Hillingdon Primary Care Trust (London: Hillingdon Primary Care Trust and London School of Hygiene & Tropical Medicine).
Kogan M., C. Healy, R. Lewis and R. Williams (2001) An Evaluation of the Targeted Initiative on Access for Mature Students in Ireland (London: Centre for Higher Education, Research and Innovation, Open University).
Kogan, M. and C. Healy (2000) Lifelong Learning: the implications for universities in the UK (Brussels: European Commission, DG XXII).
Healy, C. (1999) ‘Lifelong Learning and the University in the UK: a literature review’ (part of an article for the European Journal of Education, 2000 Vol. 35, No. 3 pp. 343-359).
Kogan, M. and C. Healy, (1999) ‘Non-Official Higher Education in the UK’ in Non-Official Higher Education in the European Union, pp. 315-386 (Athens: Centre for Social Morphology and Social Policy, Panteion University).
Caroline is currently providing the Continuous Professional Development Shepherding Talent Programme to Catholic schools in dioceses and multi-academy trusts in England and Ireland, which is a popular short course for schoolteachers and leaders. Participants can continue to the MA in Catholic School Leadership.
She is also currently part of a research project funded by the Religious of Christian Education to examine the impact of their charism in education in a contemporary context. She is also a member of the steering committee for Global Researchers Advancing Catholic Education (GRACE). Prior to this, she was part of an exciting research project concerning the research capacity-building of post-doctoral researchers from Africa funded by Porticus.
Previous consultancy work and evaluations have been completed when working as a full-time researcher at the Centre for the Evaluation of Public Policy (CEPPP), Department of Government and Politics (directed by the late Professor Maurice Kogan) and the Health Economics Research Group (HERG), Faculty of Social Sciences, Brunel University (directed by Emeritus Professor Martin Buxton), often in partnership with the Centre for Higher Education Research and Innovation (CHERI), Open University, UK (directed by Emeritus Professor John Brennan). This included funded projects for the European Commission, the Nuffield Foundation for the UK Foresight Programme, the Swedish Council for Higher Education and the UK’s Department of Health. Further consultancy work in Ireland has been completed for the Higher Education Authority, Dublin, County Limerick’s further education sector, Ireland, the Dormant Accounts Fund, the Department of Public Health, Mid-Western Health Board, the Shannon Consortium, the American-Ireland Fund and the Society of St Vincent de Paul charity.
Ed D Education University of Newcastle-upon-Tyne 2003
M Ed Education University of Sheffield 1988
PGCE Outdoor Education and Science, Bangor Normal College 1980
B Sc [hons] Chemistry UMIST 1975
2005 – 2017 Nottingham Trent University [NTU] Senior Lecturer in Education. Promoted to Reader in Education 2013 – 2016
Programme Leader for the Professional Doctorate Programme at NTU that embraced 3 organisations within the university: Social Science, Law and Education
Set up International Network supporting research into practice via the EdD programme in collaboration with St Mary’s College, London and Hong Kong College of Technology [2011-2017]
The network had been grounded in support with an international practice research-based network established in collaboration with Professor Carol Costley at Middlesex University [leader in the field; 2011 -2017]
2000 – 2003 Lecturing in Science Education part time at University of Durham.
Durham Business and Education Executive Partnership Award 1991- 1995
Association of Science Education International Fellowship 1994 Australia 2 months.
School Teaching and Departmental Management
1991 – 1999 Head of Science, Wolsingham Comprehensive School. Co Durham:
Set up and established collaboration with 12 primary schools based on shared interest in opening space for active and experiential forms of science education
Set up and managed an international science and engineering links project designed to facilitate the primacy of literacy and communication rather than pre-professional training and to open exploration of its value for science and engineering.
1989 – 1991 Head of Science, Wycliffe Community College, Leicester:
Set up a collaborative venture involving 4 local primary schools and focused on providing resources and space for active and experiential forms of science education
1980 – 1989 Chemistry and Physics Teacher, Chesterfield School. Chesterfield, Derbyshire.
Assistant Mountain Guide [part time summer contracts]
1981 – 1988 Worked for the British Mountaineering Council as an assistant mountain guide leading their workshops for beginner mountaineers in Chamonix and in the Lake District.
Deconstructing Practice drawing from Heidegger’s, Derrida’s and their associates’ existential philosophy and from everyday practice of guiding in mountaineering, climbing.
Qualitative Research drawing from understandings of the technologies of research and the deconstruction of such technological apparatus
Philosophical reflections concerning working with and opening space for play within organisational framings
Flint, K.J., Barnard, A. and Palmer, V. [2016] ‘Tain from the
Mirror: Towards an education for reflection in the helping professions’ in, Barnard, A. [ed.] Becoming (a) Professional: Developing Reflective Practice in Health and Social Care, London: Routledge [Chapter 15 January]
Flint, K.J. [2015] Rethinking Practice, Research and Education: A Philosophical Inquiry, London, New York, New Dehli, Sydney: Bloomsbury
Flint, K.J. [2013] What’s play got to do with the information age? in, Ryall, E., Russell, W. and Maclean, M. [eds] The Philosophy of Play, London: Routledge:152-63
Flint, K.J. and Peim, N. A. [2012] Rethinking the Education Improvement Agenda: A Critical Philosophical Approach, London: Continuum
Flint, K.J. [2011] ‘Some Philosophical Issues Raised by the Current Development of the Doctor of Education in the UK’ in, Fell, T., Flint, K.J. and Haines, I. [eds] [2011] Professional Doctorates in the UK 2011, Lichfield, Staffordshire: UK Council for Graduate Education: 28-34
Fell, T., Flint, K.J. and Haines, I. [eds] [2011] Professional Doctorates in the UK 2011, Lichfield, Staffordshire: UK Council for Graduate Education
Flint, K.J. and Needham, D. [2007] ‘‘Framing’ Lifelong Learning in the Twenty-First Century: Towards a Way of Thinking’ in, Aspin, D.N. [Ed.] Philosophical Perspectives on Lifelong Learning, Dordrecht, The Netherlands: Springer, September.
Research Journals
Flint, K.J., Barnard, A. and Palmer, V. Tain from the Mirror in the Workplace, paper presented to the Work-based Learning International e Journal [submitted February 2016].
Flint, K.J. [2016] ‘Where is the Justice in Research’, paper presented to Cultural Studies – Critical Methodologies, Urbana-Champaign IL: University of Illinois at Urbana-Champaign [submitted January 2016]
Atkins, L. and Flint, K.J. [2015] Nothing Changes: perceptions of vocational education in England, International Journal of Training and Research, 25 June. DOI: 10.1080/14480220.2015.1051344
Flint, K.J., Barnard, A. and Palmer, V. [2015] Tain from the mirror: Towards an education for reflection in the helping professions, Chapter accepted for publication in, Barnard, A. [ed] Becoming (a) Professional: Developing Reflective Practice in Health and Social Care, London: Sage
Flint, K.J., Barnard, A., Palmer, V., Ferguson, B. and Stott, N. ‘Rethinking Pedagogies of Reflection: Towards a critical examination of developments from reflective practice in education’, paper to be presented to Journal of Pedagogy
Flint, K.J. and Peart, S. [2015] ‘Is there any justice in being other than ‘white’ in Britain’? Journal of Race, Equality, Teaching, September
Flint, K.J. [2014] A Derridean reading of space for improvement: the monster in the field of play’, paper presented to Education, Philosophy and Theory, September.
Atkins, E. and Flint, K.J. [2013] ‘Nothing Changes: Perceptions of Vocational Education in a Coalition Era’, Journal of Vocational Education
Flint, K.J. [2013] Profile- Doctoral Education, Public Service Review: UK Science and Technology, Issue 5, March.
— [2013] A Derridean reading of space for improvement: the monster in the field of play’, paper presented to Education, Philosophy and Theory, May.
Flint, K.J. and Barnard, A. [2010] ‘The Power of Research: an exploration of critical dialogue as a model for the development of professionals’, Journal of Work-based Learning, 1[2] July.
Flint, K.J. and Costley, C.M. [2010] Guest Editorial: Critical Perspectives on Researching the Professional Doctorate, Work-based Learning e-Journal, 1[2]: 1-10
Flint, K.J. and Robinson, D. [2008] Reflecting on Reflection: Towards a critical appraisal of ‘Learning about Learning’ in, Initial Teacher Education, Conference Proceedings: Innovations and Development in Initial Teacher Education, A Selection of conference papers presented at the 4th ESCalate ITE conference, University of Cumbria, 16th May, The Higher Education Academy: ESCalate.
Clughen, L. and Flint, K.J. [2011] ‘Playing with Gender: Using Techniques from Creative Writing to Embody Academic Knowledges’ Journal to be negotiated.
Peim, N. and Flint, K.J. [2009] ‘Testing Times: Questions Concerning Assessment for Improvement’, Educational Philosophy and Theory, 41[3], 342 -361
Needham, D. and Flint, K.J. [2004] ‘Breaking out from the Straightjacket; An Appreciation of the Art of Teaching in a Business Classroom within a Scientifically-Based Teaching Environment’, International Journal of Learning, Vol. 11, Melbourne: Common Ground Publishing
Papers published by Adjacent Government
Conference and Seminar Papers
Flint, K.J. [2013] ‘The ‘State of Exception’ in a post 9/11 world: Towards a Re-conception of Ethics in Research’. Paper presented at the University Brighton Conference, Ethics and Student Engagement: Exploring Practices in Higher Education September
— [2013] ‘There’s no justice in education: Do recent improvements in education make a difference’? Paper to be presented at my Inaugural Lecture for Reader in Education at NTU, 26th June.
— [2013] ‘The Exeter Ed D Summer School: A View from Nowhere’, Exeter, Paper presented following an Evaluation of the Summer School for the Professional Doctorate Programme across all of its strands
Atkins, L. and Flint, K.J. [2010]. ‘Young people’s perceptions of vocational education’, London: City and Guilds Centre for Skills Development
Clughen, L. and Flint, K.J. [2010] ‘Supporting subject-subject interactions mediated by literature in Higher Education: Towards an Exploration of Pedagogies of Support’, abstract presented as a basis for publication at the Writing Development in Higher Education, WDHE, Annual Conference held at The Royal College of Physicians in London on 30 June.
Flint, K.J., Barnard, A. and Ching, J. [2010] ‘The Power of Development: A Critical Exploration of a Dialogical Approach towards Student Scholarship in Higher Education’, paper to be presented at the Annual Learning and Teaching Conference at Nottingham Trent University, 29th March
Flint, K.J. and Carbayo-Abengozar, M. [2009] Space for identity: an exploration of the changing worlds of doctoral students as mediated by their engagement in research, paper to be presented at the SRHE Annual Conference at Celtic Manor Hotel, Newport, South Wales, 8 – 10th December, 2009
Flint, K.J., Barnard, A. and Ching, J. [2009a] The power of research: an exploration of critical dialogue as a model for the development of professionals, paper presented at the International Conference on Professional Doctorates hosted by Middlesex University and the UKCGE at the Cavendish Centre, London, 9 – 10th November
Flint, K.J. and Robinson, D. [2008] Reflecting on Reflection: Towards a critical appraisal of ‘Learning about Learning’, paper presented at the 4th ESCalate ITE conference, University of Cumbria, 16th May, The Higher Education Academy: ESCalate.
Flint, K.J. [2007] ‘The Political Economy of Performativity: Some Experiences of Teachers in School Improvement’, paper presented to the Philosophy of Education Society for Great Britain, University of Sheffield, January.
Needham, D. and Flint, K.J. [2006a] ‘Living with the Reflexive-self During a Period of School Placement: Case Analyses of the Experiences of Student-teachers of Business’, Paper presented in Fremantle, Australia
Flint, K.J. [2005] ‘A Study of the Case: Towards a deconstructive study of the case in educational research’, Paper presented at the British Education Research Association, BERA, Conference, Pontypridd, South Wales
Needham, D. and Flint, K.J. [2005a] Art of Science? : The Teaching of Business Education in the UK within a Late Modern Context, Paper presented at the British Education Research Association, BERA, Conference, Pontypridd, South Wales
Flint, K.J. and Needham, D. [2005b] ‘The Question Concerning Lifelong Learning’, Paper presented at the 34th Annual Conference, The Philosophy of Education Society of Australasia, ‘Critical thinking and learning: values, concepts and issues’, The Honk Kong Institute of Education, Tai Po Campus, November
Evaluations
Flint, K.J. [2012k] Critical Evaluation of Ofsted process at Burntwood Primary School, Staffordshire, Nottingham: Nottingham Trent University, August
Needham, D. and Flint, K.J. [2007] ‘Single Regeneration Budget Enterprise Education’, Evaluation, Nottingham City Council, April
Set up and managed the Professional Doctorate programme at NTU encompassing professional doctoral students in education, law, and social science with a common ground in making sense of practice. [2011 – 2017]
Set up in collaboration with Professor Carol Costley at Middlesex University an International Project supporting research into the development of professional doctorates. [2011 -2017]
Research Funded Projects
Current Workplace: Archdiocese of Southwark
Formerly Leeds Trinity Academic: Director of Catholic Mission/Associate Prof.
Private Sector: Associate Dean for Learning and Teaching
Ann Marie is a qualified ethicist. She works and publishes on the intersection between ethics, values, faith and society across many sectors, including in education and civic life more generally. Her podcast ‘Beyond the Dark Clouds’ is known internationally and brings multiple voices across the world together to discuss shared ethical issues affecting us as a society at this time.
She is has published extensively in her field, including full monographs in the areas of ethics, morality, values-led learning and teaching as well as an edited volume on social justice. She is known in the sector as having led and designed the very first institutional mission strategy for a faith-based university in the UK. Her innovative approach to ethics led her into having her research included in the last two official communiqués for the Values 20 group – a community of global leaders and practitioners who seek to influence the policy of the G20 leaders.
Ann Marie is currently working on a monograph which discusses the significance of ethics, mission and values in education from multiple perspectives. She is also part of the national group at the CES which is seeking to design the mission directory for 2,000 + Catholic schools in the UK.
She regularly gives talks on multiple platforms including at international conferences and is always open to new opportunities to bring values into dialogue with new initiatives and sectors, including business and the tech industry.
In her spare time, she writes for the general public through her contributions to Yorkshire Bylines on ethical issues that pertain to education, business, and civic society at present.
See link above for the full list:
Ann Marie Mealey – Leeds Trinity University Research Portal
Co-Director - Thoughtful, the Society for Philosophical Enquiry
Visiting Research Associate at Kings College London Philosophy Department
Emma is currently the Director of national education charity Thoughtful, the Society for Philosophical Enquiry. Prior to joining Thoughtful she was co-founder and co-CEO of The Philosophy Foundation, Emma running every aspect of the charity, taking it into the SE100 Index (top 100 Social Enterprises in the UK) in 2016. Emma was named as one of the top 100 Women in Social Enterprise in 2017 and 2020 was also highly-commended for her leadership role in the Social Enterprise 100 Awards. She is President of SOPHIA: The European Foundation for the Advancement of Philosophy with Children.
Emma is a Non-Executive Director of Thinking Space CIC, she has also been a business mentor for the Young Foundation’s Accelerator Programme and is on the Advisory Board for the Centre for Philosophy of Natural and Social Science at the LSE.
Emma has been an invited Keynote and Speaker at many national and international conference, including the PESGB Conference, Centre for Engaged Philosophy at the RSA, Bologna University, International Council for Philosophical Inquiry for Children, and the Victoria Association of Philosophy in Schools.
She has been widely interviewed about her work doing philosophy in schools including by Cranfield University and Aeon magazine.
Emma was awarded an MBE for services to innovation in the 2020 New Year Honours.
Philosophy for children and communities.
Emma is interested in the practical application of philosophy and specifically philosophical enquiry to all areas of life and learning. It’s impact on cognitive, affective and social skills, including mental health, resilience and flourishing.
Contributing author to: The Philosophy Shop: Ideas, activities and questions to get people, young and old, thinking philosophically (Independent Thinking Press 2012) ERA winner 2013, Foreword Reviews Winner 2013, Winner of compilation/anthology category New England Book Festival
Deputy Head - Oaklands Catholic School and Sixth Form College
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Introduction Every Child Achieving and Thriving is a Government White Paper published today, 23rd February 2026, by the Department for Education, presented to Parliament by
Click here for a handy pdf of the timeline of the apparitions.
-Simon Uttley- Character education does not just nurture the moral, social, and personal development of young people; it regards this as intrinsic to a life
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