I have been involved in education for nearly 30 years, initially in secondary schools as a history teacher and head of history, before moving into university teacher education.
I have worked extensively for the Historical Association charity to promote history education, and have advised different government bodies, local authority organisations and examination boards on aspects of history education.
Since moving into teacher education my research has focused on: teacher development; the nature of the history curriculum (specifically how students relate to the study of history and teachers’ understanding of history and how this affects the decisions they make); and the challenges of teaching ‘difficult’ and diverse histories.
I have been involved with the Pestalozzi Programme for education professionals of the Council of Europe and have worked on approaches to teaching history in a divided society.

In a world where facts compete with fiction, and opinions often overshadow evidence, how can we find our way back to truth? This article explores the roots and risks of the post-truth era and how it threatens the very foundations of democracy. Discover how critical thinking, open dialogue, and the Cards for Democracy can help us navigate the noise.

Open Space Technology (OST) is a dynamic method for hosting large-group conversations where every voice matters. It supports self-organized dialogue, collective thinking, and democratic participation. In this article, we explore how OST can be combined with the Cards for Democracy for All to deepen reflection and action around shared concerns.

Why do we feel like we’re wandering through a dystopia?
With the concept of hypnocracy, we finally have words for this collective trance, a state where power manipulates our consciousness through spectacle and constant stimulation. It’s time to wake up.
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