Dr Mariam Attia
Reader in Classical Educational Theory
Dr Mariam Attia’s academic path has been shaped by sustained engagement in teacher and researcher development across diverse contexts of higher education. Her experience encompasses programme leadership, module convening, curriculum design, learning assessment, and the supervision of MA and PhD students. Internationally, she has collaborated with teachers and researchers in Cambodia, Egypt, Ghana, Japan, Jordan, Kazakhstan, Nigeria, Palestine, and Uzbekistan.
Her current research explores how classical educational theories and methodologies can enrich contemporary learning environments. She has published on reflexivity, teacher and researcher development, and higher education under occupation.
Dr Attia is an Honorary Research Fellow in the School of Education and Social Work at the University of Sussex, and a Senior Fellow of the Higher Education Academy (SFHEA). She also holds a certificate in coaching and mentoring from the Institute of Leadership and Management (ILM) in London.
Research Interests
- Classical educational theory
- Classical centres of higher learning
- The formation of teachers and researchers in higher education
- Higher education under occupation
Publications
Fassetta, G., Al-Masri, N. Attia, M., & Phipps, A. (2020). Gaza teaches Arabic online: opportunities, challenges and ways forward. In: Fassetta, G., Al-Masri, N., and Phipps, A. (Eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Bristol: Multilingual Matters.
Fassetta, G., Imperiale, M. G., Frimberger, K., Attia, M. & Al-Masri, N. (2017). Online teacher training in a context for forced immobility: The case of Gaza, Palestine. European Education, 49(2-3), 33-150.
Attia, M. & Edge, J. (2017). Be(com)ing a reflexive researcher: A developmental approach to research methodology. Open Review of Educational research, 4(1), 33-45.
Edge, J. & Attia, M. (2016). Technology, communication, and collaboration for innovation. In T. Stewart. Team teaching and team learning: Collaboration for innovation in language classrooms. Abingdon, UK: Routledge.
Holmes, P., Fay, R., Andrews, J. & Attia, M. (2016). How to do research multilingually: Possibilities and complexities. In Z. Hua (Ed.), Research methods in intercultural communication: A practical guide. London: John Wiley & Sons.
Attia, M. (2014). The role of early learning experience in shaping teacher cognition and technology use. In P. Breen (Ed.), Cases on teacher identity, diversity, and cognition in Higher Education. Hershey, PA: IGI-Global.
Edge J. & Attia, M. (2014). Cooperative development: A non-judgmental approach to individual development and increased collegiality. Actasde las VI y VII Jornadas Didácticas del Instituto Cervantes de Manchester (2013- 2014) [Proceedings of the VI and VII Teaching Conference Cervantes Institute of Manchester (2013-2014)], 65-73.
Holmes, P., Fay, R., Andrews, J. & Attia, M. (2013). Researching multilingually: New theoretical and methodological directions. International Journal of Applied Linguistics, 23(3), 285-299.