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Child Care & Day Care in Cambridge, MA. 1 NAME Cambridge IGCSE Mathematics Extended Practice Book Example Practice Paper 2 1 hour 30 minutes PLEASE NOTE. C and D lie on the circle, centre O. The line PCQ is a tangent to the circle at C. Angle AOD = 62°, angle BAC = 42° and angle DCQ = 78°. Find (a) angle ODA.

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Position/Status

University Reader

E-mail Address

hc331@cam.ac.uk

Phone

(+44) 01223 767555

Qualifications

PhD University of Leicester
PGCE University of Oxford (Wolfson College)
BA (Hons) French and European Literature, University of Warwick

Membership of Professional Bodies/Associations

Fellow: Royal Society of Arts
Academic support of the graduate student group: Cambridge Peace Education Research Group http://cperg.weebly.com
Visiting Professor: University of Innsbruck Peace Studies Programme
Champion: Restorative Justice Council

Profile

Dr Hilary Cremin researches, writes and teaches about peace education and conflict transformation in schools and communities. Her most recent work seeks to deepen understanding of restorative interventions in schools through the coding and analysis of teacher-mediated dialogue following peer conflict.

She also has an interest in arts-based methodologies including photo-voice, poetry and autoethnography. She is currently using photo-voice to investigate the experiences of young people affected by war and migration in the UK and Europe. In one such project, funded by Cambridge Africa Alborada, young people in a school in Birmingham UK, and young people in a school in a refugee camp in Uganda are taking pictures and making presentations around the theme of ‘together and apart’. Another project, funded by the Evens Foundation, evaluates a ‘Learning Communities for Peace’ project in four primary schools affected by forced migration in four European countries.

Hilary has worked in the public, private and voluntary sector as a school teacher, educational consultant, project coordinator and academic. She has worked with various adult and community groups and in hundreds of primary and secondary schools throughout the UK and internationally. She has also worked as a community mediator, mediating both neighbour and family disputes. She continues to be involved in the promotion and delivery of conflict transformation and peace-building work in schools, and has a particular interest in Restorative Approaches.

She is the Manager of the Masters programme in the Faculty of Education.

Academic Area/Links

Peace Education (inner and outer peace)
Conflict resolution in schools and communities (including restorative approaches and peer mediation)
Dialogue for inter-cultural understanding and conflict transformation
Photo-voice research methodology
Autoethnography
New models of Peace Education

Please note - Dr Cremin has one or two place available for full-time PhD supervision from 2018 in the above areas.

Course Involvement

MPhil/MEd
PhD supervision
Education Tripos

Principal Publications

Books

Cremin, H. & Bevington, T. (2017) Positive Peace in Schools: Tackling conflict and creating a culture of peace in the classroom, London: Routledge

Sellman, E., Cremin, H., and McCluskey, G. (2014) (Eds) Restorative Approaches to Conflict in Schools: International perspectives on managing relationships in the classroom, London: Routledge

Arthur, J. & Cremin, H. (2011) (Eds) Debates in Citizenship Education, London: Routledge

Cremin, H. (2007) Peer Mediation: Citizenship and social inclusion revisited. Buckingham: Open University Press.

Vincett, K. Cremin, H. and Thomas, G. (2005) Working together: Effective teacher-teaching assistant teamwork. Buckingham: Open University Press.

1 Education Circle Cambridge Ma

Cremin, H. (2000) Learning How to Mediate. London: SAGE Publications.

Robinson, P. and Stacey, H. (1997) Let's Mediate: A Teachers Guide to Peer Support and Conflict Resolution Skills for All Ages. London: SAGE Publications.

Papers in peer-reviewed journals

Kester K. & Cremin, H. (2017) Peace Education and Peace Education Research: Toward a Concept of Post-Structural Violence and Second Order Reflexivity, Educational Philosophy and Theory, DOI: http://dx.doi.org/10.1080/00131857.2017.1313715

Cremin, H. (2015) Peace education research in the twenty-first century: Three concepts facing crisis or opportunity? Journal of Peace Education, DOI:10.1080/17400201.2015.1069736

Cremin, H. & Guilherme, A. (2015): Violence in Schools: Perspectives (and hope) from Galtung and Buber, Educational Philosophy and Theory, DOI: 10.1080/00131857.2015.1102038

Cremin, H. (2014) Peace Educator Other Education: The Journal of Educational Alternatives, 3, 2, http://www.othereducation.stir.ac.uk/index.php/OE/article/view/94

Cremin, H. McCluskey, G. & Sellman, E. (2012) Interdisciplinary Perspectives on Restorative Justice: Developing insights for Education, British Journal of Educational Studies, 60 (4)

Warwick, P. Cremin, H. Harrison, T. & Mason, M. (2012) The Complex Ecology of Young People’s Community Engagement and the Call for Civic Pedagogues, Journal of Social Science Education, 11 (3) 65-87

Stanfield, J. & Cremin, H (2012) Importing control in Initial Teacher Training: theorizing the construction of specific habitus in recent proposals for induction into teaching, Journal of Education Policy, DOI: 10.1080/02680939.2012.682608

Mason, C. Cremin, H., & Warwick, P. (2011) Learning to (Dis)Engage?: The socialising experiences of young people living in areas of socio-economic disadvantage British Journal of Educational Studies, 59, 4, 403-419

Cremin, H., Mason, C. & Busher, H. (2010) Problematising pupil voice using visual methods: findings from a study of engaged and disaffected pupils in an urban secondary school, British Educational Research Journal iFirst Article, 1–19

Cremin, H and Warwick, P. (2008) Multiculturalism is Dead: long live community cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education, 3 (1) 36-49.

Cremin, H. and Thomas, G. (2005) 'Maintaining underclasses via contrastive judgement: can inclusive education ever happen?' British Journal of Educational Studies, 53 (4) 431-446.

Cremin, H., Thomas, G. and Vincett, K. (2005) 'Working with teaching assistants: three models evaluated'. Research Papers in Education, 20 (4) 409-427.

Cremin, H. and Slatter, B. (2004) Is it possible to access the 'voice' of pre-school