BiographyDr. Simon Brownhill FHEA is a Senior Teaching Associate at the University of Cambridge. Until recently he contributed significantly as a lead trainer on the Centres of Excellence (CoE) in-service teacher training programme in Kazakhstan on behalf of the Faculty of Education (FoE). He currently contributes to postgraduate courses (PGCE and Masters) in a teaching capacity, supervising undergraduate and postgraduate students on the Education Tripos, Masters in Primary Education and international doctoral programmes in Kazakhstan. He was previously a Senior Lecturer at the University of Derby where he led the PGCE 3-7 teacher training route whilst lecturing on a range of undergraduate and postgraduate education-based programmes. A former assistant Head teacher for the Early Years (3–6), Simon has actively gained experience of teaching across the full 3–11 age range in a range of educational contexts.
His research interests include children’s story writing, international perspectives of reflective practice, creative learning and teaching, behaviour management, cultural diversity, children’s physical development, supporting adult learners, and the male role model in the early years (the focus of his doctoral thesis). He has published both peer-reviewed journals (Gender and Education, European Early Childhood Education Research Journal) and professional books (Routledge, Sage), presenting his research at international conferences in locations such as Limerick, Barcelona, Gothenburg, Portugal, Budapest, Istanbul, Quebec and Indonesia (as a key note speaker).
He is the lead editor and contributing author of the book Men, Masculinities and Teaching in Early Childhood Education: International perspectives on gender and care which was published by Routledge in 2015.
Areas of Research / Professional Expertise
Story writing, international perspectives of reflective practice, self-reflection, creative learning and teaching, behaviour management, cultural diversity, children’s physical development, supporting adult learners, and the male role model in the early years
Magic, piano, music, swimming, walking, gym, photography, writing, fashion, film, TV (sitcoms), animals (dogs, rabbits, fish),
Published: Oct 08, 2015 by Gender and Education
Authors: Simon Brownhill
This paper critically explores the perceived qualities/characteristics of men who seemingly serve as ‘male role models’ by reporting on select doctoral research findings which sought to investigate the ambiguities of the male role model from the perspective of men who work in the 0–8 sector.
Published: Apr 30, 2014 by European Early Childhood Education Research Journal
Authors: Simon Brownhill
This article reports on the complexities of the term 'role model' by presenting select findings from the author’s doctoral research. Through an investigation into the thoughts and perceptions of men who actively work with children in the 0–8 sector, research findings suggest that there is a general lack of clarity with regard to how the ‘role model’ is actually defined. The significance of this is considered.