Andrew Wilkins is Reader in Education Policy and Co-Director of Research in the Department of Educational Studies at Goldsmiths, University of London. He has worked as a research fellow and associate on ESRC, HEA and EU Tempus-funded projects. Andrew is a policy sociologist with research interests in education policy, comparative education and education governance.
Andrew has been invited to speak at events in India, Spain, China, Hong Kong, Sweden, Scotland, Slovakia, and France. He has also been invited to peer review for numerous journals, book publishers and research councils as well as published in various international peer-reviewed journals including Journal of Education Policy, Critical Social Policy, Critical Policy Studies, Globalisation, Societies and Education, and Journal of Educational Administration and History.
Andrew is Associate Regional Editor (Europe) for Journal of Education Policy and serves on the editorial board for British Journal of Sociology of Education, The Australian Educational Researcher and Journal of Applied Social Theory, among other journals. He is convenor for Education Policy Futures (EPF), a non-affiliated, independent, global forum dedicated to fostering knowledge exchange and collaboration among educators and researchers interested in the geopolitics of education policy futures.
Andrew is external examiner to the Sociology of Education Umbrella Board at University College London (UCL), which includes the taught programmes MA Education and Human Rights, MA Policy Studies in Education, MA Social Justice and Education, and MA Sociology of Education. Andrew is also external examiner to the taught programme MSc in Education, Public Policy and Equity at the University of Glasgow.
Andrew is responsible for leadership in the Department of Educational Studies at Goldsmiths which includes Coordinator for the Consortium for the Humanities and the Arts South-East England (CHASE) and Chair of the Ethics Committee.
Andrew is committed to public interests and arguments for, among other things, democratic and publicly accountable education services. In recent years he has worked with various school trusts, education charities and policy networks to debate and rethink approaches to school governance.