Andrew Wilkins is Reader in Education Policy and 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, global education, comparative education, and education governance.
Andrew’s forthcoming book is Imagined Markets: A Genealogy of Parents and Education Reform (Publisher TBC, 2024).
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 40+ journals and is an assessor for Fonds de la Recherche Scientifique (FNRS), the Australian Research Council (ARC), and the Economic and Social Research Council (ESRC). He has 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, Critical Studies in Education and The Australian Educational Researcher, among other journals and book series. He is co-convenor (with Brad Gobby, Rita Nikolai and Amanda U. Potterton) of Education Policy Futures (EPF). EPF is a global research forum dedicated to fostering debate and collaboration among educators and researchers interested in the geopolitics of education policy futures.
Andrew is external examiner to the taught programme MSc in Education, Public Policy and Equity at the University of Glasgow. Andrew is also 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), Chair of the Ethics Committee and Convenor for the Writing Group.
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.