BIOGRAPHY

Andrew Wilkins is Reader in Education Policy at Goldsmiths, University of London. He has worked as a research associate/fellow on several projects including ESRC, HEA and EU Tempus-funded projects. Andrew writes about education policy and comparative education with a focus on:

 i. Translations and assemblages: the accommodation and negotiation of policy discourses.
ii. Genealogies, geopolitics and governmentalities: the contingencies and rationalities of policy goals.
iii. Ontologies and epistemologies: the subjects and knowledges of policy narratives.

His book Modernising School Governance: Corporate Planning and Expert Handling in State Education (Routledge 2016) was awarded joint-second prize by the Society for Educational Studies for books published in 2016. Andrew’s recent book, co-edited with Antonio Olmedo, is Education Governance and Social Theory: Interdisciplinary Approaches to Research (Bloomsbury 2018). He is currently writing two books: Keywords in Global Education Policy: A Research Guide (Palgrave, 2022) and Policy Foundations in Education (Bloomsbury, 2022).

Andrew is Associate Regional Editor (Europe) for Journal of Education Policy and on the editorial board for several other journals including British Journal of Sociology of Education and Journal of Applied Social Theory. He is external examiner for the MA Sociology of Education Umbrella Board at University College London (UCL) Institute of Education (IOE).

Andrew has 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 committed to public interests and arguments for, among other things, democratic and publicly accountable education services. In recent years he has worked with various schools and schools trusts and networks to debate and rethink approaches to school governance.