Contact FutureLearn for Support
Skip main navigation
We use cookies to give you a better experience, if that’s ok you can close this message and carry on browsing. For more info read our cookies policy.
We use cookies to give you a better experience. Carry on browsing if you're happy with this, or read our cookies policy for more information.
Margaret Sutherland, Lead Educator.
Lead educator: Margaret Sutherland

Introducing your educators

I am Margaret Sutherland and I will be your lead educator. As a teacher who has worked in primary schools and latterly in higher education I know only too well the challenges that can face teachers on a daily basis as they seek to do the best for their pupils - sometimes in difficult circumstances.

I have worked with children across the age span. I have worked with children who were living in poverty, children who had been removed from their family due to difficult family circumstances, with children who are dyslexic and children who presented with very challenging behaviour due to their life experiences. I have worked with children who are exceptionally academically able and with children who are physically disabled. I have visited schools in East Africa and in Eastern Europe and I have worked with teachers across Europe, parts of East Africa, in the USA and Asia. While the cultures and contexts may be very different, in each of these contexts I have found teachers who want to ensure they are doing the very best for their pupils.

I have met teachers who want to learn and to think about how they might change and adapt what they do so that children and young people engage in the learning process and are no longer marginalised and excluded. At the University of Glasgow we work with pre-service teachers and fully qualified national and international teachers who come to study and gain a Masters degree in Inclusive Education. We also supervise PhD students researching in areas of education. At each stage of a teachers’ career we seek to support them as they think about their practice in relation to theory and policy and investigate how they might bring those three areas – research, policy and practice - closer together thus impacting on the life chances for children and young people.

I am delighted that during this on line course I will be working with two colleagues both of whom bring important experiences and knowledge to the course. Working on this course with you will be Katarzyna Borkowska and Badriah Alkhannani.

Kasia joined the School of Education as an Associate Tutor in January 2014. Originally from Poland, she completed both her Ph.D. (2009- 2013) and MEd (2006- 2007) degrees at the University of Glasgow. Her research interests centre around gender issues, social equality and inclusion, particularly in the context of education. The focus of her research is personal and collective identities, social networking platforms and symbolic consumption of gender meanings.

Badriah is from Saudi Arabia. She gained her Masters in Teaching English Language in 2012 from the University of Glasgow. She has continued to study here at Glasgow and is completing her PhD on gifted English language learners in the Saudi context. A focus of her research is teachers’ perspectives about gifted learners and how to support the social and emotional needs of this sometimes marginalised group of learners.

This online course is not about giving you easy answers and solutions to classroom teaching and learning – even if such things existed. We are not able to offer advice on individual circumstances and cases. But the course is about us thinking together. Thinking about how we can best support learners and particularly those who are marginalised or excluded from learning within our own contexts, education systems and cultures.

Share this article:

This article is from the free online course:

The Right to Education: Breaking Down the Barriers

University of Glasgow