Hilary Cremin

Position/Status
E-mail Address

hc331@cam.ac.uk

Phone

(+44) 01223 767555

Qualifications
Membership of Professional Bodies/Associations

Fellow: Royal Society of Arts

Editor: British Education Research Journal

Member: Society for Education Studies 

Member: American Education Research Association

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Profile

Dr Hilary Cremin is a Senior Lecturer who researches and teaches in the areas of youth participation and democracy, Citizenship Education, and conflict resolution in schools and communities. She has worked in the public, private and voluntary sector as a school teacher, educational consultant, project coordinator and academic. She is currently manager of faculty doctoral programmes, external Director of Studies at Fitzwilliam College and convenes the Education Tripos Paper II Diversity and Inclusion. She is also a tutor on the MPhil / MEd programme, and runs a Restorative Approaches in Schools PPD course each year. 

She recently completed research projects funded by the Society for Educational Studies and the ESRC. She worked with colleagues from Leicester University, and Community Service Volunteers (CSV) to investigate the civic action and learning of young people from Socio-economically disadvantaged communities (visit engagED.educ.cam.ac.uk), and with colleagues from Nottingham University and Edinburgh University on a seminar series exploring Restorative Approaches to conflict in schools. She has also carried out research into student voice using visual methodologies. 

Before moving to Cambridge University in October 2008 she worked at Leicester University School of Education.  In the 12 years before going into the higher education sector, Hilary set up and ran Catalyst Conflict and Change Limited, a company which specialised in the promotion of social and emotional well-being in schools, and conflict resolution training for adults and children. Through Catalyst, Hilary worked with various adult and community groups and in hundreds of primary and secondary schools throughout the UK. She has worked as a community mediator, mediating both neighbour and family disputes. She continues to be involved in the promotion and delivery of this exciting area of work, especially in the area of Restorative Justice in schools. 

Hilary's work has been recognized in a number of ways over the years. She has presented papers at international peer reviewed conferences including the American Education Research Association (AERA) conference, a number of times. In New Orleans in 2011, she provided a keynote address for the Democratic Education Special Interest Group at AERA.  She was invited in 2010 to participate in a lecture tour of Japan, giving presentations on Citizenship Education in Hiroshima, Tokyo and Nara.  She has addressed the Japanese Peer Support Association in both Japan and the UK, and has engaged in discussions with the Japanese Department for Education in Tokyo about a global standard in Citizenship Education.  Interest in her work has also come from the field of criminology because of her work in Restorative Justice, and she was invited in 2010 to be a respondent at the presidential address of the annual conference of the American Society of Criminology.  Media interest in her work includes articles in The Independent, The Mail on Sunday, The Observer, The Times Educational Supplement, and a number of interviews for local and national television and radio. She regularly gives presentations to groups of teachers.

Hilary has extensive experience of examining doctoral theses internationally, including examination of a student at the University of Waikato New Zealand investigating restorative approaches to conflict in schools. She has been an external examiner at the University of Malta and Queens University Belfast. 

Academic Area/Links

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Research Topics

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Course Involvement

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Principal Publications

Books

Arthur, J. & Cremin, H. (2011) Debates in Citizenship Education, London: Routledge

Cremin, H. (2007) Peer Mediation: Citizenship and social inclusion revisited. Buckingham: Open University Press.

Vincett, K. Cremin, H. and Thomas, G. (2005) Working together: Effective teacher-teaching assistant teamwork. Buckingham: Open University Press.

Cremin, H. (2000) Learning How to Mediate. London: SAGE Publications.

Robinson, P. and Stacey, H. (1997) Let's Mediate: A Teachers Guide to Peer Support and Conflict Resolution Skills for All Ages. London: SAGE Publications.

Papers in peer-reviewed journals

Mason, C. Cremin, H., & Warwick, P. (forthcoming) Learning to (Dis)Engage?: The socialising experiences of young people living in areas of socio-economic disadvantage British Journal of Educational Studies

Cremin, H., Mason, C. & Busher, H. (2010) Problematising pupil voice using visual methods: findings from a study of engaged and disaffected pupils in an urban secondary school, British Educational Research Journal iFirst Article, 1–19

Cremin, H and Warwick, P. (2008) Multiculturalism is Dead: long live community cohesion? A Case Study of an Educational Methodology to Empower Young People as Global Citizens. Research in Comparative and International Education, 3 (1) 36-49.

Cremin, H. and Thomas, G. (2005) 'Maintaining underclasses via contrastive judgement: can inclusive education ever happen?' British Journal of Educational Studies, 53 (4) 431-446.

Cremin, H., Thomas, G. and Vincett, K. (2005) 'Working with teaching assistants: three models evaluated'. Research Papers in Education, 20 (4) 409-427.

Cremin, H. and Slatter, B. (2004) Is it possible to access the 'voice' of pre-school children? Results of a research project in a pre-school setting. Educational Studies, 30, 4, 457-471.

Cremin, H. (2003) Violence and Institutional Racism in Schools. British Educational Research Journal, 29, 6, 929-941.

Short works and book chapters

Cremin, H. (2010) Talking Back to Bazemore and Schiff: A Discussion of Restorative Justice Interventions in Schools.  In Rosenfled, Quinet and Garcia (Eds) Contemporary Issues in Criminological Theory and Research: The Role of Social Institutions, Kentucky: Cengage publishing

Faul, M. & Cremin, H.(2011) Governing Citizenship Education.In J. Arthur, & H. Cremin (Eds.) Debates in Citizenship Education, Abingdon: Routledge

Cremin, H (2011) Gender and Citizenship Education In J. Arthur, & H. Cremin (Eds.) Debates in Citizenship Education, Abingdon: Routledge

Cremin, H. (2010) Talking Back to Bazemore and Schiff: A Discussion of Restorative Justice Interventions in Schools.  In Rosenfled, Quinet and Garcia (Eds) Contemporary Issues in Criminological Theory and Research: The Role of Social Institutions, Kentucky: Cengage publishing.

Cremin, H. and Warwick, P. (2009) Developing skills of enquiry: A critical dialogic approach to CE and its contribution to community cohesion. In Gearon, L. (Ed.) Learning to Teach Citizenship in the Secondary School Second Edition, Abingdon: Routledge

Cremin, H. (2008) Education as a social and political process. In S. Dymoke, and J. Harrison Reflective Teaching and Learning: A guide to Professional Issues for Beginning Secondary Teachers. London: Sage.

Cremin, H. and Warwick, P. (2006) Mapping subject knowledge. In L. Gearon (ed.) Teaching Citizenship in the Secondary School: A practical guide. London: RoutledgeFalmer.

Stacey, H. (2000) Mediation and Peer Mediation. In Cowie, H. and Wallace, P. (Eds.) Peer Support in Action: From Bystanding to Standing By. London: SAGE Publications.

Stacey, H., Robinson, P., and Cremin, D. (1997) Using Conflict Resolution and Peer Mediation to Tackle Bullying. In Tattum, D.P. and Lane, D.A. (Eds.) Bullying: Home, School and Community. London: David Fulton Publishers.

Articles in professional journals

Slatter, B. and Cremin, H. (2005) Consulting with pre-school children. Primary Practice: Journal of the National Primary Trust, 39, 33-39.

Cremin H. (2004) Missing the Point of the Circle. Emotional Literacy Update, September 2004.

Cremin, H. (2004) La médiation par les pairs. Recherche dans quinze écoles primaires anglaises possédant des services réussis de médiation, Ville Ecole Intégration, Violence en milieu scolaire : recherches, pratiques exemplaires et formation des maîtres. Hors série No. 8, février 2004, 72-83.

Cremin, H., Thomas, G. and Vincett, K. (2003) Learning zones: an evaluation of three models for improving learning through teacher/teaching assistant teamwork, Support for Learning, 18, 4, 154-64.

Cremin, H. (2002) Circle Time: why it doesn't always work. Primary Practice, The Journal of the National Primary Trust, 30, 23-29.

Cremin, H. (2002) Pupils resolving disputes: Successful peer mediation schemes share their secrets. Support for Learning, 17, 3, 138-144.

Cremin, H. (2000) School Mediation Works. Mediation Magazine, 63, 7.

Robinson, P. and Stacey, H. (1999) Infant Mediation: Helping young people to develop the ability to resolve their own conflicts. Building Blocks for Global Learning.

Stacey, H. and Robinson, P. (1998) Human Schools. In Perfect Partners. Supporting Literacy in the Community. London, Kingscourt Publishing Ltd.

Silcock, P. and Stacey, H. (1997) Peer Mediation and the Co-operative School. Education 3 to 13. Vol. 25, No. 2, 3-9.

Stacey, H. (1996) Mediation into schools does go: An outline of the mediation process and how it can be used to promote positive relationships and effective conflict resolution in schools. The Journal for Pastoral Care and Personal and Social Education, Vol. 14, No.2, 7-10.

Stacey, H. (1996) Peer Mediation: Skills Training for life. Primary Practice: The Journal of the National Primary Trust, No.3, 1-3.