Hilary Cremin
Position/Status
- Senior Lecturer
- Education: Social and Emotional Well-being of Young People
E-mail Address
hc331@cam.ac.uk
Phone
(+44) 01223 767555
Qualifications
- PhD University of Leicester
- PGCE University of Oxford (Wolfson College)
- BA (Hons) French and European Literature, University of Warwick
Membership of Professional Bodies/Associations
- British Educational Research Association (BERA) Member and SIG Convenor: Social Justice in Education
- Society for Education Studies (SES) Member
Profile
Dr Hilary Cremin is a Senior Lecturer who researches and teaches in the areas of social and emotional wellbeing, 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 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 in Theory and Practice of Counselling course where she explores the use of counselling approaches in school settings. In 2010, she will be running a PPD course on Restorative Approaches to conflict in schools in collaboration with Cambridge and District Community Mediation Service for the first time.
She currently has external research funding from the Society for Educational Studies and the ESRC. She is working 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, and with colleagues from Nottingham University and Edinburgh University on a seminar series exploring Restorative Approaches to conflict in schools. She has recently completed a research project with colleagues from Leicester University funded by the British Academy which used photoethnography to access student voice.
Before moving to Cambridge University in October 2008 she worked at Leicester University School of Education, and before that at Oxford Brookes University. At Leicester she combined roles as Director of Research, member of the Senior Management Team and tutor on the Secondary PGCE Citizenship course. 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.
In her teaching, Hilary is keen to support teachers and other educators to be reflexive and empowered professionals. Creativity, self-awareness, empathy and dialogue are important aspects of her work with students. Hilary's work has been recognized in a number of ways over the years. She has presented papers at peer reviewed conferences including the American Education Research Association (AERA) conference a number of times. She has also presented papers at the British Education Research Education (BERA) conference, the Second International Conference on Violence in Schools in Quebec Canada, and the Second and fourth CitizEd International Conferences. 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, including a recent keynote on Peer Mediation to a Healthy Schools conference in Lincolnshire.
Academic Area/Links
- Conflict resolution in schools and communities
- Student voice
- Visual methods for research in education
- Social and emotional well-being of young people
Research Topics
- Restorative justice / restorative approaches in schools
- Citizenship Education
- Peer mediation
- Student-centred discipline
- PSHE
- Social justice
- Equality of educational opportunity
Current Research Project(s)
Principal investigator: Seminar Series. Inter-disciplinary perspectives on restorative approaches to reducing conflict in schools: exploring theory and practice from cross-national and international settings, ESRC
Principal investigator: Building voice, civic action and learning: What can we learn from young people in socio-economically disadvantaged communities? The Society for Educational Studies National Award 2009
Course Involvement
- MPhil/MEd: The Theory and Application of Counselling
- PhD supervision
- Education Tripos
- PPD
Principal Publications
Books
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
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. 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.