Position/Status

Head of Faculty

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

• Fellow: Royal Society of Arts
  
  

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Profile

Professor Hilary Cremin is a senior professor in the Faculty of Education.  She co-chairs the THRiVE research group, whose professors and researchers investigate human thriving in and through Education. This includes topics such as wellbeing, peace education, conflict, equity, inclusion and social justice.  Together the group has a significant portfolio of research and publication.  

Hilary's own work focusses on Education, Peace and Conflict, whether this is: inner peace; interpersonal conflict resolution; social / community peace; global peace; or peace with the planet and non-human species.  Her book Positive Peace in Schools with Terence Bevington outlines a framework for peace education in schools and communities.  It forms the basis for her most recent peace education research project - the Cambridge Positive Peace Hub - which is creating an interactive digital platform for schools globally whilst supporting a global network of peace educators, researchers, policy-makers, visionaries and young people.  

Hilary's most recent book Rewilding Education calls for an urgent global conversation about the aims and purposes of education in times of existential crisis.  It proposes radical change, moving from education as monoculture to education as ecosystem.  Learning in and through Nature, and in embodied and contextualised ways are highlighted in case studies from around the world.   

Hilary uses the arts, auto ethnography and poetry in her research.  She welcomes approaches from collaborators also interested in these methods and ideas.  

Hilary is currently Head of Faculty (Dean)

Academic Area/Links

• Peace education (inner and outer peace)
• Conflict resolution in schools and communities (including restorative approaches and peer mediation)
• Embodiment in education research and practice 
• Poetry in research
• Photo-voice research methodology
• Autoethnography
• New models of peace education

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Course Involvement

• PhD supervision

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Principal Publications

Books

Cremin, H. & Bevington, T. (2017) Positive Peace in Schools: Tackling conflict and creating a culture of peace in the classroom, London: Routledge

Sellman, E., Cremin, H., and McCluskey, G. (2014) (Eds) Restorative Approaches to Conflict in Schools: International perspectives on managing relationships in the classroom, London: Routledge

Arthur, J. & Cremin, H. (2011) (Eds) 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

Cremin, H., Aryoubi, H., Kurian, N., Hajir, B., & Salem, H. (2021) Post-abyssal Ethics in Education Research in Settings of Conflict and Crisis: Stories from the Field, British Education Research Journal, 47, 4, 787-1138

Echavarria, J. & Cremin, H. (2019) Education for territorial peace in Colombia: what role for transrational peace? Journal of Peace Education 16, 3, 316-338

Cremin, H., Echavarria, J. & Kester, K. (2018) Transrational Peacebuilding Education to Reduce Epistemic Violence, Peace Review, 30, 3, 295-302

Cremin, H. (2018) What comes after post/modern peace education? Educational Philosophy and Theory, 50, 14, 1564-1565

Cremin, H. (2018). An Autoethnography of a Peace Educator: Deepening Reflections on Research, Practice, and the Field, Emotion, Space and Society, 28, 1-8.

Kester K. & Cremin, H. (2017) Peace Education and Peace Education Research: Toward a Concept of Post-Structural Violence and Second Order Reflexivity, Educational Philosophy and Theory, DOI: http://dx.doi.org/10.1080/00131857.2017.1313715

Cremin, H. (2015) Peace education research in the twenty-first century: Three concepts facing crisis or opportunity? Journal of Peace Education, DOI:10.1080/17400201.2015.1069736

Cremin, H. & Guilherme, A. (2015): Violence in Schools: Perspectives (and hope) from Galtung and Buber, Educational Philosophy and Theory, DOI: 10.1080/00131857.2015.1102038

Cremin, H. (2014) Peace Educator Other Education: The Journal of Educational Alternatives, 3, 2, http://www.othereducation.stir.ac.uk/index.php/OE/article/view/94

Cremin, H. McCluskey, G. & Sellman, E. (2012) Interdisciplinary Perspectives on Restorative Justice: Developing insights for Education, British Journal of Educational Studies, 60 (4)

Warwick, P. Cremin, H. Harrison, T. & Mason, M. (2012) The Complex Ecology of Young People’s Community Engagement and the Call for Civic Pedagogues, Journal of Social Science Education, 11 (3) 65-87

Stanfield, J. & Cremin, H (2012) Importing control in Initial Teacher Training: theorizing the construction of specific habitus in recent proposals for induction into teaching, Journal of Education Policy, DOI: 10.1080/02680939.2012.682608

Mason, C. Cremin, H., & Warwick, P. (2011) Learning to (Dis)Engage?: The socialising experiences of young people living in areas of socio-economic disadvantage British Journal of Educational Studies, 59, 4, 403-419

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. and Kester, K. (2020) Bare-Foot Hope for Peace: Vulnerability in Peace Learning. In McKenna, M. and Brantmeier, E. The Pedagogy of Vulnerability, Charlotte, N Carolina: Information Age Publishing

Tsuruhara, T. & Cremin, H. (2019) Understanding conflict transformation dialogue through coding based on Buber and Rogers. In N. Mercer, R. Wegerif & L. Major (Eds) The Routledge International Handbook of Research on Dialogic Education, Abingdon: Routledge, 610-622

Ahmed, F. & Cremin, H. (2019) Dialogic Education for Transformative Processes (Section introduction). In N. Mercer, R. Wegerif & L. Major (Eds) The Routledge International Handbook of Research on Dialogic Education, Abingdon: Routledge, 595-597

Bevington, T., Kurian, N. & Cremin, H. (2019) Peace Education as Citizenship Education: Shared Critiques. In A. Peterson, G. Stahl & H. Soong (Eds) The Palgrave Handbook of Citizenship and Education, Cham: Palgrave Macmillan

Cremin, H. & Guilherme, A. (2019) Violence and Peace in Schools: Some Philosophical Reflections. In H. Shapiro (Ed) The Wiley Handbook on Violence in Education: Forms, Factors, and Preventions, New York: Wiley, 559-575

Cremin, H. & Archer, D.T. (2018) Transrational Education: Exploring possibilities for learning about peace, harmony, justice and truth in the twenty first century. In J. Echavarría Alvarez, D. Ingruber & N. Koppensteiner (Eds.) Transrational Resonances: Echoes to the Many Peaces, Houndsmill: Palgrave Macmillan.

Cremin, H. & Warwick, P. (2015, 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., Thomas, G. & Vincett, K. (2013) Working with Teaching Assistants: Three Models Evaluated, In G. Thomas (Ed) Case Study Methods in Education, London: Sage

Busher, H. & Cremin, H. (2012) Developing understanding through ethnography: Students’ and teachers’ perspectives on schooling in performative times, In D. Beach, B. Jeffrey, G. Troman and G. Walford (Eds) Performativity & Ethnography in Education in the UK: Effects, consequences and agency, Milton Keynes: Open University Press

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. (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.