CEDiR is currently actively working with a number of colleagues on joint projects and other initiatives. See 'Current Collaborators' below.

The group also has over 40 high-profile 'Associate Members' spanning 15 countries. These are colleagues who we have or are developing some form of collaboration with; many of them have already visited us and/or been involved in joint symposia at conferences, and some have co-authored publications.

Current/Recent Collaborators

• Prof. Gary Beauchamp, Cardiff School of Education & Social Policy, Cardiff Metropolitan University, UK
• Dr Elisa Calcagni, Scientific Associate, Friedrich-Schiller-University of Jena, Germany
• Prof. Carol Chan, Faculty of Education, Hong Kong University, Hong Kong
• Dr Victoria Cook, Education and Research Project Specialist, Chartered College of Teaching, UK
• Prof. Adam Lefstein, Associate Professor, Dept. of Education, Ben-Gurion University of the Negev, Israel
• Prof. Jill Jameson, Director of the Centre for Leadership & Enterprise, Faculty of Education & Health, University of Greenwich, UK
• Dr Ruth Kershner
• Dr Louis Major, Senior Lecturer, University of Manchester, UK
• Dr Anna Rainio, Senior Lecturer, Department of Education, University of Helsinki, Finland
• Prof. Ingvill Rasmussen, Professor, Department of Education, University of Oslo, Norway
• Prof. Sylvia Rojas-Drummond, Faculty of Psychology, National Autonomous University of Mexico (UNAM), Mexico
• Dr Jan van Aalst, Associate Dean & Associate Professor, Faculty of Education, Hong Kong University, Hong Kong
• Dr Maria Vriikki, Postdoctoral Researcher, University of Cyprus

CEDiR Associates (Europe & UK)

• Dr Dani Hilliard, Project Lead, Argue to Think project, Exeter
• Prof. Ramón Flecha García, Professor of Sociology, University of Barcelona, Spain
• Prof. Michèle Grossen, Professor of Social Psychology, Institut de Psychologie, University of Lausanne, Switzerland
• Dr Rocío García-Carrión, Research Associate, Faculty of Psychology and Education, University of Deusto, Bilbao, Spain
• Prof. Marta Soler Gallart, Associate Professor of Sociology and director of CREA Research Center, University of Barcelona, Spain
• Dr Sara Greco, Associate Professor, Institute of Argumentation, Linguistics and Semiotics (IALS), University of Italian Switzerland
• Prof. Alexander Gröschner, Professor, Department of Education, Friedrich-Schiller-University of Jena, Germany
• Prof. Jan Hardman, Professor, Department of Education, York University
• Prof. Nina Helgevold, Professor, University of Stavanger, Norway
• Dr Rupert Higham, Associate Professor, University of London Institute of Education (CEDiR co-founder)
• Prof. Fiona Maine, Professor of Language and Literacy in Education, University of Exeter
• Prof. Catherine Montgomery, Professor of Education, Department of Education, University of Bath
• Prof. Anne-Nelly Perret-Clermont, Emeritus Professor, Institute of Psychology and Education, Faculty of Humanities, University of Neuchâtel, Switzerland
• Dr Manoli Pifarré Turmo, Associate Professor, Universitat de Lleida, Spain
• Prof. Klara Sedova, Associate Professor, Masaryk University, Brno, Czech Republic
• Prof. Tina Seidel, Friedl Schöller Endowed Chair of Teaching and Learning Research, School of Education, Technische Universität München, Germany
• Dr. Judith Kleine Staarman, Senior Lecturer, Thinking Skills, Creativity and Dialogue group, School of Education, Exeter University
• Dr. Janneke van de Pol, Associate Professor, Department of Education, Utrecht University, The Netherlands

CEDiR Associates (Worldwide)

• Prof. Christa Asterhan, Professor, School of Education, Hebrew University of Jerusalem, Israel
• Prof. Maureen Boyd, Professor, Graduate School of Education, State University of New York at Buffalo, USA
• Dr Sherice Clarke, Assistant Professor of Education, Department of Education Studies, University of California San Diego, USA
• Dr Gaowei Chen, Associate Professor, Faculty of Education, Hong Kong University, Hong Kong
• Prof. Manuel Fernández Cárdenas, Dept. of Education & Humanities, Technological University of Monterrey, Mexico
• Dr Valeska Grau Cardenas, Assistant Professor, School of Psychology, Pontifical Catholic University, Chile
• Prof. Mark Felton, Connie Lurie College of Education, San Jose State University, USA
• Prof. Antonia Larrain, Professor, Faculty of Psychology, Universidad Alberto Hurtado, Chile
• Dr Susan Mayer, Lecturer in Education, Brandeis University, Boston, MA, USA
• Prof. Sarah Michaels, Professor of Education, Hiatt Center for Urban Education, Clark University MA, USA
• Dr. Omar Torreblanca Navarro, Lecturer in Educational Psychology, Faculty of Psychology, National Autonomous University of Mexico (UNAM), Mexico
• Prof. Catherine O'Connor, Associate Dean of Faculty Development, Boston University MA, USA
• Dr Deborah Pino-Pasternak, Senior Lecturer, School of Education, Murdoch University, Australia
• Prof. David Preiss, Associate Professor, School of Psychology, Pontifical Catholic University, Chile
• Prof. Alina Reznitskaya, Professor, Educational Foundations, Montclair State University, New Jersey, USA
• Dr Aliza Segal, Laboratory for the Study of Pedagogy, Department of Education, Ben Gurion University of the Negev, Beer Sheva, Israel
• Prof. David Williamson Shaffer, University of Wisconsin-Madison, USA
• Prof. Ian Wilkinson, Department of Teaching and Learning, The Ohio State University, Columbus, Ohio, USA

CEDiR Alumni (PhD and EdD graduates from CEDiR)

Dr Lydia Cao (completed 2022): Using DBR and mixed reality simulation for professional development of contingent responsiveness in science teaching

Dr Chih-Ching "Jeremy" Chang (completed 2022), Assistant Professor, Institute of Education and Center for Teacher Education, National Sun Yat-sen University, Taiwan: Dialogic education, historical thinking and epistemic beliefs: a design-based research study of teaching in Taiwanese classrooms

Dr Elisa de Padua Nájera (completed 2022), Director of Pedagogical Improvement - SUMMA: Teachers’ formative assessment of reading comprehension in Chile: challenges and opportunities

Dr Tristan Igglesden (completed 2022), Director of Studies, St John’s College School: Designs and affordances for dialogue in Google Classroom: a design-based research study

Dr Ying Ji (completed 2022), Co-Founder of Unibridge International Education Group: Teachers’ Engagement in Continuing Professional Development: Exploring Profiles and Factors

Dr Qian Liu (completed 2022): Developing dialogic mathematics teaching with tablet technology in Chinese primary school classrooms: A design-based research approach to teacher professional development

Dr Kevin Martin (completed 2022), Centre Manager, Digital Education Futures Initiative, Hughes Hall University of Cambridge: Using Mobile Phones to Enhance Small Group Dialogic Learning: A Design Based Approach to Educational Innovation in Rural East Africa

Dr Ana Luisa Rubio-Jimenez (completed 2022), Postdoctoral researcher at the Faculty of Psychology of the National Autonomous University of Mexico (UNAM): Exploring and developing the self-determination of Mexican young adults with intellectual disability following a dialogic approach

Dr Ana Laura Trigo Clapés (completed 2022), from February 2023, postdoctoral position at UNAM, Universidad Nacional Autónoma de México: Dialogic teaching for students with conditions within the autism spectrum

Dr Ngee Derk Tiong (completed 2021), Senior Lecturer at the Centre for English Language Studies, Sunway University: Doing dialogue differently: case studies of teacher collaborative discourse in Malaysian secondary schools

Dr Elisa Calcagni (completed 2020), Postdoctoral researcher, Chair for Research on Teaching and Learning, Institute of Educational Science, Friedrich-Schiller-University Jena: Professional dialogues to foster dialogic pedagogy in mathematics: Design and test of a school-run teacher professional development programme in Chile

Dr Farah Ahmed (completed 2018), Leverhulme Early Career Research Fellow, Faculty of Education, University of Cambridge: Pedagogy as Dialogue between Cultures: Exploring Halaqah: an Islamic dialogic pedagogy that acts as a vehicle for developing Muslim children’s shakhsiyah (personhood, autonomy, identity) in a pluralist society