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Max Antony-Newman is an educational researcher working from a critical sociological perspective to uncover the hidden curriculum in education, highlighting the identities of culturally and linguistically diverse students, teachers, and parents in shaping educational processes. His primary focus includes school-family partnerships, education policy, and teacher education, with an overarching goal of transforming parental engagement into a means for addressing social inequality and promoting social justice. His research encompasses immigrant and refugee students belonging to linguistic minorities within diverse classrooms, particularly concentrating on those from post-Soviet backgrounds in North America. He examines the roles of teacher educators in preparing teachers for parental engagement, along with a critical analysis of policy requirements surrounding teacher readiness for parental involvement. Antony-Newman's work has been published in multiple reputable journals and he has experience teaching undergraduate and postgraduate students at the University of Toronto and Sheffield Hallam University. His areas of expertise include sociology of education, social justice, immigration, and educational inequality, leveraging Pierre Bourdieu's concepts for analysis.
University of Glasgow • Glasgow, Scotland
Lecturer in Education with a focus on critical sociology and educational policy.
Sheffield Hallam University • Sheffield, England
Taught various educational courses with an emphasis on inclusive practices.
University of Toronto • Toronto, Canada
Instructed courses in educational sociology and policy analysis.