I completed my PhD at the School of Education, University of Glasgow titled "Human rights  Education  in  Scotland:  Realising  the Right  to  Education  and  the  Incorporation  of  the  United  Nations  Convention  on the  Rights  of  the  Child". In this thesis, I clarify the nature of state obligations relating to the right to education in order to assess how successfully this right is realised in Scotland focusing on the development and implementation of policies and programmes for Human Rights Education (HRE). 

My background is in Philosophy, having received a BA (Hons.) from the University of Stirling and an MA from the University of Sheffield. I completed an MEd in Educational Studies at the University of Glasgow. Before beginning my PhD, I trained as a teacher of Religious, Moral, and Philosophical Studies at the University of Strathclyde and taught for several years in Scottish schools.

My research focuses on the development of human rights education in Scotland and the realisation of children and young people’s rights to and in education. I am more broadly interested in the application of theory to educational questions both in policy and practice.  In particular, on the application of political theory to education; theories of human rights and their relation to teaching about human rights; analytic philosophy of education and liberal theory, and the philosophy of, and international and domestic legal instruments surrounding, children’s rights.  I am also interested in debates surrounding liberal responses to postcolonialism and calls to decolonise the curriculum.

List by: Type | Date

I am keen to work with applicants researching Human Rights Education theory and practice, the right to education more broadly, and more generally projects focusing on the application of theory to children's rights issues in education.

I also warmly welcome doctoral applications from philosophers with an interest in education and educationalists with an interest in the application of philosophy.

• Quinn, Michael
  What are the pedagogical possibilities of engaging with speculative fiction to teach philosophical concepts?