Ms Geeta Ludhra
Lecturer in Education (Course Leader, Primary PGCert)
Brunel University
Uxbridge
UB8 3PH
United Kingdom
About Geeta
My background is in primary teaching and I enrolled on a teaching degree as a mature student after having two children. I obtained a first class BA (QTS) degree from Brunel University and feel privileged to be working here as a member of staff now. My teaching experiences are rooted in multilingual and challenging school settings within Hounslow, Hillingdon and Ealing. Previous school leadership roles have included Leading Literacy Advisor and Deputy Headteacher. My experiences of education have engaged me in two School Governor roles as a parent and curriculum governor.
I joined Brunel as a Teacher Educator in 2006 and since starting I have co-led the Primary PGCert Initial Teacher Training programme and lead the English strand. In my spare time, I enjoy travelling, entertaining, vegetarian cooking and long walks. I speak fluent Hindi and Punjabi and read basic Hindi.
Teaching Interests
My particular areas of teaching interest encompass language learning in its broadest sense: drama and the role of storytelling; the importance of speaking and listening and pupil voice, philosophy for children (P4C) and developing children’s creative language skills; bilingualism, culture, identities and social inclusion issues for young people. I contribute to the BA in Contemporary Education (BACE) and MA programme on developing collaborative and ethically sound research methods with young people.
I am currently developing an exciting specialist pathway on ‘Bilingualism, Culture and Identities’. This involves 28 students, four primary schools and one secondary school. This strand of the programme prepares trainee teachers to become future leaders in the field of EAL expertise.
I act as External Examiner for the Primary PGCert programme at Reading University (2008-2013) and the BA Primary Education (with English) at Chichester University (2012-2016).
Research Interests
Research Interests
I am currently engaged in the last phase my doctoral study which explores the complex ways in which a group of academically ‘successful’ South Asian girls (aged between 16-18 years), navigate aspects of culture and religion within their academic and personal lives I am adopting a narrative research approach, which draws on notions of intersectionality within a black feminist perspective. My PhD has enabled me to engage in valuable inter-disciplinary work with academic colleagues from other institutions and university departments beyond Initial Teacher Training. I have been awarded the BERA ‘Mentoring of the Minds Award’ (2012-2013) with Professor Ann Phoenix, Institute of Education, and secured a place on the Brunel ESRC Research Leaders Programme (2012-2013).
Editorial boards:
• International Journal of Adolescence and Youth (IJAY)
• The Journal of Early Childhood and Care
Brunel research groups:
• Education Identities and Social Inclusion (EISI)
• Brunel Theory Group
• Centre for Youth Work Studies (CYWS).
Professional memberships:
• British Sociological Association (BSA)
• BSA Auto/Biography Group
• Centre for Narrative Research (UEL)
• British Education Research Association (BERA)
• National Association for Teachers of English (NATE)
Selected Publications
Publications
Journal Papers
(2011) Ludhra, G., Book review of Asian women in higher education: Shared communities, Gender and Education
(2011) Ludhra, G. and Chappell, A., 'You were quiet- I did all the marching': research processes involved in hearing the voices of South-Asian girls, International Journal of Adolescence and Youth
(2010) Ludhra, G. and Jones, D., Friendships Talk and Identites: South-Asian teenage girls tell their stories, The Teacher and the Teaching Profession: Current Research and International Issues (v2) : 23- 40
(2009) Ludhra, G. and Jones, D., Unveiling’ complex identities: an exploration into the perspectives and experiences of South-Asian girls, The International Journal of Learning 16 (8) : 615- 628
(2008) Ludhra, G. and Jones, D., Conveying the "right" kind of message: planning for the first language and culture within the primary classroom, English Teaching: Practice and Critique 7 (2) : 56- 70
(2008) Ludhra, G., The complexities of creativity within initial teacher education, Perspectives in Education 26 (2) : 53- 65
Book Chapters
(2012) Ludhra, G. and Lewis, R., Conveying the right kind of message: Facilitating the voices of bilingual learners. In: Jones, D. and Hodson, P. eds. Unlocking speaking and listening. UK : David Fulton
(2011) Ludhra, G., Hodson, P. and Dimitriadi, Y., Emphasising the 'C' in ICT. In: Jones, D. and Hodson, P. eds. Unlocking speaking and listening. UK : David Fulton
(2011) Ludhra, G., Exploring the experiences of South-Asian girls: how well do semi-structured interviews 'unveil' complex lives?. In: Rizvi, S. ed. Multidisciplinary Approaches to Educational Research: Case-Studies from Europe and the Developing World. UK : Routledge Education Series in Research Methods
(2011) Ludhra, G. and Rogers, C., Research ethics: participation, social difference and informed consent. In: Bradford, S. and Cullen, F. eds. Research Methods for Youth Practitioners. UK : Routledge
