Lecturer in Education

BA Philosophy, Pedagogy and Psychology (Athens)
MEd Educational Psychology (Manchester)
PhD (York)   

Tel: +44(0)116 2523703       

Email: mk246@le.ac.uk     
  

Michalis is a lecturer in Education. He is leading the Postgraduate Certificate Course in Citizenship Education. Previous posts that Michalis held include research fellowships in the Centre for Citizenship and Human Rights Education (CCHRE), University of Leeds and in the Centre for Research in Inclusion and Diversity (CREID) University of Edinburgh.

Michalis has a diverse teaching experience background. He has worked in Primary schools, Pupil Referral Units, Special, Grammar, Comprehensive and Preparatory schools in Greece, USA and the UK. He has taught a variety of subjects including Psychology, Classics and Greek Literature to secondary and A-level students.

Michalis is the coordinator of the Interdisciplinary Dialogues in Education seminar series. He is member of the Engagement and Vulnerability in Education (EVE) Special Interest Group.

Research

• Research Interests 
• Research projects and experience
• PhD supervision

Teaching

Michalis teaches the following courses:

• PGCE Secondary in Citizenship Education
• MA in International Education (Pathway: Special Education and Inclusion: Critical Perspectives in International Contexts)
• PhD / EdD Research Methods training course.

Recent publications

Kakos, M. (In press) Embedding citizenship education: An ethnographic tale of Trojan horses and conflicting performativities.  In: Jeffrey, B. & Troman, B. (Eds) Performativity in the UK Education System: Theory, Policy and Practice London: Tufnell Press

Cooper, P., Bilton, K. and Kakos, M. (forthcoming) The Importance of A Biopsychosocial Approach to Interventions for SEBD, In: H Daniels, T.Cole and J Visser (Eds)  Handbook of Behavioural, Social and Emotional Difficulties, London: Routledge

Wilkins, C., Busher, H., Kakos, M., Mohamed, C. & Smith, J. (2011) Crossing borders: new teachers co-constructing professional identity in performative times, Professional Development in Education, DOI:10.1080/19415257.2011.587883