Dr Jenny Hatley


Course Leader - Education Studies

Education and Inclusion

Contact Details

email: j.hatley@worc.ac.uk
tel: 01905 855532

Jenny's main concern within education is social justice. This is a focus in all her areas of interest which have evolved from her development of educational provision across settings in both the UK and overseas. She began in museum education at the Science Museum in London, working as a Science Educator and as Assistant Curator for Space Technology. Following this, Jenny was programme manager for an aid agency working in conflict zones and areas of natural disaster to lead and deliver trauma and conflict resolution programmes in schools and villages, health counselling and disease prevention education. Following this, Jenny taught in primary schools in both the state and independent sectors developing relationships education and global citizenship. 

Jenny has been lead teacher for PSHE and Citizenship and has also worked in Sweden as Associate School Leader. Jenny’s main research interests lie in social justice in education, including theory, critical global citizenship and digital privacy. Jenny also teaches in Higher Education and enjoys bringing a critical eye and research base to studies in Education.

Jenny has recently been awarded the University of Worcester's Leading Teaching Award for her work to develop online learning and promote LGBTQ+ Equality across the University.


  • Leading Teaching Award, University of Worcester
  • PhD Education and Social Justice , Lancaster University
  • Post Graduate Certificate of Academic Practice, University of Gloucestershire
  • National Certificate in PSHE with a specialism in Relationships and Sex Education, Roehampton University
  • PGCE, Exeter University
  • MSc Space Science, University College London
  • BSc (Hons) Physics with Space Science, University College London

Teaching and Research

Teaching Interests

Jenny teaches in the departments of Education and Inclusion and Primary Education. Jenny’s teaching interests include any opportunity to promote a critical approach to education and society, reflecting on aspects of social justice throughout. Specifically, these currently include aspects of global education, equality and diversity, foundations of education, the role of technology in wellbeing and research methods.

Research Interests

Jenny researches Global Citizenship Education and the roles, policies and activities of transnational institutions. Her interest is also on the role of values, their changing nature and how this impacts social life. Jenny also researches educational policy.

Professional Bodies

  • ANGEL Network Member (Academic Network in Global Education and Learning)
  • Fellow of the Higher Education Academy
  • Member of BERA (British Educational Research Association)



Hatley J (2020) Developing an Emergent Resilience Through Self-Organised Learning Environments in Ahmed Shafi et al (eds) ‘Reconsidering Resilience in Education: An Exploration using the Dynamic Interactive Model of Resilience, Springer, ch12, p185

Adeela Ahmed Shafi , Sian Templeton , Tristan Middleton , Richard Millican , Paul Vare , Rebecca Pritchard & Jenny Hatley (2020): Towards a dynamic interactive model of resilience (DIMoR) for education and learning contexts, Emotional and Behavioural Difficulties, DOI: 10.1080/13632752.2020.1771923

Hatley J and Pugh V (2020) Resilience Online, in Pugh and Hughes (eds) Teaching Personal, Social, Health and Economic and Relationships and Sex Education in Primary Schools - Enhancing the Whole Curriculum, Bloomsbury Academic, London, ch 15

Hatley. J (2019a) Are universal values counterproductive to achieving education for global citizenship? Research Intelligence, Issue 140, p29-30, BERA

Hatley, J (2019b) Universal values as a barrier to the effectiveness of global citizenship education: A multimodal critical discourse analysis. International Journal of Development Education
and Global Learning, 11
(1): 87–102.

Shafi, Hatley et al. (2017) The role of assessment feedback in developing academic buoyancy Assessment & Evaluation in Higher Education, DOI: 10.1080/02602938.2017.1356265 

Conference Papers

The Silliness Sessions: How to Maintain Community in a time of Distance Learning, University of Worcester Teaching and Learning Conference 2020

The position of Universal Values as a barrier to the effectiveness of UNESCO's Global Citizenship Education, 2019, ANGEL Network Conference, IOE, London

Assessment for Resilience, 2016, BERA 

Investigating the role of values in Global Citizenship Education, 2016, Social Justice in Times of Crisis and Hope Young People, Wellbeing and the Politics of Education Conference, RMIT University/University of Lancaster, Spain 

The Role of Values in Assessment for Resilience, 2016, ACRE, Edge Hill University 

Assessment for Resilience - implications for professional practice, 2015, IPDA Professional Learning for Performance  

Global Campaign for Education: Implications for Social Justice in light of Neoliberal Influence, 2015, University of Bristol

External Roles

  • Abstract reviewer: British Educational Research Association conference
  • Article Reviewer: Review of Education (BERA)
  • Co-Chair of the Global Citizenship Education Group of the national One Shared World Coalition