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Role:
Department staff:
Collaborations:
- Kalap Ghelani
- Malcolm Richards and Jamie Whelan International Journal of Art ＆ Design EducationA Reflection on Dialogic Diving Boards and Decolonising School Art: The African Mask Projec thttps://doi.org/10.1111/jade.12476
- Ros Steward
Research staff:
- Neuro-diversity
- Autism
- ADHD
- Socio-Ecology of Neurodiversity
- Youth Crime and Youth Justice
- Neurodivergence in Criminal Justice
- Neurodiversity access and support
- Neurodivergent Educators
- Neurodivergent Trainee Experiences of Professional Practice
- Legitimation Code Theory
Teaching staff:
- Qualifications:BSc - Biology (Genetics), PGCE - Primary & KS3 Science with QTS, MSc - Psychology, PGCert (on-going)
- Position:Programme Leader (iQTS)
- Department:College of Health, Science and Society
- Email:Jamie.Whelan@uwe.ac.uk
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Social media:
About me
I am Jamie Wynne Whelan, Senior Lecturer and Programme Leader in Education at the University of the West of England (UWE), where I co-lead the International Qualified Teacher Status (iQTS) and PGCE Primary & Early Years programmes. I also supervise MA and BA research projects in education.
I live and work between South Africa and Bristol, drawing on 14 years of experience as a teacher and headteacher in international schools. As a neurodivergent educator, I focus on transforming educational spaces by challenging normative expectations, systems, and processes.
My work is rooted in socio-ecological frameworks, and I collaborate with schools, researchers, and teacher educators to redesign professional practice so that it disrupts inequitable structures and creates space for new ways of teaching and learning.
Area of expertise
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Neurodiversity in Education: Examining the experiences of neurodivergent educators and trainee teachers, and how they resist and transform normative processes in educational and workplace contexts across South Africa and the UK.
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Transformative Teacher Education: Reimagining professional practice modules and teacher preparation to reshape how equity, belonging, and identity are understood in teacher education.
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Module, Curriculum, and Programme Design: Designing curricula that not only meet international standards but also disrupt deficit narratives and foreground alternative pedagogical possibilities.
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International Education: 14 years’ experience as a teacher and headteacher in international schools, alongside leadership in cross-border teacher education initiatives.
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Socio-Ecological and Critical Frameworks: Using socio-ecological perspectives to interrogate and transform educational systems at multiple levels.
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Collaborative Research and Mentoring: Working with school groups and fellow researchers to generate knowledge that challenges systemic inequities and supports transformative practice.
Publications
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