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Fufy Demissie

Dr Fufy Demissie BA, PGCE, MEd, EdD

Senior Lecturer in Early Years Education


I am a senior lecturer in the Sheffield Institute of Education. My research interests include understanding how dialogic approaches influence professional learning in the early years and beyond. Recent projects include an Erasmus project on Global Citizenship and Mathematics education based on the Philosophy for children (P4C) pedagogy, and a classroom intervention to promote metacognition in early childhood settings.

I came into higher education after 10 years of teaching in early years settings and continue to work with school teachers and student teachers to embed the Philosophy for Children pedagogy in teaching and learning.


My research interests include professional learning, dialogic pedagogies and student learning from early years to adult education. I have adapted the Philosophy for Children (P4C) in a range of contexts including professional dialogues on race and equality in higher education, scaffolding student teachers facilitation of story books, supporting academic literacy and early years teachers understanding of critical thinking.

Currently, I am the P4C lead for the Institute of Education, and in addition to teaching and doctoral supervision, I am the CPD, research ethics and student placement coordinator at the Early Years Community and Research centre (EYCRC) at the Meadow Nursery, Sheffield. Outside the SHU context, I am a member of SAPERE (Society of the Advancement of Philosophical Enquiry and Reflection in Education), Dialogueworks and Think Together Sheffield (TTS).

Specialist areas of interest

Pedagogy, early years, research, reflective practice


Department of Teacher Education

College of Social Sciences and Arts

MA Education Full time/Part time

Specific modules Fufy teaches on are Child Development, Early Years Pedagogy, Philosophy for Children, Educational Enquiry, and learning across the curriculum.


Povey, H., Adams, G., Demissie, F.A., Unwin, R., Weber, R., & Bremer, J. (2019). A cross-curricular project in citizenship and mathematics (PiCaM). Mathematics Teaching, (269), 12-15.

Demissie, F. (2016). ‘Student teachers' perceptions of seminar learning contexts in ITE (initial teacher education). TEAN (Teacher Education Action Network), 8 (1), 46-55.

Demissie, F. (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13.

Demissie, F. (2012). Investigating students’ perspectives of learning and participating in seminars using a Bourdieuian perspective. Student Engagement and Experience Journal, 1 (1), 1-9.

Demissie, F., Burnett, C., Haynes, M., & Sharpe, S. (2009). Now I feel like I am at university”: using a community of enquiry approach to promote engagement and academic literacy amongst undergraduate students'. CPLA (Centre for Promoting Learner Autonomy), 1 (1), 69-79.

Demissie, F.A. (n.d.). 1 Theorising barriers to learning through discussion in HE: the role of epistemological beliefs in student teachers' perceptions of learning through discussion. TEAN (Teacher Education Action Network).

Demissie, F.A. (n.d.). Using a Philosophy for Children (P4C) pedagogy in a university classroom : tutors ’ 'stories of practice' from a 1 st year professional learning module. Australian Journal of Teacher Education.

Conference papers

Demissie, A., Povey, H., & Adams, G. (2019). What are the affordances and limitations of the philosophy for Children (P4C) pedagogy for teaching and learning mathematics? In Curtis, F. (Ed.) Proceedings of the British Society for Research into Learning Mathematics, Milton Keynes, UK, 19 March 2019. BSRLM

Chronaki, A., Adams, G., Andrade, M., Bruno, G., Demissie, F., Marcone, R., ... Yolcu, A. (2019). Unfolding global/local policies, practices and/or hybrids in mathematics education worldwide: utopias, pleasures, pressures and conflicts. Proceedings of the Tenth International Mathematics Education and Society Conference.

Povey, H., Adams, G., Demissie, F., & Chronaki, A. (2019). Initial report from the project in citizenship and mathematics (PICAM): moral and political dilemmas. Proceedings of the Tenth International Mathematics Education and Society Conference.

Book chapters

Demissie, F.A. (2020). Dialogic interaction in the higher education classroom - a Philosophy for Children (P4C) approach. In Meaningful Teaching Interaction a the Internationalised University: From Research to Impact. Dipplod, D. & Heron, M. (1st). Routledge

Demissie, F.A. (2020). Philosophy for Children as a pedagogy for social education - A UK perspective. In Educación social: teoría educativa, procedimientos y experiencias ( Social Education: educational theory, procedures and experiences). (1st). Barcelona: Ediciones Octaedro

Demissie, F.A. (2018). Young Children's Thinking. In Early Childhood Studies. (1st). Sage

Demissie, F.A. (2017). P4C in Early Childhood Education. In Philosophy for Children: Theory and Praxis in Teacher Education. (1st). Taylor & Francis

Demissie, F.A. (2017). The praxis of P4C in teacher education. In Philosophy for Children: Theories and praxis in teacher education. (1st). Routledge

Internet Publications

Demissie, F.A. (2022). HomeTalk - Hands. [online].

Demissie, A. (2021). HomeTalk - Risk, Bravery and curiosity.

Demissie, F.A. (2019). P4C: a dialogic pedagogy for creative conversations.

Other publications

Demissie, A. (2021). Fixing the educational divide - speaking out for a more effective curriculum.

Demissie, A. (2016). SHUP4c - Coommunity of Enquiry in HE.

Other activities


Membership of professional bodies - Society for higher education research (SRHE), Society for the advancement of philosophy and reflection in education (SAPERE)

SAPERE (Society for the Advancement of Philosophy and Reflection in Education) registered LEVEL 1 trainer

Postgraduate supervision

Helen Sheehan; Karen Barr

Lisa Kerr

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