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.
Demissie, F.A. (2020). Understanding barriers to discussion-based learning: using an epistemological perspective to theorise student teachers' perceptions. TEAN (Teacher Education Action Network), 12 (1), 97-108. https://ojs.cumbria.ac.uk/index.php/TEAN/article/view/648
Demissie, F., & Doxey, C. (2020). Trainee teachers' experiences of using picture books with the Philosophy for Children (P4C) pedagogy. English, four to eleven.
Demissie, F. (2020). The Philosophy for Children pedagogy in a university-based initial teacher training course: a case study of a 'disruptive' pedagogy. Forum for Promoting 3-19 Comprehensive Education, 62 (1), 69-78. http://doi.org/10.15730/forum.2020.62.1.69
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. http://ojs.cumbria.ac.uk/index.php/TEAN/article/view/287/412
Demissie, F. (2015). Promoting student teachers' reflective thinking through a philosophical community of enquiry approach. Australian Journal of Teacher Education, 40 (12), 1-13. http://doi.org/10.14221/ajte.2015v40n12.1
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. http://doi.org/10.7190/seej.v1i1.32
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. https://extra.shu.ac.uk/cetl/cpla/resources/CPLA_Case_Studies_Volume_1.pdf
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.
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. https://www.mescommunity.info/proceedings/MES10.pdf
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. https://www.mescommunity.info/proceedings/MES10.pdf
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
Demissie, F.A. (2022). HomeTalk - Hands. [online]. https://dialogueworks.co.uk/wp-content/uploads/2022/01/HomeTalk-Hands.pdf
Demissie, A. (2021). HomeTalk - Risk, Bravery and curiosity. https://dialogueworks.co.uk/wp-content/uploads/2021/02/HomeTalk-38-Risk-Bravery-and-Curiosity.pdf
Demissie, F.A. (2019). P4C: a dialogic pedagogy for creative conversations. https://mon.uvic.cat/grell/philosophy-for-children-p4c-a-dialogic-pedagogy-for-creative-conversations/
Demissie, A. (2021). Fixing the educational divide - speaking out for a more effective curriculum. https://blogs.shu.ac.uk/sioe/2021/05/25/fixing-the-educational-divide-speaking-out-for-a-more-effective-curriculum/
Demissie, A. (2016). SHUP4c - Coommunity of Enquiry in HE. https://shup4c.wordpress.com/
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
Helen Sheehan; Karen Barr