Fufy Demissie

Dr Fufy Demissie BA, PGCE, MEd, EdD

Senior Lecturer in Early Years Education


Summary

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.

About

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

Teaching

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.

Publications

Journal articles

Demissie, A. (2023). Transformative impact: parental perceptions of early access to nursery provision. Sheffield Hallam University and Save the Children. N/A.

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. (n.d.). Parental relationships and engagement as a marker of quality – shifting the narrative from ‘childcare’ to the transformational nature of ECEC. Journal of Early Childhood Research.

Demissie, A., & Pearse, S. (n.d.). Coming back to find ourselves!: Nursery practitioners’ perspectives of their professional roles and work environment in two contrasting nurseries. International Journal of Early Years Education.

Demissie, A., & Pearse, S. (n.d.). Coming back to find ourselves!: Nursery practitioners’ perspectives of their professional roles and work environment in two contrasting nurseries. International Journal of Early Years 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. 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

Book chapters

Demissie, F. (2024). Using a community of philosophical inquiry approach to explore race and inequality in higher education contexts. In Fleming, K., & Demissie, F. (Eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury: https://www.bloomsbury.com/uk/nurturing-difficult-conversations-in-education-9781350332119/

Demissie, F., & Fleming, K. (2024). Why difficult conversations matter - In search for transformation and personal growth. In Fleming, K., & Demissie, F. (Eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury: https://www.bloomsbury.com/uk/nurturing-difficult-conversations-in-education-9781350332119/

Demissie, F., & Fleming, K. (2024). Why difficult conversations matter - In search for transformation and personal growth. In Fleming, K., & Demissie, F. (Eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury: https://www.bloomsbury.com/uk/nurturing-difficult-conversations-in-education-9781350332119/

Demissie, F., & Fleming, K. (2024). Afterword. In Fleming, K., & Demissie, F. (Eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury: https://www.bloomsbury.com/uk/nurturing-difficult-conversations-in-education-9781350332119/

Demissie, F., & Fleming, K. (2024). Afterword. In Fleming, K., & Demissie, F. (Eds.) Nurturing ‘Difficult Conversations’ in Education: empowerment, agency and social justice in the UK. Bloomsbury: https://www.bloomsbury.com/uk/nurturing-difficult-conversations-in-education-9781350332119/

Demissie, F. (2024). Citizenship education in higher education: the potential of a philosophical approach to fostering citizenship. In Frostenzer, J., Demissie, F., & Boontinand, V. (Eds.) The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education Global Perspectives on Talking Democracy into Action. Routledge: https://www.routledge.com/The-Pedagogy-of-the-Community-of-Philosophical-Enquiry-as-Citizenship-Education/Forstenzer-Demissie-Boontinand/p/book/9781032588247

Demissie, F. (2024). Citizenship education in higher education: the potential of a philosophical approach to fostering citizenship. In Frostenzer, J., Demissie, F., & Boontinand, V. (Eds.) The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education Global Perspectives on Talking Democracy into Action. Routledge: https://www.routledge.com/The-Pedagogy-of-the-Community-of-Philosophical-Enquiry-as-Citizenship-Education/Forstenzer-Demissie-Boontinand/p/book/9781032588247

Frostenzer, J., Demissie, F., & Bonntinand, V. (2024). Introduction to the pedagogy of the community of philosophical enquiry as citizenship education. In Frostenzer, J., Demissie, F., & Boontinand, V. (Eds.) The Pedagogy of the Community of Philosophical Enquiry as Citizenship Education Global Perspectives on Talking Democracy into Action. Routledge: https://www.routledge.com/The-Pedagogy-of-the-Community-of-Philosophical-Enquiry-as-Citizenship-Education/Forstenzer-Demissie-Boontinand/p/book/9781032588247

Adams, G., Povey, H., & Demissie, F. (2024). Working with primary teachers in England on mathematics teaching for citizenship: critical and philosophical approaches. In Chronaki, A., & Yolcu, A. (Eds.) Mathematics Education for ‘citizenship’ and its ‘other’ in a ‘global’ world: Critical issues on mathematics curricula, globalization and local practices. Routledge

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

Books

Demissie, A., Frostenzer, J., & Boontinand, J. (Eds.). (2024). The Community of Philosophical Enquiry as Citizenship Education and its Pedagogy: International Perspectives on Talking Democracy into Action. Routledge. (1st). Routledge.

Demissie, A., Frostenzer, J., & Boontinand, J. (Eds.). (2024). The Community of Philosophical Enquiry as Citizenship Education and its Pedagogy: International Perspectives on Talking Democracy into Action. Routledge. (1st). Routledge.

Demissie, A., & Fleming, K. (Eds.). (2024). Nurturing difficult conversations in Education: empowerment, agency and social justice in the UK. (1). Bloomsbury.

Theses / Dissertations

Demissie, A. (2015). Students' perceptions of the use of seminars in teacher education. (Doctoral thesis). Supervised by Merchant, G.

Internet Publications

Demissie, A. (2022). Fostering Critical thinking in discussions. https://onehe.org/courses/fostering-critical-thinking-in-discussions/

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/

Other publications

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 - Community of Enquiry in HE. https://shup4c.wordpress.com/

Other activities

Consultancy

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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