Max Antony-Newman

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Dr Max Antony-Newman PhD



As an educational researcher, I am working from a critical sociological perspective to uncover the hidden curriculum in education and show how the identities of culturally and linguistically diverse students, teachers and parents together with social institutions shape the process of education.


I am an educational researcher focusing on parental engagement, immigrant students, and linguistic minorities. My PHD research undertaken at the University of Toronto focused on the parental engagement of Eastern European immigrant parents in Canadian elementary schools through the Bourdieusian lens. This project aimed to explore how social and cultural capital of immigrant parents affects patterns of their engagement with children’s education and learning in the host country, and how the engagement of immigrant parents matches the expectations of their teachers and narratives expressed in policy documents. My work has been published in the British Journal of Sociology of Education, Curriculum Journal, School Community Journal, and Educational Review.

My teaching expertise is in the sociology of education with special emphasis on social justice, immigration, and social inequality. I worked with undergraduate and postgraduate students at the University of Toronto in 2017-2021 before coming to Sheffield Hallam University in 2022. Prior to joining academia, I taught ESL to linguistically and culturally diverse students in Canada and Europe for more than a decade and worked in language assessment and writing support in Toronto, Canada.


Department of Education, Childhood and Inclusion

College of Social Sciences and Arts

Subject area:

  • Education Studies


  • Education with Psychology and Counselling


  • Social In/Exclusion in Educational Contexts


Parental engagement and family-school relationships in the COVID and post-COVID world, University of Toronto (2020-2022).

Dr. Sarfaroz Niyozov, University of Toronto


Antony-Newman, M. (2022). The role of plurilingual parenting in parental engagement of immigrant families. Journal of Multilingual and Multicultural Development.

Masson, M., Antony-Newman, M., & Antony-Newman, M. (2022). The immigrant perspective: Eastern-European parental discourses about the value of French, plurilingualism and plurilingual literacy practices. International Journal of Bilingual Education and Bilingualism.

Antony‐Newman, M. (2020). Curriculum orientations and their role in parental involvement among immigrant parents. The Curriculum Journal, 31 (3), 340-356.

Antony-Newman, M. (2020). Parental involvement of Eastern European immigrant parents in Canada: whose involvement has capital? British Journal of Sociology of Education, 41 (1), 111-126.

Antony-Newman, M. (2019). Parental involvement of immigrant parents: a meta-synthesis. Educational Review, 71 (3), 362-381.

Antony-Newman, M. (2019). Parental Involvement Policies in Ontario: A Critical Analysis. School Community Journal, 29 (1), 143-170.


Antony-Newman, M., Niyozov, S., & Pashchenko, K. (n.d.). Middle-class parental engagement in pandemic times: developing strategies and mobilizing capitals. British Journal of Sociology of Education, 1-17.

Antony-Newman, M. (n.d.). Preparing teachers for parent engagement: role of teacher educators in Canada. Educational Review, 1-17.

Other activities

In 2017, I organized the Bourdieu and Social Sciences Conference, which brought together an interdisciplinary group of students from a number of departments at the University of Toronto, York University and McGill University who apply Pierre Bourdieu's conceptual tools in their research.

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