Gordon O. Ade-Ojo

Dr Gordon O. Ade-Ojo BA, PGCE, MA, MA, MA, MIL, FIfL, PFHEA, FRSA, FFCCT

Professor of Language and Literacy Policy in Lifelong Learning and Academic Lead for the CPD portfolio

Key details

Dr Gordon O. Ade-Ojo

Professor of Language and Literacy Policy in Lifelong Learning and Academic Lead for the CPD portfolio


Gordon Ade-Ojo is a Professor of Language and Literacy Policy in Lifelong Learning and Academic Lead for the CPD portfolio in the School of Education at the University of Greenwich. Gordon's teaching interests include Language and Literacy development and, Language and Literacy Teacher Education programmes He has worked in teaching and training for over 30 years, commencing his career in higher education teaching English as a Second Language (ESL) and doing linguistics courses, later moving into curriculum and programme areas for a variety of further education colleges.

He joined the University of Greenwich to lead on the English for Speakers of Other Languages (ESOL) course, and the literacy specialism course in the Post Graduate Certificate in Education (PGCE) programme. He is currently the Head/Section Lead for the Professional Development Workforce Academic Portfolio in the School of Education, the programme Director for Doctorate in Education Programmes, lecturer for the PGCE and MA Education degree and supervisor of doctoral theses.

Professor Ade-Ojo holds the Principal fellowship of the Higher Education Academy, is a Founding Fellow of the Chartered College of teaching and a Fellow of the Royal Society for the encouragement of Arts, Manufactures and Commerce (RSA). He holds memberships with the Education Committee of the Southwark Diocese and the Institute of Linguistics.

Posts held previously:

  • 2005-07, Senior Lecturer in Literacy and ESOL Programme Leader, University of Greenwich
  • 2002-05, Head of School / Programme Manager, Southwark College of Further and Higher Education
  • 2000-02, Faculty Senior Lecturer (Tutorials) Southwark College of Further and Higher Education 
  • 1999-2000, Lecturer and course leader ESOL, literacy and community programmes, College of North West London
  • 1996-99, Assessor and Trainer, South East Train Company

Responsibilities within the university

  • Professor of Language and Literacy Policy in Lifelong Learning
  • Academic Lead for the CPD portfolio
  • Lecturer of Literacy on the PGCE programme
  • Lecturer on MA Education degree
  • Supervision of MA, EdD and PhD thesis
  • Lead on the Negotiated Independent Course module
  • LLS Research Cluster Leader

Recognition

  • Chief external examiner LLS programmes, University of Bolton (2009-2010).
  • External examiner, LLS programmes, Anglia Ruskin University and Leeds University via Bradford College (2006-2010).
  • Member of the Education Committee of the Southwark Diocese.
  • Member of the Institute of Linguists.
  • Fellow of the Higher Education Academy; Fellow of the Institute for Learning; Fellow of the Royal Society of Arts.
  • Editor at the International Journal of Multidisciplinary Comparative Studies (IJMCS).
  • QTLS reviewer for the Institute for Learning, UK.
  • Academic Governance member of the Organization for Hospitality and Tourism (Awarding body).
  • Nominated Board Member for the Powerlist College of Further Education (Free School).
  • Reviewer for several Peer-reviewed journals including the International Journal of Lifelong Education and the Journal of Educational Psychology.

Research / Scholarly interests

Gordon is currently working on a number of research project/grants including:

  • Trauma and the Progression of Looked-after young people into HE
  • Tracking the impact of Pupil Premium
  • Impact of Ed.D studies on Research-Informed practice
  • Language and the reinforcement of gap in achievement in HEis.

Key funded projects

  • 2012-13, Higher Education Academy: E-peer tutoring
  • 2013-14, Grundtvig: promoting employability through specific literacy
  • 2012-14, World Bank development of Education in Nigeria projects: project management in education
  • 2008-11, NRDC/LSIS: developing the specialist route into literacy and ESOL teaching
  • 2004-05, Neighborhood Renewal Fund: BME access to resources

Recent publications

Article

Ade-Ojo, Gordon and , (2021), Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum. Academia Edu. In: , , , . Academia Edu, Academia Letters: 173 (doi: https://doi.org/10.20935/AL173).

Ade-Ojo, Gordon and , Duckworth, Vicky (2020), Moments in transformation: Newly qualified lifelong learning teachers’ reconceptualization of assessment in practice. Scientific Research Publishing. In: , , , . Scientific Research Publishing, Creative Education, 11 (11) . pp. 2477-2497 ISSN: 2151-4755 (Print), 2151-4771 (Online) (doi: https://doi.org/10.4236/ce.2020.1111182).

Ade-Ojo, Gordon O. and , Duckworth, Vicky (2019), Forms of institutionalised symbolic violence and resistance in the journey of a cohort of adult literacy learners. Elsevier. In: , , , . Elsevier, International Journal of Educational Research, 98 . pp. 336-344 ISSN: 0883-0355 (Print), 1873-538X (Online) (doi: https://doi.org/10.1016/j.ijer.2019.08.008).

Santamaria, Melanie and , Ade-Ojo, Gordon (2019), Other People’s Voices: A reflective inquiry into power and voice within the classroom and the implications of researching one’s own practice. Fundação CESGRANRIO. In: , , , . Fundação CESGRANRIO, Ensaio: Avaliação e Políticas Públicas em Educação, 27 (105) ISSN: 0104-4036 (Print), 1809-4465 (Online) (doi: https://doi.org/10.1590/s0104-40362019002702206).

Best, Michelle , Ade-Ojo, Gordon, McKelvey, Cecilia (2019), Last among equals: Perceptions and prospects of further education trained PGCE holders in the age of 'Parity'. Taylor & Francis. In: , , , . Taylor & Francis, Research in Post Compulsory Education, 24 (1) . pp. 129-150 ISSN: 1359-6748 (Print), 1747-5112 (Online) (doi: https://doi.org/10.1080/13596748.2019.1584430).

Ade-Ojo, Gordon O. and , Yacoub, Raed (2019), Towards a pedagogy of complementary alternative adult literacy learning spaces (CALLS) in ESOL and literacy learning: A case study of the use of a computerised environment (SCRATCH) in an ESOL class. Taylor & Francis. In: , , , . Taylor & Francis, Studies in the Education of Adults, 51 (1) . pp. 89-108 ISSN: 0266-0830 (Print), 1478-9833 (Online) (doi: https://doi.org/10.1080/02660830.2019.1572441).

Ade-Ojo, Gordon and , Ogunleye, James (2018), Editorial. Literacy Research and Development Centre, University of Greenwich. In: , , , . Literacy Research and Development Centre, University of Greenwich, United Kingdom International Journal of Multidisciplinary Comparative Studies, 5 (1-3) (Volume 5, 1-3) . pp. 3-3 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: https://www.ijmcs-journal.org/wp-content/uploads/2019/01/Editorial_v2.pdf).

Ade-Ojo, Gordon and , Ogunleye, James (2018), Of ideological obsessions. The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University. In: , , , . The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University, International Journal of Multidisciplinary Comparative Studies, 5 (1-3) . pp. 4-13 ISSN: 2059-4976 (Print), (doi: http://www.ijmcs-journal.org/wp-content/uploads/2018/12/Of-Ideological-Obsessions.pdf).

Magaji, A. , Ade-Ojo, G., Betteney, M. (2018), Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. Taylor and Francis. In: , , , . Taylor and Francis, International Journal of Science Education, 40 (9) . pp. 1076-1093 ISSN: 0950-0693 (Print), 1464-5289 (Online) (doi: https://doi.org/10.1080/09500693.2018.1473658).

Magaji, A. and , Ade-Ojo, G. (2017), Evaluating the potentials of Bloom’s Taxonomy as a tool for developing year 8 (Key Stage 3) science students’ questioning skills in a UK secondary school. The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University. In: , , , . The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University, International Journal of Multidisciplinary Comparative Studies, 4: 2 (1-3) . pp. 24-49 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/wp-content/uploads/2017/01/MAGAJI-A.-ADE-OJO-G.O..pdf).

Ade-Ojo, Gordon and , Ogunleye, James (2017), Editorial: Interdisciplinarity and the new REF agenda. Literacy Development Centre. In: , , , . Literacy Development Centre, London International Journal of Multidisciplinary Comparative Studies, 4 (1-3) ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/journal-issues/).

Ade-Ojo, Gordon and , Duckworth, Vicky (2016), Of cultural dissonance: the UK's adult literacy policies and the creation of democratic learning spaces. Taylor & Francis. In: , , , . Taylor & Francis, International Journal of Lifelong Education, 36: TLED 1250232 (4) . pp. 388-405 ISSN: 0260-1370 (Print), 1464-519X (Online) (doi: https://doi.org/10.1080/02601370.2016.1250232).

Duckworth, Vicky and , Ade-Ojo, Gordon O. (2016), Journey through transformation: A case study of two literacy learners. Sage. In: , , , . Sage, Journal of Transformative Education, 14 (4) . pp. 285-304 ISSN: 1541-3446 (Print), 1552-7840 (Online) (doi: http://dx.doi.org/10.1177/1541344616644682) NB Item availability restricted.

Ade-Ojo, Gordon and , Ogunleye, James (2015), The goals of interdisciplinary studies. IJMCS. In: , , , . IJMCS, International Journal of Multidisciplinary Comparative studies, 2: 1 (1) . pp. 3-4 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://ijmcs-journal.org/Ade-Ojo&Ogunleye_The%20goals%20of%20interdisciplinary%20studies_Editorial_IJMCS_April%202015.pdf).

Duckworth, Vicky and , Ade-Ojo, Gordon (2014), Promoting employability through specific literacies. The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University. In: , , , . The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University, International Journal of Multidisciplinary Comparative Studies, 1 (2) . pp. 3-6 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://ijmcs-journal.org/page8.html).

Ade-Ojo, Gordon O. and , (2014), Evaluation of an e-peer tutorial model for mature trainee teachers. Academic World Education and Research Center (Cyprus). In: , , , . Academic World Education and Research Center (Cyprus), World Journal on Educational Technology, 6 (1) . pp. 107-125 ISSN: 1309-1506 (Print), 1309-0348 (Online) (doi: http://www.world-education-center.org/index.php/wjet/article/view/3119).

Sowe, Nicola and , Ade-Ojo, Gordon O. (2014), Teacher trainers' attitudes towards the use of digital recordings in collaborative feedback: A qualitative study. The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University. In: , , , . The Literacy Research Development Centre, University of Greenwich / Institute for Work based Learning UK, Middlesex University, International Journal of Multidisciplinary Comparative Studies, 1 (1) . pp. 50-63 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/page8.html) NB Item availability restricted.

Ade-Ojo, Gordon and , Ogunleye, James (2014), The essence of multi-disciplinary studies. School of Education, University of Greenwich. In: , , , . School of Education, University of Greenwich, International Journal of Multidisciplinary Comparative Studies (Editorial), 1 (1) . pp. 3-4 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/page8.html).

Book

Ade-Ojo, Gordon and , Duckworth, Vicky (2015), Adult Literacy Policy and Practice from Intrinsic Values to Instrumentalism. Palgrave Pivot (Macmillan). In: , , , . Palgrave Pivot (Macmillan), UK (1st) . ISBN: 9781137535108 (doi: http://dx.doi.org/10.1057/9781137535115.0002) NB Item availability restricted.

Book section

Ade-Ojo, Gordon and , Duckworth, Vicky (2015), Changing value positions: A movement in transition. Palgrave Pivot. In: , , , Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalis. Palgrave Pivot, London (1st) . pp. 29-64 . ISBN: 9781137535115 (doi: https://doi.org/10.1057/9781137535115_2) NB Item availability restricted.

Ade-Ojo, Gordon and , Duckworth, Vicky (2015), Exploring an alternative: a transformative curriculum driven by social capital. Palgrave Pivot. In: , , , Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalis. Palgrave Pivot, London . pp. 101-120 (doi: https://doi.org/10.1057/9781137535115_4) NB Item availability restricted.

Ade-Ojo, Gordon and , Duckworth, Vicky (2015), Exploring the concepts: Instrumentalism, philosophy of education, ideology and value positions. Palgrave Pivot. In: , , , Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalis. Palgrave Pivot, London (1st) . pp. 1-28 . ISBN: 9781137535115 (doi: https://doi.org/10.1057/9781137535115_1) NB Item availability restricted.

Ade-Ojo, Gordon and , Duckworth, Vicky (2015), The consolidation of an instrumental value position: the Moser Committee. Palgrave Pivot. In: , , , Adult Literacy, Policy and Practice: From Intrinsic Values to Instrumentalis. Palgrave Pivot, London (1st) . pp. 65-100 . ISBN: 9781137535115 (doi: https://doi.org/10.1057/9781137535115_3) NB Item availability restricted.

Ade-Ojo, Gordon and , (2014), Towards a functional curriculum model of social literacy: literacy for specific purposes. Routledge. In: , , In: Vicky Duckworth, Gordon Ade-Ojo (eds.), Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literac. Routledge, London, UK , 1 . pp. 11-27 . ISBN: 9780415741248 (doi: http://www.routledge.com/books/details/9780415741248/).

Ade-Ojo, Gordon and , Duckworth, Vicky (2014), Introduction: is practice keeping pace with theory?. Routledge. In: , , In: Vicky Duckworth, Gordon Ade-Ojo (eds.), Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literac. Routledge, London, UK , 1 . pp. 1-11 . ISBN: 9780415741248 (doi: http://www.routledge.com/books/details/9780415741248/).

Ade-Ojo, Gordon and , (2013), Deconstructing and reconstructing professionalism: the 'professional' demands of the PCET teacher education programme in the UK. International Council on Education for Teaching (ICET). In: , , In: James O'Meara (ed.), The 56th ICET Yearbook on Teacher Education. International Council on Education for Teaching (ICET), Wheeling, IL, USA The 56th ICET Yearbook on Teacher Education. International Council on Education for Teaching (ICET) . pp. 6-20 . ISBN: 982711323 (doi: ).

Conference item

Magaji, Adewale and , Ade-Ojo, Gordon (2018), Social pedagogy in a UK secondary science classroom: developing and promoting scientific inquiry skills among students. In: “Competing Interests and Conflicting Pressures in Higher Education: How Can We Balance the Competing Demands of Stakeholders of University Education?”, 05- 06 Jul 2018, University of Greenwich, London , . , (doi: http://wef-international.org/conferences).

Ade-Ojo, Gordon and , Booth-Martins, Heather (2017), Effective curriculum research development in FE ITE: Linking the theoretic to the practical in education programmes. In: BERA BCF Conference (2018), Feb 24, 2018, University of Birmingham , . , (doi: https://www.bera.ac.uk).

Ade-Ojo, G. O. and , Duckworth, V. (2016), Moments in transformation: Trainee and newly qualified Lifelong learning teachers’ reconceptualization of assessment in practice. In: Faculty of Education and Health Seminar Series, June 2016, Univeresity of Greenwich, London , . , (doi: ).

Ade-Ojo, Gordon and , (2016), Literacy and health (Diabetracy). In: Seminar of the Diabetes Management Group, May 2016, University of Greenwich, London, UK , . , (doi: ).

Ade-Ojo, Gordon and , (2013), Towards a functional curriculum model of social literacy: literacy for specific purposes. In: International Symposium on Comparative Sciences (ISCS), 8-11 Oct 2013, Sofia, Bulgaria , . , (doi: ) NB Item availability restricted.

Conference proceedings

Ade-Ojo, Gordon and , Booth-Martins, Heather (2018), Promoting effective curriculum research: Linking the theoretic to the practical in FE teacher education programmes. British Educational Research Association. In: , , , The BERA Blog: Research Matter. British Educational Research Association, UK (doi: https://www.bera.ac.uk/blog/promoting-effective-curriculum-research-linking-the-theoretic-to-the-practical-in-fe-teacher-education-programmes).

Ade-Ojo, Gordon and , (2014), Specific Literacies: Trowel Industry. Not published. In: , , , Promoting employability through specific literacie. Not published, (doi: ).

Edited book

Ade-Ojo, Gordon and , Ogunleye, James (2015), International Journal of Multidisiplinary Comparative Studies. IJMCS. In: , , , . IJMCS, London , 2 (1) ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://ijmcs-journal.org/).

Duckworth, Vicky and , Ade-Ojo, Gordon (2014), Landscapes of specific literacies in contemporary society: exploring a social model of literacy. Routledge. In: , , , . Routledge, London, UK , 1 . ISBN: 9780415741248 (doi: http://www.routledge.com/books/details/9780415741248/).

Ade-Ojo, Gordon and , Ogunleye, James (2014), International Journal of Multidisciplinary Comparative Studies. CDS. In: , , , . CDS, London , 1 (3) . ISBN: 9781859242070ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/).

Ade-Ojo, Gordon and , Ogunleye, James (2014), International Journal of Multidisciplinary Comparative Studies. CDS. In: , , , . CDS, , 1 (2) . ISBN: 9781859242070 (doi: http://www.ijmcs-journal.org/page8.html).

Ade-Ojo, Gordon and , Ogunleye, James (2014), International Journal of Multidisciplinary Comparative Studies. Corporate Document Services. In: , , , . Corporate Document Services, , 1 (1) (Volume 1, Issue 1) ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/page8.html).

Monograph

Ade-Ojo, Gordon and , (2014), Promoting employability through specific literacies. Grundtvig. In: , , , . Grundtvig, (doi: ).