Gordon Ade-Ojo

Dr Gordon Ade-Ojo BA, PGCE, MA, MIL, FIfL, FHEA, FRSA

Associate Professor of English (Language and Literacy) in Lifelong Learning and Academic Lead for the CPD portfolio

Key details

Dr Gordon Ade-Ojo
BA, PGCE, MA, MIL, FIfL, FHEA, FRSA

Associate Professor of English (Language and Literacy) in Lifelong Learning and Academic Lead for the CPD portfolio


Dr Gordon Ade-Ojo is a Associate Professor of English (Language and Literacy) in Lifelong Learning and Academic Lead for the CPD portfolio in the School of Education at the University of Greenwich.

Gordon teaching interests include Language and Literacy development and, Teacher Education programmes He has worked in teaching and training for over 25 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 lecturer for the PGCE and MA Education degree, supervising doctoral theses and as lead for the Negotiated Independent Course module. 

Dr Ade-Ojo holds holds fellowships in the Higher Education Academy and 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

  • Associate Professor of English (Language and Literacy) 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's research interest is with adult literacy in general, exploring philosophical drivers of policy and practice in the area, and the relationship between these drivers and the conceptualizations of adult literacy in theory and practice. Gordon advocates the recognition of Literacy for Specific purposes and explores research evidence to validate the claims that this is an effective model of literacy curriculum for adults.

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 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 pp. 336-344 ISSN: 0883-0355 (Print), 1873-538X (Online) (doi: https://doi.org/10.1016/j.ijer.2019.08.008) Published.

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 ISSN: 0104-4036 (Print), 1809-4465 (Online) (doi: https://doi.org/10.1590/s0104-40362019002702206) Published.

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 pp. 129-150 ISSN: 1359-6748 (Print), 1747-5112 (Online) (doi: https://doi.org/10.1080/13596748.2019.1584430) Published NB Item availability restricted.

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 pp. 89-108 ISSN: 0266-0830 (Print), 1478-9833 (Online) (doi: https://doi.org/10.1080/02660830.2019.1572441) Published NB Item availability restricted.

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 (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) Published.

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 pp. 4-13 ISSN: 2059-4976 (Print), (doi: http://www.ijmcs-journal.org/wp-content/uploads/2018/12/Of-Ideological-Obsessions.pdf) Published.

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 pp. 1076-1093 ISSN: 0950-0693 (Print), 1464-5289 (Online) (doi: https://doi.org/10.1080/09500693.2018.1473658) Published.

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) Published 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) Published 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) Published 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) Published NB Item availability restricted.

Conference item

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) Unpublished.

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) Published.