Professor Damien Page
About Professor Damien Page
Professor Damien Page is Dean of The Carnegie School of Education.
Professor Page has worked in education since 2000. He began his career as a lecturer of English in further education and he was also a manager in a number of subject areas including humanities, finance and construction. While in FE, Professor Page focused on the development of e-learning, working as a consultant for the Learning and Skills Network, creating the Academy of e-Business and winning the JISC e-Learning Practitioner Award in 2005. After six year in FE, he was appointed as Curriculum and Learning Manager for Linking London Lifelong Learning at Birkbeck, University of London, one of the largest lifelong learning networks in the country, forging links between further education colleges and universities.
Prior to joining Leeds Beckett, Damien worked at the University of Greenwich, firstly as a Senior Lecturer on the post-compulsory PGCE, the MA in Education and the Doctorate in Education. He was then appointed as Head of Department of Education and Community Studies, an interdisciplinary department that housed research and courses in a range of areas including education studies, childhood and youth studies and early years, from undergraduate to doctoral level. He was concurrently Director of Employability and led the development of social enterprise.
As Dean, Professor Page is responsible for the leadership of all education, childhood and social innovation courses within the School as well as our research and enterprise activity. He also leads on a number of key projects including the Carnegie Multi Academy Trust, the collaboration with Lloyds Banking Group, the Microsoft Initial Teacher Education Partnership and the Leeds Creative Digital University Technical College proposal.
Since achieving his PhD in 2011, Professor Page has conducted research in a range of fields such as teacher misbehaviour, organisational masculinities and performance management in schools. His current research focuses on the surveillance of teachers, the simulation of teaching and commodification within education contexts. This work has resulted in publication in a number of highly ranked journals such as the British Educational Research Journal, the Journal of Education Policy and the British Journal of Sociology of Education.
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