Dr Nathan Archer, Director of the International Montessori Institute

Dr Nathan Archer

Director of the International Montessori Institute

Nathan Archer is Director of the International Montessori Institute in the Carnegie School of Education. Prior to joining Leeds Beckett University in March 2022, he worked as a research fellow for University of Leeds and Nuffield Foundation.

Nathan has worked as a tutor and supervisor on the MA in Education and MA in Early Childhood at the School of Education of the University of Sheffield, where he also completed his PhD in November 2020. In addition to his teaching experience in Higher Education, he is also a Qualified Montessori Teacher and worked for seven years in a Montessori nursery and Primary school for children from birth to twelve. 

Nathan has worked for a number of national early years charities and undertaken research on early childhood policy for several third sector organisations. He is the author of peer-reviewed research papers, invited book chapters and reports on early childhood education.

Research Interests

Nathan’s research interests include Early Childhood Workforce Policy, Professional Identities, Social Justice in Early Childhood Education, Advocacy and Activism in Early Childhood Education. He is currently undertaking research for the Institute exploring the experiences of Montessori educators and parents choosing Montessori education for their children in disadvantaged areas of England. 

Dr Nathan Archer, Director of the International Montessori Institute

Ask Me About

  1. Children
  2. Early years
  3. Education

Selected Outputs

  • Archer N (2023) Discerning Critical Hope and Social Justice: The work of Montessorians in underserved areas of England. In: Montessori Europe Congress 2023, 29 September 2023 - 1 October 2023, Gdansk, Poland.

  • Archer N (2023) ‘Paths made by walking: the resistance work of early educators’. In: Reconceptualising Early Childhood Education Conference 2023, 7 September 2023 - 10 September 2023, Manchester Metropolitan University, Manchester, UK.

  • Archer N; Ovington J (2023) Challenging the politics of early childhood education: Critical ethnographies from the Reception Year in England. In: European Early Childhood Education Research Association, 30 August 2023 - 3 September 2023, Lisbon, Portugal.

  • Archer N; Albin-Clark J; Morris L; Ovington J (2022) Time for Advocacy and Activist-Scholarship Movements in Early Childhood Education and Care; why it matters now. In: British Educational Research Association, 5 September 2022 - 8 September 2022, University of Liverpool.

  • Archer N (2021) A landscape ‘in-between’: Navigating the borderlands of professional identities in Early Childhood Education. In: British Educational Research Association Annual Conference, 13 September 2021 - 16 September 2021, Online.

  • Archer N (2021) Many unheard voices? A critical narrative analysis of educators speaking up and speaking out. In: European Early Childhood Education Research Conference, 1 September 2021 - 17 September 2021, University of Zagreb.

  • Archer N (2019) “Government think I should be qualified just enough to comply with the EYFS but not question it”: competing constructs of early educators’ professional identities. In: British Educational Research Association Annual Conference, 10 September 2019 - 12 September 2019, University of Manchester.

  • Archer N (2019) Borderland Narratives: Agency and Activism in Early Childhood Education. In: European Early Childhood Education Research Association Conference, 21 August 2019 - 23 August 2019, University of Thessaloniki.

  • Archer N (2017) Being Care-full: Relational pedagogy in testing times. In: European Early Childhood Education Research Conference, 29 August 2017 - 1 September 2017, University of Bologna.

    https://www.eecera.org/wp-content/uploads/2017/09/bologna-2017.pdf

  • Archer N (2019) Borderland Narratives: Agency and Activism in Early Childhood Education.

  • Archer N; Albin-Clark J (2024) Telling hopeful stories of advocacy, agency and rights in ECEC.

  • Archer N (In press) Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy. Policy Futures in Education

    https://doi.org/10.1177/14782103221138013

  • Archer N (In press) Walking a desire track: Montessori pedagogy as resistance to normative pathways. Pedagogy Culture and Society

  • Davies C; Kong S; Hendry A; Archer N; McGillion M; Gonzalez-Gomez N (2023) Sustained benefits of early childhood education and care (ECEC) for young children’s development during COVID-19. Journal of Early Childhood Research, pp. 1-20.

    https://doi.org/10.1177/1476718X23121348

  • Archer N; Albin-Clark J (2023) Playing social justice: How do early childhood teachers enact the right to play through resistance and subversion?. Prism, pp. 1-22.

    https://doi.org/10.24377/prism.article714

  • Archer N (2022) Uncovering the discursive ‘borders’ of professional identities in English early childhood workforce reform policy. Policy Futures in Education

    https://doi.org/10.1177/14782103221138013

  • Archer N; Albin-Clark J (2022) Telling stories that need telling A dialogue on resistance in Early Childhood Education. Forum for Promoting 3-19 Comprehensive Education, 64 (2), pp. 21-29.

    https://doi.org/10.3898/forum.2022.64.2.02

  • Archer N (2021) ‘I have this subversive curriculum underneath’: Narratives of micro resistance in early childhood education. Journal of Early Childhood Research, pp. 431-445.

    https://doi.org/10.1177/1476718x211059907

  • Archer N (2019) Challenging the politics of early intervention: Who’s ‘saving’ children and why. Contemporary Issues in Early Childhood, 20 (2), pp. 215-217.

    https://doi.org/10.1177/1463949118764032

  • Archer N (2017) Where is the ethic of care in early childhood summative assessment?. Global Studies of Childhood, 7 (4), pp. 357-368.

    https://doi.org/10.1177/2043610617747983

  • Archer N; Mevawalla Z (2022) Advocacy and activism in early childhood.

  • (2020) Borderland Narratives: Agency and Activism of Early Childhood Educators.

  • Archer N (2024) Discerning Critical Hope in the work of Montessorians in underserved areas of England.

  • Archer N; Yates D (2023) The Early Years workforce: roles, qualifications, and experiences. In: Nutbrown C ed. Early Education Futures. London: Sage,