Dr Sam Davis
About Dr Sam Davis
Dr Sam Davis is Senior Lecturer and Course Leader for the MSc Public Health-Health Promotion Course. She has worked with young people and adults in the public and voluntary sectors for over twenty five years. Sam currently teaches three modules for the MSc: Foundations for Public Health, People Power and Communities and Health Communication. Sam also teaches on a number of other Undergraduate and Postgraduate courses covering issues such as Health Inequalities; Participation in Social Care; The Future of Health Care in the UK; Health Literacy and Research Methods.
Sam began her professional career teaching English as a foreign language (TEFL) and teaching English for speakers of other languages (ESOL), before becoming a qualified Community Educator in the early 90's. Since then she has worked as a Youth and Community Worker and Manager in both urban and rural settings; a Learning Mentor for the Excellence in Cities Initiative; a Study Support Officer and a Basic Skills Co-ordinator before being appointed by a Primary Care Trust for the first national post of Health Literacy Manager. In addition, she has been the Commissioning Lead for the Voluntary Sector and Child Poverty Officer for a local authority.
Sam's research interests lie in investigating the structure-agency relationship; the reproduction of disadvantaged identities; Marxist and Critical Realist analyses; transformative pedagogy and participatory approaches. She was awarded her doctorate in 2014 from Leeds Metropolitan University. For her thesis she explored the value of transformative education for the working class.
Sam currently teaches the Health Communication and People, Power and Communities modules for the post-graduate Public Health-Health Promotion programme, and also contributes to a number of other health-related undergraduate and post graduate courses across the Faculties of Health & Social Science and Carnegie.
Sam's PhD thesis (2014) is titled: The Workers' Educational Association: a crisis of identity? Personal Perspectives on Changing Professional Identities - which principally investigates the impact of instrumental UK education policy on professional, informal educators - and by implication on their ability to foster agency and bring about societal transformation.
She has also very recently undertaken a piece of action research with the think-tank Demos, which examined the lived experience of poverty for families in three Wakefield neighbourhoods (2014).