Shaheda Begum

Biography

Shaheda is a Lecturer in Education and teaches on the Undergraduate and Postgraduate ITE programmes. She has completed a Master’s in Education (MA) and completed a research project on ‘The Impact of Reading for Pleasure, on improving attainment in literacy,’ as part of her Master’s programme. Shaheda is currently in the fourth year of a Professional Doctorate in Education. Her research explores the experiences of British Bangladeshi Muslim Women in Higher Education in England.

Shaheda’s background is in Primary teaching. Her previous experience includes Teaching and Learning Responsibilities (TLR) for Mathematics, History, Geography and Religious Education in primary schools. She was also the Key Stage 1 learning leader. As part of this role Shaheda led CPD training for teachers on themes such as ‘essential components of critical pedagogy’ and ‘identifying systemic features that are acting as a barrier to achieving great teaching and learning’. Shaheda also led the implementation and monitoring of ‘Daily Supported Reading’ (DSR) within a primary school. She is committed to exploring the retrospective lived experiences of ethnic minority communities in Education from an intersectional perspective.

Qualifications and memberships

BA (Hons) Early Childhood Studies- London

Graduate Teacher Programme with QTS- London

Masters In Education (MA)- London

Professional Doctorate in Education (Currently)

Member of the EDIW monitoring group at the University of Cumbria.

Academic and research interests

Shaheda’s Professional Doctorate in Education research is a narrative inquiry which seeks to examine whether issues of cultural and religious traditions and structural inequalities influence the British Bangladeshi Muslim female community on their journeys within higher education and their academic trajectories.

Social justice and the experiences of ethnic minority communities in Education from an intersectional perspective.

Experiences of ethnic minority communities in Education from an intersectional perspective.

Negotiating hybrid identities.

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