Key details
Professor Gordon O. Ade-Ojo
Deputy Head of School, School of Education
Gordon Ade-Ojo is a Deputy Head of School in the School of Education at the University of Greenwich. He is also the Professor of Language and Literacy Policy in Lifelong Learning and Academic Lead for the CPD portfolio in the School of Education at the University of Greenwich. Gordon's teaching interests include Language and Literacy development and, Language and Literacy Teacher Education programmes He has worked in teaching and training for over 30 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 the Head/Section Lead for the Professional Development Workforce Academic Portfolio in the School of Education, the programme Director for Doctorate in Education Programmes, lecturer for the PGCE and MA Education degree and supervisor of doctoral theses.
Professor Ade-Ojo holds the Principal fellowship of the Higher Education Academy, is a Founding Fellow of the Chartered College of teaching and a Fellow of 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:
- 2005-2007 Senior Lecturer in Literacy and ESOL Programme Leader, University of Greenwich
- 2002-2005 Head of School / Programme Manager, Southwark College of Further and Higher Education
- 2000-2002 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
- 1996-1999 Assessor and Trainer, South East Train Company
Responsibilities within the university
- Deputy Head of School of Education
- Professor of Language and Literacy Policy 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 is currently working on a number of research project/grants including:
- Trauma and the Progression of Looked-after young people into HE
- Tracking the impact of Pupil Premium
- Impact of Ed.D studies on Research-Informed practice
- Language and the reinforcement of gap in achievement in HEis.
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
Bijlhout, Diola and , Ade-Ojo, Gordon (2024), Literacy for Specific Purposes (LSP): a literacy curriculum framework for learners in vocational education. International Journal of Instruction. In: , , , . International Journal of Instruction, International Journal of Instruction, 18 (1) . pp. 215-236 ISSN: 1694-609X (Print), 1308-1470 (Online) (doi: https://www.e-iji.net/dosyalar/iji_2025_1_12.pdf).
Ade-Ojo, Gordon and , Duckworth, Vicky (2024), A transformational approach to addressing the needs of a new generation of ‘left behinds': a preliminary exploration of the dominance of ‘IT/digital literacy’ in organisational processes. Routledge / Taylor & Francis. In: , , , . Routledge / Taylor & Francis, International Journal of Lifelong Education . pp. 1-12 ISSN: 0260-1370 (Print), 1464-519X (Online) (doi: https://doi.org/10.1080/02601370.2024.2365797).
Magaji, A. and , Ade-Ojo, G. (2023), Trainee teachers’ classroom assessment practices: Towards evaluating trainee teachers’ learning experience in a teacher education program. Elsevier. In: , , , . Elsevier, Social Sciences & Humanities Open, 7: 100467 (1) 2590-2911 (Online) (doi: https://doi.org/10.1016/j.ssaho.2023.100467).
Magaji, Adewale and , Ade-Ojo, Gordon (2023), Trainee teachers’ classroom assessment practices: towards evaluating trainee teachers’ learning experience in a teacher education program. Elsevier. In: , , , . Elsevier, Social Sciences & Humanities Open, 7: 100467 (1) . pp. 1-9 2590-2911 (Online) (doi: https://doi.org/10.1016/j.ssaho.2023.100467).
Ade-Ojo, Gordon and , Oguledo, Ngozi (2023), Exploring an alternative framework for measuring the assessment literacy of secondary school science teachers in England: the attitude-driven model. IJMCS Journal by Slocum Studio. In: , , , . IJMCS Journal by Slocum Studio, IJMCS, 9: 1 (1) . pp. 5-24 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/wp-content/uploads/2023/03/NGOZI-OGULEDO-GORDON-ADE-OJO.pdf).
Magaji, Adewale , Ade-Ojo, Gordon, Bijlhout, Diola (2022), The impact of after school science club on the learning progress and attainment of students. Faculty of Education, Eskisehir Osmangazi University - Gate Association for Teaching and Education (GATE) -. In: , , , . Faculty of Education, Eskisehir Osmangazi University - Gate Association for Teaching and Education (GATE) -, International Journal of Instruction, 15: 2021062412 (3) . pp. 171-190 ISSN: 1694-609X (Print), 1308-1470 (Online) (doi: https://www.e-iji.net/dosyalar/iji_2022_3_10.pdf).
Ade-Ojo, Gordon , Markowski, Marianne, Essex, Ryan, Stiell, Marlon , Jameson, Jill (2022), A systematic scoping review and textual narrative synthesis of physical and mixed-reality simulation in pre-service teacher training. Wiley. In: , , , . Wiley, Journal of Computer Assisted Learning . pp. 1-14 ISSN: 0266-4909 (Print), 365-2729 (Online) (doi: https://doi.org/10.1111/jcal.12653).
Ade-Ojo, Gordon and , (2021), Bourdieu’s capitals and the socio-cultural perspective of literacy frameworks: a ready-made vessel for decolonising the curriculum. Academia Edu. In: , , , . Academia Edu, Academia Letters: 173 (doi: https://doi.org/10.20935/AL173).
Ade-Ojo, Gordon and , Duckworth, Vicky (2020), Moments in transformation: Newly qualified lifelong learning teachers’ reconceptualization of assessment in practice. Scientific Research Publishing. In: , , , . Scientific Research Publishing, Creative Education, 11 (11) . pp. 2477-2497 ISSN: 2151-4755 (Print), 2151-4771 (Online) (doi: https://doi.org/10.4236/ce.2020.1111182).
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, 98 . pp. 336-344 ISSN: 0883-0355 (Print), 1873-538X (Online) (doi: https://doi.org/10.1016/j.ijer.2019.08.008).
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, 27 (105) ISSN: 0104-4036 (Print), 1809-4465 (Online) (doi: https://doi.org/10.1590/s0104-40362019002702206).
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, 24 (1) . pp. 129-150 ISSN: 1359-6748 (Print), 1747-5112 (Online) (doi: https://doi.org/10.1080/13596748.2019.1584430).
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, 51 (1) . pp. 89-108 ISSN: 0266-0830 (Print), 1478-9833 (Online) (doi: https://doi.org/10.1080/02660830.2019.1572441).
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, 5 (1-3) (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).
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, 5 (1-3) . pp. 4-13 ISSN: 2059-4976 (Print), (doi: http://www.ijmcs-journal.org/wp-content/uploads/2018/12/Of-Ideological-Obsessions.pdf).
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, 40 (9) . pp. 1076-1093 ISSN: 0950-0693 (Print), 1464-5289 (Online) (doi: https://doi.org/10.1080/09500693.2018.1473658).
Magaji, A. and , Ade-Ojo, G. (2017), Evaluating the potentials of Bloom’s Taxonomy as a tool for developing year 8 (Key Stage 3) science students’ questioning skills in a UK secondary school. 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, 4: 2 (1-3) . pp. 24-49 ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/wp-content/uploads/2017/01/MAGAJI-A.-ADE-OJO-G.O..pdf).
Ade-Ojo, Gordon and , Ogunleye, James (2017), Editorial: Interdisciplinarity and the new REF agenda. Literacy Development Centre. In: , , , . Literacy Development Centre, London International Journal of Multidisciplinary Comparative Studies, 4 (1-3) ISSN: 2059-4976 (Print), 2059-4984 (Online) (doi: http://www.ijmcs-journal.org/journal-issues/).
Ade-Ojo, Gordon and , Duckworth, Vicky (2016), Of cultural dissonance: the UK's adult literacy policies and the creation of democratic learning spaces. Taylor & Francis. In: , , , . Taylor & Francis, International Journal of Lifelong Education, 36: TLED 1250232 (4) . pp. 388-405 ISSN: 0260-1370 (Print), 1464-519X (Online) (doi: https://doi.org/10.1080/02601370.2016.1250232).
Duckworth, Vicky and , Ade-Ojo, Gordon O. (2016), Journey through transformation: A case study of two literacy learners. Sage. In: , , , . Sage, Journal of Transformative Education, 14 (4) . pp. 285-304 ISSN: 1541-3446 (Print), 1552-7840 (Online) (doi: http://dx.doi.org/10.1177/1541344616644682) NB Item availability restricted.
Conference item
Ade-Ojo, Gordon and , (2022), Of the new dominant: a preliminary exploration of the dominance of ‘IT literacy’ in organizational processes. In: Federation of European Literacy Association Conference 2022, 4th July to 6th July 2022, Dublin , . , . pp. 1-11 (doi: https://www.literacyeurope.org/wp-content/uploads/2022/07/Book-of-Abstracts-European-Conference-on-Literacy-2022.pdf).
Magaji, Adewale and , Ade-Ojo, Gordon (2018), Social pedagogy in a UK secondary science classroom: developing and promoting scientific inquiry skills among students. In: “Competing Interests and Conflicting Pressures in Higher Education: How Can We Balance the Competing Demands of Stakeholders of University Education?”, 05- 06 Jul 2018, University of Greenwich, London , . , (doi: http://wef-international.org/conferences).
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).
Ade-Ojo, G. O. and , Duckworth, V. (2016), Moments in transformation: Trainee and newly qualified Lifelong learning teachers’ reconceptualization of assessment in practice. In: Faculty of Education and Health Seminar Series, June 2016, Univeresity of Greenwich, London , . , (doi: ).
Ade-Ojo, Gordon and , (2016), Literacy and health (Diabetracy). In: Seminar of the Diabetes Management Group, May 2016, University of Greenwich, London, UK , . , (doi: ).
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 Matters. 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).