Robert McGill

With more than 25 years of experience as a teacher, I have held diverse roles at the school, authority, and national levels.

A significant aspect of my work has been the creation and leadership of Continuous Professional Development (CPD) programs at both local and national levels. These CPD initiatives were developed to support political, linguistic, and inclusive education, with a focus on equipping educators to address the diverse needs of learners. Through this work, I collaborated closely with key stakeholders, including Education Scotland and the Scottish Government, to align professional development with broader educational goals and policies. These partnerships were instrumental in driving forward reforms that promote equality and inclusion in education.

Over the last 12 years of my teaching career, I led efforts in English as an Additional Language (EAL), designing and implementing strategies to support multilingual learners. I spearheaded initiatives aimed at not only enhancing academic performance but also fostering a sense of belonging and inclusion for both children and their families. This involved developing tailored programs that bridged language barriers and promoted cultural understanding, ensuring that EAL students received the same opportunities as their peers.

I contributed to policy development and educational planning, collaborating with various stakeholders to address systemic inequalities in education. By working closely with families, community leaders, and fellow educators, I helped create learning environments where students could thrive.

Building on my professional experiences, my academic research now focuses on the role of early years and schools as sites of difference, where issues of identity, power, and inclusion converge. My work investigates how LGBTQ+ individuals navigate school environments and seeks to develop more inclusive practices that affirm diverse identities. Guided by intersectional, liberal, and queer theoretical frameworks, I am particularly interested in exploring how schools can become transformative spaces for marginalized groups. Through my research, I aim to contribute to educational reform efforts that promote equity and inclusion for all students, regardless of their language, background, sexual orientation, or gender.