Department of Education

photo of Scherto Gill

Dr Scherto Gill

Post:Fee Payment (Education)
Location:ESSEX HOUSE c/o Education
Email:S.R.Gill@sussex.ac.uk
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Biography

Dr Scherto Gill is a Visiting Research Fellow and Associate Lecturer at the University of Sussex's School of Education and Social Work. She teaches on both Masters’ and Doctoral programmes. She is also a Senior Research Fellow at the Guerrand-Hermès Foundation for Peace, an international research institute based in the Southeast of England.

Scherto's research interests centre on understanding peace and human flourishing as a holistic and dynamic process. The key concepts she is developing include education as peace, human-centred education, narrative pedagogy, dialogic approach to peace education. She is keen to explore how to apply these concepts in the teaching and learning at all levels towards personal and social transformation.

Scherto's doctoral thesis explored intercultural dialogue, and has thus developed the theorisation of intercultural identity and intercultural learning. Through this work, Scherto became interested in using narrative and life history to examine people's experiences of learning, well-being, conflict and peacefulness.

From 2005 to 2014, Scherto was the convener of an MA in Educational Studies programme with a focus on Human-Centred Education. The course also applied biographical approaches to self-understanding and dialogue as pedagogy. Currently Scherto continues to offer a wide range of seminars and lectures on topics around human-centred education, peace education and dialogue-based and relational approach to social research. Her teaching is about supporting students in exploring their own journeys of learning and research inquiry and helping them to become confident educational researchers and practitioners.

As a researcher, Scherto has led research projects worldwide. Here are a few examples of her most recent research. Currently, she is leading a multi-site research exploring how a human-centred approach might help enhance whole person engagement in learning and ethical relationships in the school communities in the UK, China, Indonesia and Colombia. In 2014-6, she was the principal investigator of a research evaluation on the 'Healing the Wounds of History' programme in Lebanon. In 2013-2015, she directed a research project that collected personal narratives aimed to illustrate individuals’ understanding of what counts as their well-being and how such an understanding might enable them to pursue a flourishing life. In 2013/4, she led a research into education as humanisation and dialogue pedagogy for peacebuilding in post-conflict countries.

Scherto is a member of British Education Research Association and European Society of Research in Education. She is a Fellow of British Royal Society of Arts (RSA) and an Associate of the Taos Institute. Scherto is a board member of the Ara Pacis Initiative, a global council for Dignity, Forgiveness, Justice and Reconciliation, and a trustee of the Lewes New School in the UK.

 

Selected publications

Books and chapters

Gergen, K. & Gill, S. (Forthcoming). Relational Evaluation in Education: From Inquisition to Inquiry, New York: Oxford University Press

Thomson, G. & Gill, S. (in print). Happiness, Flourishing and the Good Life: A Transformative Vision of Human Well-Being, London: Routledge

Gill, S. & Thomson, G. (in Print). Understanding Peace Holistically: From the Spiritual to the Political, New York: Peter Lang

Gill, S. & Thomson, G. (eds). (Forthcoming). Towards an Ecology of Ethical Education, Cambridge: Cambridge University Press

Gill, S. & Cadman, D. (2017). Peacefulness: Being Peace and Making Peace, Reykjavik: Spirit of Humanity Press

Gill, S. & Thomson, G. (2016). Human-Centred Education: A practical guide  London: Routledge

Gill, S. (2016). The Homecoming: An Investigation into the Effect of Studying Overseas on the Returned Chinese Postgraduates’ Life and Work in China, in S. Guo (Ed). Spotlight on China: Chinese Education in the Globalized World, Sense Publishers

Gill, S. & Niens, U. (eds.) (2016). Education as Humanisation, London: Routledge

Gill, S. & Cadman, D. (eds.) (2015). Why Love Matters: Values in Governance, New York: Peter Lang

Gill, S. & Thomson, G. (eds.) (2014). Redefining Religious Education: Spirituality and Human Flourishing, New York: Palgrave Macmillan

Gill, S. (2014). “Interreligious Education” in S. Gill & G Thomson (eds.) Redefining Religious Education: Spirituality and Human Flourishing, New York: Palgrave Macmillan

Gill, S. & Goodson, I. (2013). Critical Narrative as Pedagogy, London: Bloomsbury

Gill, S. & Thomson, G. (2012). Rethinking Secondary Education: A Human-Centred Approach. Oxford: Pearson Education

Goodson, I. & Gill, S. (2010). Narrative Pedagogy. New York: Peter Lang

Gill, S. (2010). Learning across cultures. Berlin: Lambert Academic Publishing

Gill, S. (2009). (ed.) Exploring selfhood: finding ourselves finding our stories. Brighton: Centre for Research in Human Development

Gill, S. & Goodson, I. (2009) “Narrative and life history research” in B. Somak & C. Lewin (eds.) Handbook of Social Research, London: Sage

Gill, S. (2007). “Active meaning making to address intercultural conflict”, in F. Leach & M. Dunne's (eds) Education, conflict and reconciliation, New York: Peter Lang

Gill, S. (2007). Transformation through education. Brighton: Guerrand-Hermès Foundation Publishing

Gill, S. (2006). Towards a common vision for education. Brighton: Guerrand-Hermès Foundation Publishing

Articles

Gill, S. (2017). “Cultivating Human Potential – Towards Flourishing of All”, Journal of Learning for Well-being, Vol. 4

Gill, S. (2017). "Collective Rights as a Potential Source for Peace, Harmony, and Well-Being in the Global Community", Expert Comment, Berlin: Dialogue of Civilizations Reserach Institute. 

Gill, S. (2016). "Universities as spaces for engaging the other: Pedagogy of encounter for intercultural and interreligious education", International Review of Education - Journal of Lifelong Learning

Gill, S. (2015). Co-Creating a Learning Community Huffington Post. http://www.huffingtonpost.com/scherto-gill/cocreating-a-learning-com_b_8312374.html

Gill, S. (2015). Why are exams so damaging? Huffington Post. http://www.huffingtonpost.co.uk/scherto-gill/why-are-exams-so-damaging_b_8067652.html

Gill, S. (2015). “Holding oneself open in a conversation” – Gadamer’s philosophical hermeneutics and the ethics of dialogue, Journal of Dialogue Studies, Spring 2015

Gill, S. & Niens, U. (eds.) (2014). “Dialogue and Education for Peacebuilding”, Special Issue, Journal of Comparative and International Education Vol. 44, Issue 1.

Gill, S. & Niens, U. (2014). “Education as humanisation: a theoretical review on the role of dialogic pedagogy in peacebuilding education”, Journal of Comparative and International Education Vol. 44, Issue 1.

Gill, S. (2014). Using Compassion to Rethink the Way We Evaluate Teacher Performance, Huffington Post. http://www.huffingtonpost.com/scherto-gill/using-compassion-to-rethi_b_5214082.html?1398449591

Gill, S. & Thomson, G. (2011). Social cohesion as solidarity in a community: A case study, in M. Shuayb (ed.) Education and Social Cohesion, New York: Palgrave Macmillan

Gill, S. (2010). The homecoming: an investigation into the effect that studying overseas had on Chinese postgraduates' life and work on their return to China, Journal of Comparative and International Education, 40(3), 359-376

Gill, S. (2009). Well-being in education: a conceptual framework, Working Paper, European Consortium of Learning For Well-Being

Gill, S. (2009). Well-being in education: how we integrate the voice of the child, Working Paper, European Consortium of Learning for Well-being

Gill, S (2007). Overseas students' intercultural adaptation as intercultural learning: a transformative framework. Journal of comparative and international Education

Gill, S. (2006). The cooperative culture of the New School. Snapshots,

Gill, S and Pryor, J (2006). The person who teaches? Forum, Vol 48.3 p 285-296

Conference papers and presentations

Gill, S. (2017). "Engaging Young People at the Margins: Three Pillars of Caring Education", Paper Presentation at the International Conference on Children and Youth on the Edge: Collaborative Innovations in Education, University of Absalon, Roskilde, Denmark, November 2017 

Gill, S. (2017). "Re-Imagining Social Research in a Relational Key", Paper Presentation at the International Seminar of Taos China, Nanjing Normal University, Nanjing, China, October 2017

Gill, S. (2017). “Towards Dialogue as a Human Virtue”, Panel Presentation at the 15th Dialogue of Civilisations Rhodes Forum, Rhodes, Greece, October 2017

Gill, S. (2017). “Developing Ethical Relations: Learning from Gabriel Marcel”, Paper Presentation at International Symposium on Ethical Education in Schools, Highley Manor, May 2017,

Gill, S. (2017). “Cultivating Peaceful Relationship through Dialogue”, Panel Presentation at the Baku Forum on Intercultural Dialogue, Baku, May 2017

Gill, S. (2017). “Peace and Right Relationships”, Keynote Presentation at the Opening of the Spirit of Humanity Forum, Reykjavik, April 2017

Gill, S. (2016). "Education as Peace", European Peacebuilding Liaison Office Seminar, June 2016, EPLO, Brussels  

Gill, S. (2016). "Universities as Space for Dialogue and Encounter", Keynote, International Conference on "Transforming Moments: Dissonance, Liminality and Action as Learning Experiences", January 2016, University of Kent.

Gill, S. (2015). ‘Healing the Wounds of History: What works, how and why? A reflection on four pilot workshops’, Paper presented at the 4th International Conference on Transgenerational Trauma, Amman, October 2015

Gill, S. (2015). ‘How can education effectively promote respect for diversity and tolerance? A Human-Centred Approach’, Paper presented at the UNESCO Panel Discussion, co-organized by the Permanent Delegation of the Republic of Latvia and UNESCO Division of Education for Teaching, Learning and Content, Education Sector, Paris, March 2015

Gill, S. (2014). ‘Whole-Person Learning and Curriculum Development’, Paper presented at the International Seminar on Social Emotional Learning, December 2014, Beijing Normal University

Gill, S. (2014). ‘Understanding the concept of peace: Flourishing – a new perspective to understanding the nature of peace’, Paper presented at International Conference on Dialogue beyond Dialogue, Vienna, November 2014.

Gill, S. (2013). ‘Understanding well-being, where do people’s narratives fit in?’ Paper presented at Well-Being 2013 conference in Birmingham

Gill, S. (2011). ‘From demonising to humanising: Transforming memories of violence to stories of peace – Exploring ethical challenges of using life narratives in peacebuilding research’, paper presented at the UKFIET conference in Oxford, September 2011

Gill, S. (2011). ‘Pedagogy of Encounter’ – A Conceptual Exploration of International Student Mobility and Internationalisation of Higher Education, invited paper presented at the IMISCOE Workshop on International Student Mobility at the University of Sussex, 27 May 2011

Gill, S & Thomson, G (2009). ‘Social cohesion through solidarity in a school community’, Paper presented at the Centre for Lebanese Studies' Annual Conference on Education and Social Cohesion, October 14-16 2009, Beirut, Lebanon

Gill, S (2009). ‘Reconceptualising the aims of higher education’, Paper presented at UKFIET Conference, September 2009, Oxford

Gill, S (2008). ‘Returnees' homecoming journey and emerging intercultural identity’, Paper presented at BAICE Conference, October 2008, Glasgow

Gill, S (2008). ‘Whole-person learning as transformation’, Paper presented at ESREA Conference, March 2008, Canterbury

Gill, S (2007). Reconceptualising learning. Paper presented at UKFIET Conference, September 2007, Oxford

Gill, S (2007). ‘Engaging teachers' learning as whole person’, Paper presented at SHRE Annual Conference, December 2007, Brighton

Gill, S (2006). ‘The school community as a transitional space’, Paper presented at ESREA Conference, March 2006, Volos, Greece

Role

Visiting Fellow and Associate Lecturer, School of Education and Social Work, University of Sussex