Professor Michael Fielding

    • B.Ed (hons), MA, PhD
    • Emeritus Professor of Education
  • Department:
  • Summary:
    • Well known for his work in the fields of radical education, student voice, school leadership and professional learning Michael brings a perspective strongly influenced by person-centred, radical democratic traditions of publicly funded education. If we forget history or marginalise purposes we may get somewhere faster - but not where we need to go.
  • Teaching:
    • Invitation lectures and seminars in History of Education, Inclusive Education, Philosophy of Education, and Social Pedagogy
  • Research:
    • (2010) Supporting people working in groundbreaking ways - Esmée Fairbairn Foundation (Grant Reference ED 07-2251), 3 key position papers from the project were
      (1) Fielding, Michael and Cunningham, Ian (2009) Educational leadership as if people matter: supporting person-centred approaches to innovative school leadership
      (2) Fielding, Michael (2008) Beyond student voice to democratic community
      (3) Fielding, Michael and Kirby, Perpetua (2009) Developing student-led reviews an exploration of innovative practice in primary, special and secondary schools
  • Professional Activities:
    • Editorial Boards – Children and Society, Curriculum Journal, Forum, Improving Schools
      Advisory Groups – Learning Futures
  • Conferences/presentations:
    • 'The voice of students in an inclusive school', International Congress on Inclusive Education and XXVII National Conference of Special Education & Universities, University of Cantabria, Spain, March 2010
      'Leadership and student voice – democratic alternatives to neo-liberalism', Deutsche Gesellschaft fur Erziehungswissenschaft (DGfE), Frankfurt, Germany, March 2010
      'Leadership for radical educational change: creating spaces for restless encounter', Australian Secondary Principals' Association Annual Conference, Adelaide, Australia, September 2009
  • Languages Spoken:
    • English
  • Languages Written:
    • English
Professor Michael Fielding

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  • Fielding, M. (2009) 'Interrogating student voice: pre-occupations, purposes and possibilities' in H. Daniels, H. Lauder & J. Porter (eds), Educational Theories, Cultures and Learning: A Critical Perspective. London, Routledge, 101-116.
  • Fielding, M. (2009) 'Public space and educational leadership: reclaiming and renewing our radical traditions', Educational Management, Administration and Leadership 37 (4), 497–521.
  • Fielding, M. (2008) 'Personalisation, Education and the Market', Soundings 38, 56-69.
  • Fielding, M. (2007) 'On the Necessity of Radical State Education: Democracy and the Common School', Journal of Philosophy of Education Vol.41 No.4 , pp 549-557.
  • Fielding, M. and Robinson, C. (2007) 'Children and their Primary Schools: pupils' voices', Primary Research Survey 5.3 University of Cambridge Faculty of Education ,
  • Fielding, M. (2007) 'Jean Rudduck (1937 – 2007) 'Carving a New Order of Experience': a preliminary appreciation of the work of Jean Rudduck in the field of student voice', Educational Action Research Vol.15 No.3 September , pp 323-336.
  • Fielding, M. (2007) 'Beyond 'voice': New roles, relations, and contexts in researching with young people ', Discourse Vol 28 No 3, pp 301-310.
  • Fielding, M. (2007) 'The Human Cost and Intellectual Poverty of High Performance Schooling: radical philosophy, John Macmurray and the remaking of person-centred education', Journal of Education Policy Vol.22 No.4, pp 383-409.
  • Fielding, M. (2006) 'Leadership, radical student engagement and the necessity of person-centred education', International Journal of Leadership in Education Vol.9 No.4 , pp 299 - 313.
  • Fielding, M. (2006) 'Leadership, Personalisation & High Performance Schooling: Naming the New Totalitarianism', School Leadership & Management Vol.26 No.4 , pp 347-369.
  • All publications