Our team

I’ve surprised myself when I think back over my education and career, about the extent to which this new role as CEO of Parallel Histories is the culmination of a lifetime’s work and interest.

As someone who grew up in a council house and was the first in my family to go to university, I was very much the beneficiary of the postwar push by successive governments to make university education available to the working classes. All governments saw university education as a primary route to improving social mobility and eradicating social injustice. That explains why when I finished with politics, I went straight into higher education where I spent many years running universities in the UK and abroad. Having experienced myself the benefits of attending university, I wanted everybody else who would benefit to have that same opportunity.

At the heart of any world-class academic institution is a culture and commitment to free thought, free speech, and a vigorous curiosity to find out why other people disagree with one’s own cherished opinions. As I leave the university sector, it is with a nagging worry that today’s students arrive at university less curious about ‘the other’ than they were in the past. In short, I think there’s less listening and engaging with views you don’t agree with done than there used to be. Hopefully you will see my connection with the mission of Parallel Histories.

But before entering academia I spent 13 years as an MP, the last 8 as a senior Minister and  representing a constituency, which ended up with one of the highest pro-Leave votes in the Brexit referendum. What this alerted me to was the susceptibility of democracy to organised disinformation, and the unscrupulousness of politicians who choose to stir up to use immigration or cultural differences for their own ends.  Again, I think the reader will see how this concern draws me to Parallel Histories; our programme is great preparation for future voters to help them play an active role in healthy pluralistic democracies. And it inculcates the analytical, research and oracy skills which give a wonderful platform for a successful life.

I am hugely passionate and enthusiastic to be joining Parallel Histories and following on from Michael Davies’s wonderful work.

I have been involved with Parallel Histories since the start, helping develop the dual narrative approach, piloting early materials in schools and leading Erasmus programmes. I also served as Chair of Trustees for six years.

Over the last ten years, I have seen the benefits of the Parallel Histories approach in schools in many settings; field trips, classroom and online debates and in gatherings large and small where Parallel Histories draws young people together across the community divides to debate the historical issues that keep people apart.

Witnessing the empowering effect that Parallel Histories brings young people is a powerful motivation to keep developing opportunities for teachers and their students.

Through our international community of schools we bring young people together at a time of isolationism. And in an algorithm dominated space online, we help young people to build the confidence, skills and knowledge they need to navigate a safe path and make up their own minds.

In 32 years of teaching history, 22 as a Head of Department, Parallel Histories was the standout innovation in history teaching and I am delighted to play a part.

My journey with Parallel Histories started in 2020 as a history teacher working in East London. I fell in love with the charity through delivering the Israel/Palestine scheme of work, and through the fantastic debate opportunities they presented for students. Three years later, and I have joined the team to become part of what I think is an amazing and meaningful cause.

I studied History and Politics at the University of Sheffield and went on to train as a teacher in London. I simply love history. I am a particular fan of the medieval period, but really can get swept up in any history at all. I feel very passionately about contested, controversial and neglected histories, and the dual narrative approach at the centre of Parallel Histories is what really pulled me into the heart of this work. I love writing, especially educational resources, and spend most of my spare time either reading or working on something myself.

I think it is easy to underestimate the power learning about conflicts has in preventing them in the future, and the huge importance in promoting non-judgemental approaches to deconstructing historical narratives. In my experience young people are perhaps the most willing to take on new viewpoints and arguments and show great ability to understand why certain histories are contested. That is why I know the work here at Parallel Histories is having real impact, and why I am so excited to be part of that process.

I have been drawn to Parallel Histories by the boldness of the strategy, the transparency of the pedagogy and the enthusiasm of students.

I am the author of four textbooks, including Islamic Empires 650-1650 (KS3) and Indian Independence 1914-1964 (Access to History, A Level).

My teaching career began in Bradford secondary schools. I became a PGCE tutor at Leeds Trinity University and, subsequently, Director of Learning and Teaching. I retired as a senior manager of the university.