Laura Black‘s research interests focus on inequalities and social justice in education, especially in relation to mathematics inside and outside of school. She is particularly interested in Cultural Historical Activity Theory (CHAT), conceptualisations of identity as mediated by pedagogic practice(s), the production of capital exchange (using Bourdieu) and the use and exchange value attached to mathematics. Whilst these concepts may seem to focus on students’ experiences of alienation from  ‘schoolified’ mathematics, they also help us to see possibilities or developmental potential through activism and social movements that help to redefine the relationship between schools and communities. In this respect, she has utilised (and critiqued) the ‘Funds of Knowledge’ approach which aims to challenge deficit assumptions by building curriculum projects using the rich resources in the homes and communities of students and their families. She is Co-Principal Investigator on the Very Local Maths project.

Keisha Thompson is a Research Associate on the project, facilitating the youth research group and supporting data collection. She is a writer, performance artist and producer with a wealth of experience organising community and youth-led projects in South Manchester. Her long-term personal project, DeCipher, explores how mathematical pedagogy can be decolonized and democratized.

Sky Herington is a project Research Associate. Her background is in languages education and outreach. She is interested in the connections between maths and languages education, and has participated in a number of initiatives developing interdisciplinary and artistic approaches to French and Francophone studies, using her research on Congolese theatre and performance in French.

Charlotte Mégrourèche comes from a background in mathematics teaching and conducts research in mathematics education. She works as a Research Associate on the Very Local Maths project. Her research interests focus on the potential continuities between mathematics and crafts, and on how making can engage mathematical thinking. Drawing on her experience across educational and creative settings, she is curious about how interdisciplinary approaches can broaden the scope of mathematical activity and open alternative ways of engaging with it. She is particularly drawn to questions of inclusion, and to the possibility of addressing them by reflecting on how mathematics is practiced, shared, and valued.

Edda Sant‘s research focuses on issues related to citizenship, democratic, and social studies education. Her work is internationally framed, theoretically and socially driven – she aims to conceptualise and empirically examine how education re/produces and/or challenges political inequalities. She is a Consultant on the project. 

Alejandra Vicente Colmenares works on the project as Co-Principal Investigator. She is a mathematician, who graduated with a PhD in Pure Mathematics from the University of Waterloo back in 2015. During her PhD she worked in classifying moduli spaces of rank 2, semistable co-Higgs bundles over Hirzebruch surfaces. She worked as a sessional lecturer for the University of Waterloo from September 2015 until December 2020, when she joined the University of Manchester as a Teaching Fellow. Alejandra is now a Lecturer (T&S) in Mathematics at the University of Manchester. She is interested in Maths education and is a strong advocate of inclusive and accessible learning. She is also keen in outreach activities and leads a STEAM club for primary school children.

Kate O’Brien is an artist, educator, and researcher, who is uniquely positioned to support this community venture as a Consultant. Her PhD work explored the mathematical practices of Mancunian textile artists – ranging from novice teens to industry experts. She brings experience in post-critical research methodologies, as well as familiarity with the inclusive approaches of Realistic Mathematics Education to the team.