Mae'r cynnwys hwn ar gael yn Saesneg yn unig.
MSc International and Comparative Education with Distinction, Stockholm University, Sweden (2016-2018).
Thesis: “An Alternative Currency for Education: A Comparative Case Study of Learning Practices within Time Banks”
Erasmus Study Program, Autonomous University of Madrid, Spain (2017-2018).
Grade average 8.33 with honours in “Injustices and Inequalities”.
PGCE (Secondary Mathematics) with Merit, University of Warwick, UK (2014-2015).
Action Research: The Effect of Growth Mindset Interventions on the Participation and Confidence of Girls in ‘Top Set’"
MMaths (Masters of Mathematics) First Class, University of Warwick, UK (2009-2013).
Dissertation: “p-adic Hodge Theory”
EU Marie Curie International Fellow – Connected Learning Spaces, SUSPLACE programme (2018 – present).
NUS Wales Special Award - Environmental Hero, Cardiff University, UK (2018-2019).
Mathematics Teacher Training Scholarship, Institute for Mathematics and its Applications, UK (2014-2015).
Innovation and Engagement
Session organiser and co-chair, “Transforming Agricultural Learning: From Troubled Pasts to Pedagogies of Hope”, RGS-IBG Annual Conference (2019).
Event co-organiser, “Learning from the Grassroots”, ESRC Festival of Social Sciences (2019).
Project Co-ordinator, Tyfu i Ddysgu (Growing to Learn), Education for Sustainable Development volunteer programme (2018-2019).
Event co-organiser, “Sense of Place(s)”, ESRC Festival of Social Sciences (2018).
Session co-organiser, “Scholar Activism: Zine-Making as Reflective Practice”, SUSPLACE Final Event 2019, Luke University, Finland (2019).
Mehmood, A., Marsden, T., Taherzadeh, A., Axinte, L. F., & Rebelo, C. (2019). Transformative roles of people and places: learning, experiencing, and regenerative action through social innovation. Sustainability Science, 1-12.
Nicol, P., Taherzadeh, A. (2019). Working Co-operatively for a Sustainable and Just Food System in Wales. Wales Co-operative Party. Retrieved from https://party.coop/2019/11/05/working-co-operatively-for-sustainable-and-just-food-systems/
- Agroecology and Food Sovereignty
- Agricultural Extension
- Sustainability Transformation
- Critical Pedagogy
- Indigenous and Local Knowledge Systems
- Social Movement Learning
- Education for Sustainable Development
Developing Agroecological Farmer to Farmer Agroecological Learning and Training Models: A Place-Based Perspective in the UK
Transitions to sustainable food systems require radical rethinking of agricultural research and training. Current top-down approaches to knowledge transfer - scientist to farmer - are inadequate to social, economic and environmental challenges facing the sector. Grassroots sustainability movements are setting a new agenda for farmer-led agricultural learning, inspired partly by farmer-to-farmer models developed in Latin America and promoted by the international peasant network La Via Campesina. However, such projects remain disconnected and peripheral to mainstream provision. The purpose of this research is to investigate how farmer-to-farmer learning models are shaped by place-based factors in order to inform coproduction of new models within the UK context and support shifts towards agroecological practice and continued development of locally-grounded agroecological knowledge.
conomic and Social Research Council (ESRC), Wales Doctoral Training Partnership.