Professor L Anne Edwards

BA, MEd, PhD (Wales) AcSS, AFBPsS


Professor Emerita and Fellow of St Hilda's College

Professor Edwards was Director of the Department of Education between January 2010 and December 2012 and co-founder with Geoff Hayward of OSAT (the Oxford Centre for Sociocultural and Activity Theory Research). She joined the Department in 2005 having held Chairs at the Universities of Leeds and Birmingham. Anne is a former President of the British Educational Research Association. She was a member of the ESRC's Research Grants Board between 2003 and 2007 and a member of the Education sub-panel in the 2008 RAE.

Professor Edwards was Distinguished Visiting Scholar at the University of Technology, Sydney February - March 2016.She holds a visiting Professorship at the University of Oslo, has been awarded Doctorates honoris causa by the University of Helsknki and the University of Oslo and is a Fellow of St Hilda's College.


With Harry Daniels (Oxford) and Roger Saljo (Gothenberg), Anne edits a new Elsevier Journal: Learning, Culture and Social Interaction. Her recent research draws on cultural historical approaches to learning and organisational change, focusing on professional learning and in particular the relational turn in expertise. The relational turn is discussed in her 2010 book with Springer and in her forthcoming collection to be published by Cambridge in 2016. Her research on practice, professional expertise and inter-professional work with vulnerable children and families also informs her interest in user engagement in research and its implications for the design of educational research. These topics were discussed in her 2011 book with Mark Rickinson and Judy Sebba.

Publications (since 2009)


Edwards, A., Daniels, H., Gallagher, T., Leadbetter, J. and Warmington, P. (2009) Improving Inter-professional Collaborations: multi-agency working for children’s wellbeing London: Routledge.

Daniels, H.,  Edwards, A., Engeström, Y., and Ludvigsen, S. (Eds.) (2009)Activity Theory in Practice: promoting learning across boundaries and agencies London: Routledge.

Ellis, V., Edwards, A. and P. Smagorinsky, P.  (Eds.) (2009) Learning Teaching: cultural historical perspectives on teacher education and development London: Routledge.

Edwards, A. (2010) Being an Expert Professional Practitioner: the relational turn in expertise Dordrecht: Springer.

Rickinson, M., Sebba, J. and Edwards, A. (2011) Improving User-engagement in Educational Research London: Routledge.

Hedegaard, M., Edwards, A. and Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People Cambridge: Cambridge University Press.

Wells, G. and Edwards, A. (Eds.) (2013) Pedagogy in Higher Education Cambridge: Cambridge University Press.

Chapters in Books

Edwards, A.  (2009) Becoming a Teacher, in H. Daniels, J. Porter and H. Lauder (Eds.) Educational Theories, Cultures and Learning: vol 1. London: Routledge, pp. 153-164.

Edwards, A. (2009) Agency and Activity Theory: from the systemic to the relational, in A Sannino, H Daniels, and K. Guttierez (Eds.) Learning and Expanding with Activity Theory. Cambridge: Cambridge University Press, pp. 197-211.

Edwards, A. and Kinti I. (2009) Working Relationally at Organisational Boundaries: negotiating expertise and identity, in H. Daniels, A. Edwards, Y. Engeström and S. Ludvigsen (Eds.)  Activity Theory in Practice: promoting learning across boundaries and agencies. London: Routledge, pp. 126-139.

Edwards, A. (2010) How can CHAT help us to understand and develop teacher education? In V. Ellis, A. Edwards and P. Smagorinsky (Eds) Learning Teaching: cultural historical perspectives on teacher education and development. London: Routledge, pp. 63-77.

Edwards, A. (2010) Learning How to Know Who: professional learning for expansive practice between organisations. In S Ludvigsen, A. Lund, I. Rasmussen & R. Saljo (Eds.) Learning Across Sites. London: Routledge, pp. 17-32.

Edwards, A.  (2010) Qualitative Designs and Analysis, in G. MacNaughton, S. Rolfe & I. Siraj-Blatchford (Eds.) Doing Early Childhood Research: Theory and Process: an international perspective 2nd Edition. Melbourne: Allen and Unwin, pp.155-175.

Edwards, A. (2012) Expertise in the Children’s Workforce: knowledge and motivation in engagement with children. In Hedegaard, M., Edwards, A. and Fleer, M. (Eds.) (2012) Motives, Emotions and Values in the Development of Children and Young People, Cambridge: Cambridge University Press. pp. 173-190.

Edwards, A. and Ellis, V.  (2012) The Professional Development of Teachers: European perspectives, in C. Day (Ed.) International Handbook on Teacher and School Development, London: Routledge.

Edwards, A. (2012) User Engagement and the Processes of Educational Research, in L. Farrell and T. Fenwick (Eds.) Knowledge Mobilization and Educational Research: politics, languages and responsibilities. London:  Routledge

Daniels, H. and Edwards, A. (2012) Integrating Children’s Services in G. Head (Ed) Professionals, Children and the Community: working together, London: Pearson.

Edwards, A. and Thompson, M. (2013) Resourceful Leadership: revealing the creativity of organizational leaders, in A. Sannino and V. Ellis (Eds)Learning and Collective Creativity: Activity-Theoretical and Sociocultural Studies. London: Routledge.  pp. 49-64.

Childs, A., Edwards, A. and McNicholl, J. (2013) Developing a Multi-layered System of Distributed Expertise: What does cultural historical theory bring to understandings of workplace learning in school university partnerships? In O. McNamara et al. (Eds) Teacher Learning in the Workplace: widening perspectives on practice and policy. Dordecht: Springer. pp. 29-45.

Lundsteen, N. and Edwards, A. (2013) Internship: navigating the practices of an investment bank, in GWells and A.Edwards (Eds)Pedagogy in Higher Education. Cambridge: Cambridge University Press.pp.155-168.

Edwards, A. (2014) Learning from Experience in teaching; a cultural historical critique, in V. Ellis & J. Orchard (Eds) Learning Teaching from Experience: Multiple Perspectives, International Contexts. London: Bloomsbury.pp.47-61.

Edwards, A. (2014) Designing Tasks which Engage Learners with Knowledge, in I. Thompson (Ed)  Task Design, Subject Pedagogy and Student Engagement. London: Routledge. pp. 13-27.

Refereed Articles

Edwards, A. (2009) Understanding Boundaries in Inter-professional Work,The Scottish Educational Review, 41, 1, 5-21.

Edwards, A. (2009) Relational Agency in Collaborations for the Wellbeing of Children and Young People, Journal of Children’s Services, 4, 1, 33-43.

Shaw, I., Morris, K. and Edwards, A. (2009) Technology, Social Services and Organizational Innovation or How Great Expectations in London and Cardiff are Dashed in Lowestoft and Cymtyrch, Journal of Social Work Practice,  23, 4, 383 – 400.

Edwards, A., Lunt, I. and Stamou, E. (2010) Inter-professional Work and Expertise: new roles at the boundaries of schools, British Educational Research Journal, 36, 1. 27-45.

Edwards, A. (2011) Building Common Knowledge at Boundaries between Professional Practices, International Journal of Educational Research 50 (1) 33-39.

Edwards, A and Daniels, H. (2012) The knowledge that matters in professional practices Journal of Education and Work 25(1), 33-39.

Edwards, A. (2012) The role of common knowledge in achieving collaboration across practices Learning Culture and Social Interaction 1(1), 22-32.


Edwards, A. and Stamou, E. (2009) The Development of Preventative Practices in England: implications for the children’s workforce. DCSF: Children’s Workforce Development Council

Hannan, S., Canwell, A. Longfils, H. and Edwards, A. (2011) The Resourceful Leader, Nottingham: National College

Daniels, H. and Edwards, A. (2012) Leading the Learning: how the intelligent leader builds capacity Nottingham: National College.

Edwards, A. and Downes, P. (2013) Alliances for Inclusion: cross-sector policy synergies and inter-professional collaboration in and around schools.NESET for the European Commission.

Alexander, P., Edwards, A., Fancourt, N. and Menter, I. (2014) Raising and Sustaining Aspiration in City Schools. Oxford University for the CitiFoundation.