Max Antony-Newman

I am an educational researcher, working from a critical sociological perspective to uncover the hidden curriculum in education and show how the identities of culturally and linguistically diverse students, teachers and parents together with social institutions shape the process of education.

My main focus is on school-family partnerships, education policy, and teacher education with the overarching goal of moving from parental engagement as a source of social inequality to an opportunity for social justice. My work also centers immigrant and refugee students and linguistic minorities in diverse classrooms. My current research focuses on immigrants and refugees with post-Soviet backgrounds in the North American context, the role of teacher educators in preparing teachers for parental engagement in Canada, the United Kingdom, and Australia as well as critical analysis of policy requirements for teacher readiness for parental engagement.

My work has been published in the British Journal of Sociology of Education, Canadian Journal of Education, Comparative and International Education, Curriculum Journal, Educational Review, International Journal of Bilingualism and Bilingual Education, Journal of Multilingual and Multicultural Development, Journal of Teacher Education, School Community Journal.

My teaching expertise is in the sociology of education with special emphasis on social justice, immigration, and social inequality. I worked with undergraduate and postgraduate students at the University of Toronto in 2017-2021 and Sheffield Hallam University in 2022-2023. Prior to joining academia, I taught ESL to linguistically and culturally diverse students in Canada and Europe for more than a decade and worked in language assessment and writing support in Toronto, Canada.