Dr. Cyrus Nayeri
Cyrus is a Teacher of Geography at Latymer Upper School in West London. Since 2016, he has also been an interviewer for geography undergraduate admissions at the University of Oxford.
Cyrus has an MA in Geography from the University of Oxford. He then went on to complete his MSc and DPhil (PhD) at Oxford funded by the Economic and Social Research Council.
His doctoral and work explored the ways that communities in South Iceland live with the effects of their geologically active environment as a way of highlighting the partialities of hazard management policies. His research is informed by new materialism, science studies, more-than-human geography and theories of affect. He conducted extensive periods of study in Iceland using ethnographic methods. More broadly, he is interested in questions related to modes of governing more-than-human life in the Anthropocene.
Cyrus gained his PGCE from the University of Cambridge. He has subsequently taught GCSE and A Level geography at schools in Cambridgeshire, Oxford and London. He has also taught undergraduate geographers whilst at Oxford.
Cyrus founded Routes out of a firm belief that student geographers’ voices need to be heard; yet they are largely excluded by typical avenues of academic publishing. He believes that creating a space for student geographers to publish their work will not only help to create much needed opportunities to stand out in the undergraduate/ master’s admissions processes, but also as a way of spotlighting the breadth and diversity of academic work to school and undergraduate geographers.
Dr. Lizzie Rushton
It was as an undergraduate geography student (Oxford Brookes University) that Lizzie first encountered the philosophy of mentored student research (Walkington & Rushton, 2008) and where her editorial experience began, as she served as Student Editor of Geoverse, a national e-journal for undergraduate research in geography. Exploring the experiences of teachers and students who participate in authentic research is a thread that has run through her career to date (e.g. Rushton & Reiss, 2019; Walkington & Rushton, 2019a) and, has resulted in research outputs co-authored with teachers (Rushton & Batchelder, 2019; Rushton & Parker, 2019a&b; Rushton & Robinson, 2020) and students (Hatfield, et al., 2019; Rushton, Charters & Reiss, 2019).
After Lizzie graduated from Oxford Brookes University (2009), she completed an AHRC funded MSc and PhD at the University of Nottingham, exploring human-environment interactions in Central America over a 3,500 year-period. This work resulted in three publications (Bunting et al., 2013; Rushton et al, 2013; Whitney et al., 2012). She remains actively connected with geographical professional bodies as both a member of the Geographical Association and a Fellow of the Royal Geographical Society (RGS-IGB) and has contributed to the RGS’ newly re-launched Geography Education Research Group (Walkington & Rushton, 2019b)
Having completed her PhD, she qualified as a secondary school geography teacher and taught in schools in Kent. In 2017, she joined the Institute for Research in Schools (IRIS) as Director of Evaluation, where she oversaw the evaluation of science education programmes. These programmes involved school students and teachers from over 300 schools in authentic STEM research, supported by 25 universities and other research partners. In 2018, she was appointed as an Honorary Senior Research Associate at UCL Institute of Education, where she is currently a subsidiary supervisor for a PhD student and an EdD student.
Lizzie joined King’s College London in 2019 as a Research Associate, working as part of the COMnPLAY Science EU Horizon 2020 funded project. This research explores the design of informal spaces of science learning and the extent to which they engender youth engagement in science. In 2020, she was appointed Lecturer in Geography Education at King’s College London and Subject Director of the new Geography PGCE programme, which begins in September 2020. Her research interests are broadly in student research, teacher professional development, science education and geography education.
Dr. Mark Allan (Whitburn Church of England Academy)
Mark is a teacher of geography and physics at an 11-18 school in the North East. Prior to teaching, he completed a degree in Geography, a master’s degree in Polar and Alpine Change and a PhD in Geography, specialising in landslides that occur in high mountains above glaciers. As one of the editors for Routes, he is looking forward to helping bridge the gap between secondary and higher education and seeing exceptional examples of scholarship from early-career geographers (and other related geoscience disciplines) in a variety of formats that demonstrate originality and a fresh perspective on key geographical issues. He is particularly interested in geomorphological processes and landscape evolution with a focus on extreme environments. Mark would also like to see work that involves the use innovative technology and GIS to observe and document natural processes.
Mr. Lander Bosch (University of Cambridge)
Lander is a final-year PhD candidate in Health Geography at the University of Cambridge (Gonville & Caius College/ESRC). His primary research interests centre around the complex interplay between place and the emergence and spread of health risks and disease, focusing on the wellbeing of vulnerable population groups. Lander’s work includes studies on infectious and non-communicable diseases and healthcare systems in the Global North and Global South, having collaborated with UN-Habitat in Kenya and Fiocruz in Brazil. His current doctoral research attempts to unravel the plethora of built environmental drivers underlying the childhood obesity and inactivity epidemics in London. As a supervisor for undergraduate courses on Sustainable Development and Urban Geographies at Cambridge, Lander frequently reads exceptional work written by undergraduate students. His involvement with Routes is therefore motivated by a desire to provide undergraduate and sixth form students across the UK with the opportunity to gain a wider audience for their work.
Dr. Melanie Froude (University of Oxford/ Marlborough CofE school)
Melanie is a Teacher of Geography due to start with Marlborough C of E School, Oxfordshire in September. She is passionate about bringing cutting-edge geography into the classroom and providing opportunities for students to develop the skills they need to investigate geographical issues that matter to them. Melanie brings nearly a decade of experience in academic research focused on using geospatial technologies to investigate geohazards. She has collaborated on research projects on lahar dynamics in active volcanic catchments (NERC PhD, University of East Anglia), landslide occurrence in earthquake-prone settings (PDRA, University of Sheffield), and analysed global patterns of fatal landslides (Froude and Petley, 2019; NHESS). Melanie is keen to support Routes in providing a platform to celebrate the outstanding work she has seen by early career geographers.
Dr. David Preece (St. Dunstan’s College)
David is currently Head of Geography at St. Dunstan’s College, having taught in the independent sector in SE London for over a decade. He did his undergraduate Geography degree at Jesus College, University of Oxford, before studying for a PhD in decadal climate variability using climate models at University College London. With wider interests in assessment and curriculum leadership, David has examined for Edexcel and Cambridge International, as well as working with the Chartered College of Teaching and Royal Meteorological Society on education and online resource design. A UN accredited Climate Change teacher, he has worked with and published through the RGS and Geographical Association on weather and climate teaching. In 2020, he was awarded Fellowship of the Chartered College of Teaching, and Chartered Geographer (Teacher) status by the Royal Geographical Society.
Miss Kate Stockings (Hampstead School)
Kate Stockings is currently Head of Geography at Hampstead School, North London. She completed her undergraduate degree at the University of Exeter before studying for her PGCE and Masters of Education at the University of Cambridge. Since starting teaching five years ago, Kate has always been passionate about providing opportunities for students beyond the classroom; through trips, lectures and guests visiting the department. It is this passion which motivated her involvement with the Routes Journal- wanting to help provide an opportunity for students from all schools and backgrounds to engage in geography scholarship. Kate is particularly interested in economic geography- linked to the study of globalisation and superpowers.
Dr. Daniel Whittall (Trinity Sixth form Academy)
Dan Whittall has taught geography for about a decade, first in Bracknell and now in Halifax, West Yorkshire. Some of his fondest geographical memories are of fieldwork, on the Isle of Arran as a 6th form student, in Galway as an undergraduate, in New York as a PhD researcher, and now annually in Morecambe as a teacher. His PhD explored how Caribbean migrants reshaped the urban geography of London in the 1930s and 1940s through their engagements with the politics of race and empire. He continues to actively research and write about geography education, as well as about the broad fields of historical, cultural and political geography.
Dr. Lynda Yorke (Bangor University)
Lynda is a Senior Lecturer in Physical Geography at Bangor University. She is the Degree Programme Director for the BA/BSc/MGeog Geography programmes. Lynda is a Senior Fellow of Advance HE (formerly the Higher Education Academy), and is a Fellow of the Royal Geographical Society (RGS). Lynda is the deputy Chair of the RGS Geography and Education Research Group (GERG), a member of the RGS Degree Accreditation panel, and is the External Examiner for Bath Spa University.
Lynda began her geographical journey by studying Geography at Northumbria University, going on to study for a Masters’ degree in Geomorphology and Environmental Change at Durham University, and then completing her Ph.D research at the University of Hull in Quaternary Geomorphology. Lynda began teaching undergraduates back in 2001, and taught throughout her doctoral research as a Graduate Teaching Associate. She went on to a post-doctoral post at the University of Liverpool, before securing her first lecturing job at Aberystwyth University. She moved to Bangor University in 2012. In between her studies, Lynda worked in Project Management, before returning to academia as a junior research associate, which inspired her to develop her own doctoral research project. Lynda is particularly interested in the long-term behaviour of rivers in response to changing environmental conditions, flood risk and hazard management, and reconstructing (UK) glacial histories from landform-sediment associations. Finally, Lynda has a keen interest in the scholarship of teaching and learning, exploring how students learn and how academics engage with pedagogy.
Routes Advisory Panel
Elaine Anderson (Geographical Association)
Dr. Joe Blakey (University of Manchester)
Mr. Steve Brace (Royal Geographical Society)
Dr. Simon Tate (Newcastle University)