Biography
Dr Mabel Encinas is an Emeritus Fellow in Education. With foundations in special educational needs, industry (IBM), and the arts (London Biennale), she advances inclusive, community engaged and art-based pedagogy and research. She has participated in co-produced research projects with organisations of the voluntary sector. Mabel is a Senior Fellow of the Higher Education Academy, and currently supervises doctoral students. Previously she has served on the School Ethics Panel, and facilitated academic writing retreats for the British Educational Research Association (BERA). In previous institutions, she led curriculum and teacher education projects in Mexico and the UK and contributed to programmes at the UCL Institute of Education and the University of Suffolk. Mabel is an elected Council Member of BERA. She is also a published poet, children's writer and live artist. Mabel is a committed advocate for social justice.
Doctoral Students' research topics:
• Nancy Bueffler, Exploring Cultural, Socio-Economic and Infrastructural Barriers to Education among Teso Girls in Kenya: Insights from Mothers
• Ezgi Tokal, Exploring Support Strategies for Multilingual Neurodivergent Children in Early Years Setting in London: Insight from Teachers and Parents.
• Denise Murdoch, How adults with dyslexia from Global Majority communities navigate the workplace to achieve success.
• Inye Abel-Tariah, Factors influencing the future recruitment of health sector Global Majority top leaders: on the value of exposure to leadership pedagogy in medical schools
• Thabo Miles-Matli, Expertise and exploratory behaviour in teachers’ analogies
Publications
Encinas, M,, Moxon, S., Webb, J., and Xu, H. (forthcoming 2026/7). Evaluation of a Teacher Training Toolkit for Rewilding London. Australian Journal of Environmental Education.
Harding, J, Cordoba, S., and Encinas, M (forthcoming 2026/7) Becoming Arsenal gaygooners: practices of belonging and community making among LGBTQ+ football supporters. The Oral History Review.
Encinas, M. (forthcoming 2026). Empowering working-class students’ voices through dialogue in HE, in: Crew T. and O’Neill, D. Handbook on Class and Culture. Leeds: Emerald
Khan A., Encinas M. and Douglas, J. (forthcoming 2026). Narratives of Home and Belonging amongst Global Majority Communities in London. Oral History Journal.
Harding, J., Cordoba, S and Encinas, M. (forthcoming 2026). Becoming Arsenal gaygooners: practices of belonging and community making among LGBTQ+ football supporters. Oral History Review.
Encinas, M. (2024) ‘Academic publishing as a novice lesbian scholar: An intersectional experience’ In: Mcculloch, S. Novice LGBTQ scholars’ practices in writing for scholarly publication. Abingdon, Oxfordshire: Routledge
Terry, C., Maimaridou, E., Jordi, S., Ramchum, M., and Encinas, M. (2024) “Sweet” detectives: children crack the case for a healthy future. The Biochemist, 14th October. DOI: https://doi.org/10.1042/bio_2024_893
Encinas, M. (2023) Intersectionality and Childhood. Research Intelligence. British Educational Research Association (BERA)
Bamsey, V., Andrews, M, Encinas, M. and Fogarty, L. (2020) Education or Schoolification in the Early Years, TATYC Occasional Paper 16. London: Association for Professional Development in Early Years. Autumn issue.
Encinas, M. (2020) Women’s writing, The Prisma, The Multicultural Newspaper. Available online at: http://theprisma.co.uk/2020/08/03/womens-writing
Encinas, M. (2018) ‘El papel de las emociones en el aula: Una aproximación histórico-cultural’ In: Gímenez-Dasí, M. y Quintanilla, L. (Eds.) Desarrollo emocional en la Infancia. Madrid: Pirámide, pp. 201-224
Encinas, M. (2018) I am Adila from Gaza. Market Drayton: Victorina Press.
