Faces of Reading

The tutors said I should think about going to university, so I applied to Reading and quit my job to do a sociology degree. I was 32, with children, and was surrounded by 18-year-olds. It was probably the hardest thing I did, trying to manage everything, but it was great.

I graduated in 2003, did a master's and went straight into a PhD. I got a scholarship, which meant my feed were paid in exchange for teaching. I got a job as a research assistant and then lecturer. I really didn't have a vision of where I was going, but every step of the way, I met people who encouraged me.

My current role is Associate Professor in the Institute of Education, and I have a number of leadership responsibilities. My research focuses on aspirations, gender and widening participation. I like to do work and research that's empowering.

The University is made up of lots of different people from different backgrounds and situations. If you want to come, you can and you can make a success of yourself.

One of the things I really enjoy about Reading is the flexibility. For example, over the summer months I take advantage of flexible working hours – called compressed hours – so I work from 8:00 until 6:00, four days a week during the summer, and that’s something I really appreciate.

I’m also supported in continuing my professional development, and recently I received a Science Council CPD (Continuing Professional Development) Award because of my training and development achievements. I think if there’s something you’re interested in doing – and it’s relevant to your role – you should flag it, because there’s no harm in asking.

When the TAEDS courses closed down in 2018, I started lecturing initially for BA Education Studies and more recently became the SEND Pathway Lead for the PGCE students specialising in SEN education.

Since 2017, I have been working for the Institution-Wide Language Programme, within the Department of Languages and Culture, where I have taught BSL at all three stages with its linguistics and history, and had very positive feedback.

I'm originally from London and my parents were from the Middle East; my father was born in Egypt and my mother in Syria. I remember seeing Arabic, French and Hebrew being spoken. I knew a little, however I fully absorbed the Middle Eastern culture, particularly cooking.

I'm the only deaf person in my family. My family never learned any sign language, so I relied on lip reading. I've had some fantastic students; most aren't deaf, but they have a passion for teaching and learning sign language.

A lot of my students have become teachers, usually in special needs education. Others have become interpreters, actors and drama therapists. I'd like to think I've played a small part in their career choices.

I am the person who takes charge of mooting in the Law School. This is similar to a mock trial where students play the part of a lawyer, and lecturers or practising barristers play the part of judges. It is very popular.

I also share responsibilities for the Erasmus programme in the Law Department. We are looking to expand the reach of the programme to beyond Europe, creating as many high-quality partnerships around the world as we can.

I have always enjoyed teaching law. It's an amazing thing to have fresh minds come at things you have been teaching and studying for decades. You just never know what a student will say or think, and that's very exciting.

In the last few years, I have set aside a couple of hours each week for informal coffee and questions in a University cafe. Students come along and chat about anything they find interesting or do not understand. I find that this can often be more productive time than formal seminars and lectures.