Photo of Pablo Dalby

Pablo is a Fellow of the Higher Education Academy (FHEA) and a UEA University Teaching Fellow (UTF) whose work in the area of academic literacies includes designing and creating (online) learning resources and facilitating workshops, individual/group sessions and drop-ins on all aspects of learning/study strategies and academic writing. His role within the Learning Enhancement Team (LET) focuses on assisting the institution-wide implementation of UEA’s Inclusive Education Policy, with an emphasis on inclusive assessment and feedback. This primarily involves working with staff to support inclusive assessment design and working with students to enhance assessment and feedback literacies. Pablo sees the challenge of transforming assessment and feedback practices as an issue of social justice and is passionately committed to using evidence-based, research-informed approaches to making teaching, learning and assessment fairer for all.

A member of the team since August 2016, Pablo has worked for over 25 years in various educational capacities and contexts - both in the UK and abroad - including as a Lecturer, Associate Tutor, Mentor and Outreach Educator while studying part-time at the UEA between 2007 and 2017. Describing his professional ethos and practice as a ‘power-centred pedagogy’ (‘powergogy’ for short) which focuses on critiquing, challenging and changing the social power relations at the heart of the process and content of learning, teaching, assessment and student support - Pablo specialises in transformative, inclusive, participatory, peer-led approaches. His PhD thesis combines these in a critical ethnography of a ‘transformative’ global education programme in Bolivia and Peru.

Pablo graduated with a BA in Fine Art from the University of Alabama at Birmingham (USA) and has an MA in Education and Development, and an MRes in Research Methods, from the UEA. He also has a qualification (CELTA) in teaching English as a foreign language, supervisor qualifications in facilitating and evaluating Peer Assisted Study Sessions/Supplemental Instruction, and a range of experiences working with students from diverse cultural and socio-economic backgrounds.