Agnes Kosek is Academic Employability Lead, Lecturer, and Module Leader on the Mental Health programme. She has previously taught Educational Psychology, Clinical Psychology, and Psychopathology at the University of Greenwich, as well as on the Primary Education and Early Years Teacher Status (EYTS) Initial Teacher Training programme, where she mentored early years practitioners in line with Ofsted and professional teacher standards.
Agnes has taught across both postgraduate and undergraduate levels and brings over ten years of experience as a teacher in primary schools and early years settings. She holds an MA in Philosophy of Education from UCL and is currently a PhD student there.
Her scholarly interests centre on pedagogy and philosophical psychopathology, with particular focus on the misrecognition and historical misrepresentation of ethnic minorities and neurodiverse children in political discourse. She explores how such processes shape children’s healthy self-development and influence both the practice of psychologists and pedagogical decision-making in classrooms.
Agnes is an Affiliate Member of the Helen Hamlyn Centre for Pedagogy at IOE, UCL, and a Fellow of the Higher Education Academy (FHEA). She serves as Interim Editor of the Philosophy of Education Society of Great Britain (PESGB) Newsletter and is a member of the Society’s Communications Committee. Her research foregrounds moral development and emphasises the importance of just and ethical encounters between students and educators.
Her work spans critical pedagogy, inclusion, diversity, social justice, psychoanalysis, epistemology, developmental and clinical psychology, moral psychology, and political and moral philosophy. She draws inspiration from a wide range of thinkers, including Aristotle, Iris Murdoch, W.E.B. Du Bois, Frantz Fanon, Paul Standish, John Vorhaus, Daniel Vanello, Jan Derry, and Miranda Fricker.
Publications
Journal Articles
Miller, D.A., Kosek, A. & Morgan, R. (2025). ‘A university should be a place open to the exchange of ideas, not one of censorship’: Balancing equity, diversity, and inclusion and free speech in academia. Equity in Education & Society, 0(0), 1–15. https://doi.org/10.1177/27526461251371312
Gibson, P.F., Morgan, R., Sinclair, A., Hartiss, R., Kosek, A. & Clark, A. (2021). ‘The power of a partnership approach: The tripartite relationship between academics, academic skills staff and students.’ Compass: Journal of Learning and Teaching in Higher Education, 14(2).
Conference Papers and Presentations
Kosek, A. (2025). ‘Discourse analysis and the politics of recognition: Going beyond epistemological domination in educational spaces.’ Paper presented at the PESGB PESF Online Seminar, 2 June.
Kosek, A., Miller, D.A. & Morgan, R. (2025). ‘Balancing equity, diversity, and inclusion and free speech in academia.’ Paper presented at the London International Conference on Inclusive Education (LICIE), 28–30 July, Institute of Education, University College London.
Kosek, A., Miller, D.A. & Morgan, R. (2025). ‘Balancing equity, diversity, inclusion, and free speech.’ Paper presented at the Advance HE Teaching and Learning Conference, 1–3 July, The Wave, University of Sheffield.
Miller, D.A., Kosek, A. & Morgan, R. (2025). ‘A university should be a place open to the exchange of ideas, not one of censorship’: Balancing equity, diversity and inclusion and free speech in academia. Paper presented at the Annual Conference on Equity in Education & Society, 27 June, The Foundry Social Justice and Human Rights Centre, London.
Books
Kosek, A. (2024). ‘What are the benefits of philosophical talk in primary classrooms?’ In: Gibson, P., Morgan, R. & Brett, A. (eds.) Primary Teacher Solutions: Ready Pedagogy and Inspirational Ideas. London: Routledge.
Kosek, A. (Forthcoming, 2025). ‘Deconstructing the myth of progressive education in early years settings: How do children learn?’ In: Carter, J. & Gibson, P. (eds.) Early Years Essentials: Linking Theory to Provision in the Early Years. London: Routledge.