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Personal profile

Research Interests

My academic background is in Philosophy of Education. I am interested in how injustice and inequality are reproduced and sustained by forms of ignorance, testimonial and hermeneutical injustices, lack of access to important capitals such as linguistic capital, and by the ways in which ordinary vices are often overlooked as important sources of injustice: cruelty, misogyny, hypocrisy, and so on.

My key areas of interest include:

  • SEN/Inclusion
  • Epistemic Injustice/Trust
  • Epistemology of Ignorance/Deceit
  • The Capability Approach (Nussbaum)
  • Education Policy
  • Philosophy of Emotions
  • Feminism and Gender (philosophical liberalism)
  • Literacy/Linguistic Capital

I am primarily influenced by liberal feminist philosophers who have done much to raise awareness of how women as persons, as knowers, and as carers, have been overlooked in the philosophical (and virtually every other) tradition; and helped us think differently about how other classically marginalised groups, such as those with impairments and disabilities, fare under conditions of micro and macro inequalities and injustices.

Concepts that I enjoy working with include: autonomy and personhood; testimonial and hermeneutical injustices; linguistic capital (following Bourdieu and Passeron); inequality and injustice; stereotyping and prejudice; and emotions, the latter because they are phenomenally complex but often reduced to simple, merely excited states of mind which lack thought or rationality (just ask any feminist or marginalised person why are angry about injustice: their anger won't lack thought - or reason!).

In the Masters programme on SEN/Inclusion I ask students to think differently about commonplace assumptions about what it means to include people with disabilities or impairments, from the working class or marginalised sexualities. So: what does it mean to label somebody as something? What happens when we give greater or less credibility to a person simply because of her or his status, colour, class or sex? And where are we left ethically if we deliberately will ignorance of injustice? In pursuit of these kinds of questions, I like students to release their imaginations on old and stubborn problems in new ways.

The release of imagination can sometimes be achieved by deliberately inverting your sense of proportion. If something seems very minute, imagine it to be simply enormous, and ask yourself: What difference might that make? And vice versa, for gigantic phenomena. What would pre-literate villages look like with populations of 30 millions? (C Wright Mills, The Sociological Imaginationp.217)


Director Masters Progamme SEN/Inclusion, 2015 to date

Deconstructing Special Needs Education and Inclusion

Epistemic Injustice

Social Justice in SNE: A Capabilities Approach

Integrated PhD

Theories, Frameworks and Concepts

Children's Rights MSc (until 2018)

Children's Right Pedagogy

Childhood and Youth Research in Practice


EdD (until 2021)

Special Needs Education and Inclusion: A Capability Approach


PGCE: Educational and Professional Studies (until 2019)


Secondary Education

Before entering academia in 2013, I was Head of Social Subjects in a number of secondary schools in Scotland specialising in Geography and Modern Studies, a uniquely Scottish subject focused on Politics, Sociology, International Relations and Citizenship Studies.

GTC (Scotland) registered: Geography and Modern Studies


Nominated for Queen's University Delivering Excellence Awards, 2022

Shortlisted for Queen's University Delivering Excellence Award, 2021

Shortlisted for Queen's University Teaching Excellence Awards, 2021

Nominated for Queen's University 'Delivering Excellence' Award, 2020

Nominated for Queen's University 'Delivering Excellence' Award, 2019

Winner and first recipient of the 'ICARE' award in memory of the late Vice-Chanellor, PG Johnstone, Staff Excellence Awards, 2018

Nominated for Queen's University 'Delivering Excellence' Award, 2017

Nominated for Queen's University 'Oustanding Leadership' Award, 2017

Winner Student's Union 'Best Feedback' Award, 2017

Nominated for Gradudate School 'Supervision Excellence Award', 2017

Shortlisted for Students' Union 'Most Inspiring Teacher', 2017

Nominated for Queen's University 'Delivering Excellence' Award, 2016



AERA Cooperative Learning SIG Awards Chair, 2022 to date

CDRG Lead-Education and Research Group Lead for Education, 2018 to date

Vice Chair School Research Ethics Committee (SSESW)

PGCE Director (2018)

Member of the Children's Rights Centre

Associate Member of the Center for Evidence and Social lnnovation (CESI until 2021)

Research Focus

Journal Editorships and Board Membership

Associate Editor, International Journal of Educational Research (Open) (iJEDRO)

Board Member, International Journal of Educational Reseearch (IJER)

Board Member, European Journal of Special Needs Education (EJSNE)

Board Member, Postdigital Science and Education (PDSE)

Board Member, Teacing in Higher Education (TiHE)


I regularly review for the International Journal of Educational Research, International Journal of Educational Research Open, Postdigital Science and Education, Gender and Education, European Journal of Special Needs Education, and British Educationa Research Journal (BERJ), Journal of Philosophy and Education (JOPE), and American Journal of Sexuality Education


Expertise related to UN Sustainable Development Goals

In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):

  • SDG 3 - Good Health and Well-being
  • SDG 4 - Quality Education
  • SDG 5 - Gender Equality
  • SDG 8 - Decent Work and Economic Growth
  • SDG 16 - Peace, Justice and Strong Institutions


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