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Dr Mili

Mili joined the TRG in January 2014, after completing her PhD in Education Research at King's College London. Her doctoral research focused on the conceptions of teachers' knowledge prevalent in the government school system in Bihar, India, and its relations with notions of professionalism and expertise. Before this, Mili headed the ICICI Centre for Elementary Education and worked for its precursor, the Social Initiatives Group of ICICI Bank. Here, she led the design of projects for the capacity-building of state and district level government institutions responsible for curriculum and textbook development and teacher education.

Email: mili.mili(ghi)

Research Interests

My research interests lie in understanding the relationship between the state and teaching in a globalizing world, including questions such as whether teachers are being 'manufactured by the state' in respective societies (e.g. India and the UK), and the role of autonomy in making teaching and learning critical and democratic. I want to study, both conceptually and empirically, the role of teaching expertise for specific school subjects, and to investigate the philosophical dimensions of teachers' knowledge and the ramifications for teacher education.

Academic Background

PhD in Education Research, Department of Education and Professional Studies, King's College London, UK. Thesis title: Conceptions of teachers’ knowledge: Contested views from government schools in India
M.A. Social Work, Tata Institute of Social Sciences, Mumbai
B.A. (Hons) Geography, Miranda House College, University of Delhi

Professional Experience

Visiting Lecturer, Department of Education and Professional Studies, King’s College London 2014-present
Lecturing and teaching assistance, Department of Education and Professional Studies, King’s College London 2009-11
President, ICICI Centre for Elementary Education (ICEE) 2008-09
Education Coordinator, Social Initiatives Group, ICICI Bank 2005-08

Current Research

Child-centred approaches and teachers’ work: Studying contemporary pedagogical reforms in India