Dr Andrey Rosowsky
BA, MA, PGCE, MEd, PhD
School of Education
Senior Lecturer
Director of full-time MA Programme
Director of MA in Education
+44 114 222 8136
Full contact details
School of Education
The Wave
2 Whitham Road
ºù«Ӱҵ
S10 2AH
- Profile
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Andrey is the Director of the full-time MA in Education. Previous to this he was the Director of Initial Teacher Education and led the PGCE English course. He also supervises a number of doctoral students. He moved to the School of Education in January 2005 from a Local Education Authority where he had served for four years as the English Consultant for the KS3 National Strategy.
Previous to this, he had taught in a local secondary school for fifteen years, the last seven of which he spent as Head of English. He started his teaching career as a teacher of English Literature at an Egyptian English-medium secondary school, Victoria College, in Alexandria.
- Research interests
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Andrey's research interests include language and education, sociolinguistics, multilingualism and faith-based complementary schooling. He has published in the fields of multilingualism, the sociology of language, the sociology of language and religion, language and education and language and identity.
Much of his recent research is located within theoretical frameworks which view language as a social practice and language as performance. He recently led an AHRC-funded international research network on performance and faith: Heavenly Acts – aspects of performance through an interdisciplinary lens.
- Publications
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Books
- The Performance of Multilingual and 'Ultralingual' Devotional Practices by Young British Muslims. Multilingual Matters Limited.
- Heavenly readings. Multilingual Matters Ltd.
- Guide to Goodness (Dala'il al-Khayrat) (Complete Arabic-English Texts). Chicago: Kazi Publications.
Edited books
- Aspects of Performance in Faith Settings Heavenly Acts. Cambridge Scholars Publishing.
- . Multilingual Matters.
Journal articles
- . International Journal of Bilingualism.
- . Journal of Religion, Media and Digital Culture, 8(3), 382-407.
- . Linguistics and Education, 53.
- . International Journal of Multilingualism, 15(4), 412-434.
- . Culture and Religion, 19.
- . Journal of Multilingual and Multicultural Development, 38(1), 79-92.
- . LITERACY, 47(2), 67-78.
- Religious classical practice: Entextualisation and performance. Language in Society, 307-330.
- Performance and flow: The religious classical in translocal and transnational linguistic repertoires. Journal of Sociolinguistics.
- . International Journal of Sociology of Language, 135-148.
- . J MULTILING MULTICUL, 31(2), 163-179.
- . ENGL EDUC-UK, 43(2), 178-181.
- . Pedagogy, Culture & Society, 16(2), 213-219.
- Qur´anic Literacy: its central role in the life of UK Muslim Communities. NALDIC Quarterly, 5(2), 44-44.
- . Language and Education, 20(6), 529-542.
- . Literacy, 40(2), 79-87.
- . English in Education, 39(3), 32-46.
- . Language and Education, 15(1), 56-70.
- . English in Education, 34(2), 45-53.
Chapters
- Religious Ritual and Language in the Local Community In Pihlaja S & Ringrow H (Ed.), The Routledge Handbook of Language and Religion London: Routledge.
- Singing in My Language(s): How Religious Verse and Song Contribute to Minority Language Maintenance In Pandharipande RV, Eisenstein Ebsworth M & David MK (Ed.), Language Maintenance, Revival and Shift in the Sociology of Religion (pp. 33-50). Bristol: Multilingual Matters.
- A Challenge to Monolingualism: The Performance of Multilingual Devotional Poetry and Song among Young British Muslims In Rosowsky A (Ed.), Heavenly Acts: Aspects of Performance in Faith Settings (pp. 168-185). Newcastle: Cambridge Scholars Publishing.
- Virtual Allegiance: Online 'Ba`yah' Practices within a Worldwide Sufi Order In Rosowsky A (Ed.), Faith and Language Practices in Digital Spaces (pp. 209-233). Bristol: Multilingual Matters.
- Muslim youth identities through devotional songs and poetry in South Yorkshire communities In Stevens D & Lockney K (Ed.), Students, Places and Identities in English and the Arts London: Taylor and Francis.
- Heavenly Entextualisations: the acquisition and performance of classical religious texts In Lytra V, Volk D & Gregory E (Ed.), Navigating Languages, Literacies and Identities: Religion in Young Lives
- Heavenly Words: Researching Reading in Religious Settings In Wellington J (Ed.), Educational Research (pp. 125-130). London: Bloomsbury.
- Heavenly Verses: the Role of Devotional Song in Minority Language Maintenance In Ostler N & Lintinger BW (Ed.), The Music of Endangered Languages (pp. 92-99). Hungerford: Foundation for Endangered Languages.
- Faith Literacies In Pahl K & Rowsell J (Ed.), The Routledge Handbook of Literacy Studies (pp. 169-182). Abingdon: Routledge.
- Poetry, Culture and Identity In Dymoke S, Lambirth A & Wilson A (Ed.), Making Poetry Matter (pp. 180-183). London: Bloomsbury.
- Commentary: Poetry, Culture and Identity, Making Poetry Matter: International Research on Poetry Pedagogy (pp. 180-183).
- Muslim, English, or Pakistani? Multilingual identities in minority ethno-religious communities In Martinez P, Moore M & Spaeth V (Ed.), Plurilinguismes et enseignement - Identités en construction Paris: Riveneuve.
- The role of liturgical literacy in UK Muslim communities In Fishman JA & Omoniyi T (Ed.), Explorations in the Sociology of Language and Religion (pp. 309-324). Amsterdam: John Benjamins Publishing.
Theses / Dissertations
- In Their Own Image: Voluntary Filmmaking at a Non-Profit Community Media Organisation.
- The Performance of Multilingual and 'Ultralingual' Devotional Practices by Young British Muslims. Multilingual Matters Limited.
- Research group
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#supervisionaries - stories of brilliant doctoral supervision
Andrey was brought in to supervise my PhD project in Autumn 2017, when my former supervisor left the University. Stepping in to supervise a project that was not his own was no small feat, and yet, Andrey grasped the challenge with both hands, ensuring the continuity of my PhD, whilst also adding his own expertise to it. Rather than trying to mould the project into something more familiar to his own experience, he has found no difficulty in stepping out of his comfort zone in order to guide me as best he can. I am a better academic for his support, and a better person too.
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