PhD Social Psychology of Education, UCL Institute of Education
Senior Fellow Higher Education Academy (SFHEA).
Marios is a Senior Lecturer in Early Childhood Education and Care at Canterbury Campus of the University. Marios has a doctorate in Social Psychology of Education from the UCL Institute of Education. His current research focuses on post-structuralist approaches to gender and subjectivity and in particular on the work of Judith Butler. Prior to working for Canterbury Christ Church University, Marios lectured at higher education institutions in the UK and abroad and trained and taught in primary schools in London. Marios possesses more than seven years of progressive experience in social research, including positions as a research assistant at the Hellenic Centre for Social Research and other organisations in the UK and abroad.
- Gender and Sexuality
Current Research Projects
Teaching and subject expertise
Marios teaches a range of modules at both undergaduate (BA Early Childhood Studies, BA Early Childhood Education and Care) and posgraduate levels (MA Education and Education Doctorate), including Historical and International Perspectives of Childhood, Research Methods, Gender Issues in the Early Years, Contemporary Issues in Early Childhood. He supervises PhD students working in the fields of sociology of education and gender studies, and would be keen to hear from any prospective students interested in working on topics in this area.
Publications and research outputs
Tsirogianni S., Kostas M., Sammut G. (2021) Social Values and Good Living. In: Maggino F. (eds) Encyclopedia of Quality of Life and Well-Being Research. Springer, Cham. https://doi.org/10.1007/978-3-319-69909-7_3666-2
Kostas, Marios (2021) Discursive construction of hegemonic masculinity and emphasised femininity in the textbooks of primary education: children’s discursive agency and polysemy of the narratives. Gender and Education, 33(1), pp. 50-67. Available at: https://doi.org/10.1080/09540253.2019.1632807
Kostas, M. (2018). Snow White in the Hellenic Primary Classrooms: Children's responses to non-traditional gender discourses. Gender and Education 30(4), pp 530-548. http://dx.doi.org/10.1080/09540253.2016.1237619