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Biography

Dr Ada Mau is working on Enterprising Science, a partnership between King’s College London, the Science Museum and BP. This research and development project uses the concept of ‘science capital’ to understand how young people from all backgrounds engage with science and how their engagement might be supported.

She has contributed to the production of a new education documentary, Tested. The film tells the stories of a diverse group of students as they try to gain a place at one of New York City’s top ranking, publicly-funded, selective high schools through taking the Specialized High Schools Admissions Test (SHSAT).

Previously, Ada was part of an evaluative research project exploring aspects of the KCL Widening Participation Programme. She has also worked on a number of research projects, including the ‘Academies Commission’ (Pearson Think Tank and the RSA) and the ESRC-funded study, ‘British-Chinese Pupils' Identities, Achievement and Complementary Schooling' with Professor Becky Francis and Professor Louise Archer. Ada has worked and carried out research in, the museum, galleries and heritage sector.

She is a member of the King's Diversity Community Steering Group. Ada was also a member of the Race Equality Charter Mark self-assessment team at King’s College London and the lead of the student working group.

Research

Ada's research focuses on issues and discourses of identities, ‘race’, gender, social class and social justice in education. Her research interests also include heritage language learning, multilingualism, migration, social and cultural policy, informal learning, and youth cultures.

She is a member of the British Education Research Association, Museum Association, and Runnymede Trust Emerging Scholars Forum. Ada is also a member of the ECS research group Centre for Public Policy Research and the Science & Technology Education Group.

Selected publications

  • DeWitt, J., Archer, L. & Mau, A. (2016) Dimensions of Science Capital: Exploring its potential for understanding students’ science participation, International Journal of Science Education, 38 (16) 2431-2449
  • Mau, A. (2014) Beyond Kung Fu and Takeaway: Negotiation of British Chinese Identities in Schools, in: R. Race & V. Lander (eds) Advancing Race and Ethnicity within Education, Basingstoke: Palgrave Macmillan
  • Francis, B., Mau, A. & Archer, L. (2014) Speaking of identity? British-Chinese young people’s perspectives on language and ethnic identity, in X. Curdt-Christiansen & A. Hancock (eds) Learning Chinese in Diasporic Communities: Many Pathways to Becoming Chinese, AILA Applied Linguistics series, John Benjamins: Amsterdam
  • Mau, A. (2011) IPSE Seminar: Educating Communities Teachers in Supplementary Schools. Report, Race Equality Teaching, 30, 1: 49
  • Mau, A., Francis, B. & Archer, L. (2009) Mapping Politics and Pedagogy: Understanding the population and practices of Chinese complementary schools in England, Ethnography and Education, 4 (1) 17-36
  • Francis, B., Archer, L. & Mau, A. (2009) Language as Capital, or Language as Identity? Chinese complementary school pupils’ perspectives on the purposes and benefits of complementary schools, British Educational Research Journal, 35 (4) 519-538

For further details please see Ada's  Research Staff Profile.

Please note: Ada will not be taking on the supervision of any new students.