My thesis focuses on role of the exhibition in early Soviet Petrograd/Leningrad in the decades following the October Revolution of 1917. The project draws attention to the exhibition as a functional form of communication between the state, the intelligentsia and the visiting public. Whilst focused on major institutional exhibitions, such as those held at the Hermitage, the thesis also considers the role of public exhibitions in festivals and indeed the creation of new museum collections.

AHRC funded researcher of Modern Russian and European History.

Assistant Curator for the Radical Russia exhibition during the Russia Season at the SCVA. This exhibition focused on the growth of avant-garde and radical artistic expression during the late Imperial Age and the early Soviet period (until 1935).

Head of History and Teacher of History and Politics.In this role I succeeded in designing new courses of study to meet A-Level and GCSE reforms. The design of programmes of study was central to my success in this post, including switching A-Level modules to the ambitious and enticing units of study that grew student numbers for my subjects, which doubled during my tenure. For these skills I attended relevant training from examination boards and trained my own staff within my department in order to maintain the high standards of our educational offer to students. Additionally, I raised the threshold of A* performance at both levels and was routinely recognized as an outstanding practitioner by Ofsted inspections. I also created and led residential foreign excursions in France and Belgium for students and staff, with participants numbering in excess of 100. During my teaching career I have also mentored newly qualified teachers (NQT’s) and given training to Kent schools on how to gain outstanding lesson accreditation. I was appointed with a responsibility for advancing the school’s new virtual learning environment, hence I am comfortable in delivering via virtual platforms, having developed online courses of study for secondary and university level students. I have previously trained staff on educational software and chaired a cluster of History departments in a project (West Kent Learning Federation) which developed funding applications and training for schools in their use of technology in the classroom. Furthermore, my teaching and management roles enabled me to build a strong knowledge of learning delivery platforms, including Moodle, and timetabling software, including CMIS. My teaching career certainly required working under pressure, a high degree of computer literacy and effective teamwork.