Meet the Academics
Explore their profiles to learn about their academic backgrounds, research interests, and scholarly contributions. Join us in honouring the tradition of classical education through the guidance and mentorship of our distinguished academics.
Dr Badreldeen Ismail
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Dr Badreldeen Ismail al-Husayni is a senior lecturer at The Classical Institute since 2018, delivering courses in various fields of Islamic studies including Arabic language and literature, kalam theology, sufi traditions, Shafi’i jurisprudence & legal theory, Quran & Hadith studies as well as Islamic and western philosophy.
After undertaking a BA (Hons) in Arabic Language, Literature and Islamic Studies from the University of Cairo, he received an MA with distinction in Quranic Studies and Medieval Arabic Theology at SOAS. Thereafter, he completed his PhD at the University of Edinburgh. He is also a fellow of the Higher Education Academy.
Research interests
- Philosophical theology (ilm al-kalam)
- Islamic philosophy (falsafa)
- Sufism (tasawwuf)
- Intersection between kalam theology and Sufism
- Interface between kalam theology and medieval Christian philosophical theology
Dr Mariam Attia
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Dr Mariam Attia is Senior Lecturer in Academic Practice.
Her expertise spans programme leadership, module convening, curriculum design, learning assessment, and the supervision of MA and PhD students across diverse educational contexts. Internationally, she has collaborated with teachers and researchers in Cambodia, Egypt, Ghana, Japan, Jordan, Kazakhstan, Nigeria, and Palestine.
In her research, Dr Attia explores the continued relevance of classical educational theories and methodologies in unlocking human potential within contemporary settings. She has published in areas, including reflexivity, teacher and researcher development, and higher education under occupation. She is a Senior Fellow of the Higher Education Academy (SFHEA) and holds a certificate in coaching and mentoring from the Institute of Leadership and Management (ILM) in London.
Research Interests
- Classical educational theories and pedagogies
- Early institutions of higher learning
- Teacher and researcher development in higher education
- Higher education under occupation
Publications
Fassetta, G., Al-Masri, N. Attia, M., & Phipps, A. (2020). Gaza teaches Arabic online: opportunities, challenges and ways forward. In: Fassetta, G., Al-Masri, N., and Phipps, A. (Eds.) Multilingual Online Academic Collaborations as Resistance: Crossing Impassable Borders. Bristol: Multilingual Matters.
Fassetta, G., Imperiale, M. G., Frimberger, K., Attia, M. & Al-Masri, N. (2017). Online teacher training in a context of forced immobility: The case of Gaza, Palestine. European Education, 49(2-3), 33-150.
Attia, M. & Edge, J. (2017). Be(com)ing a reflexive researcher: A developmental approach to research methodology. Open Review of Educational Research, 4(1), 33-45.
Edge, J. & Attia, M. (2016). Technology, communication, and collaboration for innovation. In T. Stewart. Team teaching and team learning: Collaboration for innovation in language classrooms. Abingdon, UK: Routledge.
Holmes, P., Fay, R., Andrews, J. & Attia, M. (2016). How to do research multilingually: Possibilities and complexities. In Z. Hua (Ed.), Research methods in intercultural communication: A practical guide. London: John Wiley & Sons.
Attia, M. (2014). The role of early learning experience in shaping teacher cognition and technology use. In P. Breen (Ed.), Cases on teacher identity, diversity, and cognition in Higher Education. Hershey, PA: IGI-Global.
Edge J. & Attia, M. (2014). Cooperative development: A non-judgmental approach to individual development and increased collegiality. Actasde las VI y VII Jornadas Didácticas del Instituto Cervantes de Manchester (2013- 2014) [Proceedings of the VI and VII Teaching Conference Cervantes Institute of Manchester (2013-2014)], 65-73.
Holmes, P., Fay, R., Andrews, J. & Attia, M. (2013). Researching multilingually: New theoretical and methodological directions. International Journal of Applied Linguistics, 23(3), 285-299.
John Claughton
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John Claughton taught Classics at Eton for 17 years and was Chief Master of King Edward's School, Birmingham from 2006 to 2016.
John is a distinguished academic and co-founder of WoLLoW, bringing with him a remarkable career spanning over 40 years in education. His extensive experience includes teaching Greek and Latin and contributing to scholarly works on Herodotus and Aristophanes, published by Cambridge University Press.
From 2006 to 2016, John served as Chief Master of King Edward’s School, Birmingham, where he was instrumental in enhancing the institution's academic reputation. His outstanding contributions to education were recognised in 2016 with the Times Educational Supplement Independent Schools Lifetime Achievement Award.
John Claughton has been a distinguished presence within The Classical Institute, where he teaches both Ancient Greek and Latin. Under his guidance, the study of classical languages has flourished, becoming a vital strand of our academic life.
John’s work aligns with a tradition that sees Ancient Languages not merely as skills, but as gateways. Ancient Greek, Latin, Classical Persian, and Arabic have carried ideas across centuries, shaping intellectual traditions and preserving the wisdom of the past. John’s teaching sits firmly within this tradition, enriching our students’ understanding of the world and their place within it, and continuing his dedication to advancing the study of classical languages and literature.
Muhammad Ali Mojaradi (Sharghzadeh)
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Muhammad Ali Mojaradi (Sharghzadeh) is a lecturer in Persian language and literature, a published author of The Flame of Love: Rumi’s Poetry, and the founder of Persian Poetics. Specialising in classical Persian texts and their influence on Islamic intellectual traditions, his academic background is grounded in extensive research at the intersection of Persian literary heritage and contemporary Persian studies.
Muhammad holds a degree in Near Eastern Studies from the University of Michigan. After completing his studies, he traveled to Jordan, where he studied Arabic at Qasid Arabic Institute and Jordan University. Initially planning to remain in Jordan to continue his study of Arabic and Islam, the pandemic forced him to cut his studies short and return to America.
In addition to his academic work, Muhammad is deeply engaged with modern Persian literature and translation studies, bridging the gap between historical literary forms and contemporary cultural expressions. His commitment to preserving and promoting Persian literary heritage is evident in both his research and teaching, where he fosters a nuanced understanding of the complexities of Persian poetics and prose.
At The Classical Institute, Muhammad leads students through the rich tapestry of classical Persian literature, offering a rigorous course that explores key texts from poets such as Rumi, Hafez, and Sa'di, as well as lesser-known works. His teaching is grounded in a scholarly approach that encourages critical analysis and a deep appreciation of the literary and spiritual dimensions of the Persian language.