Charles Ronson - Curriculum Vitae

Charles Ronson is a forty-two year old psychologist from the University of Cambridge (1993-1996), and became an important and influential one because of his doctorate degree in educational psychology at University of Preston (2007-2010) and his master degree in occupation psychology at University Cardiff (1997-1998), which are very important fields nowadays. He was a 10 GCSEs student -including English and Mathematics- at  St John Fisher R.C. High School (1986-2001) with speciality in Technology at Wigan College (1991).

His most recent and relevant work -actually- is his job as a Private English Language Teacher (2011-present), in which he prepares and teaches English abilities and interests according to the students' ages, while he works as a Research Consultant, at the Transport Research Laboratories in Crowthorne (2004-present), as part of a research team at the University of Gloucestershire for the Highways agency to investigate behaviour in drivers, so that they can use principles of action research through theoretical and practical work.

His previous job, as a Lecturer in General and Occupational Psychology at the University of Gloucestershire in Cheltenham, involves facilitation of knowledge transfer for first and third year undergraduate psychology students, besides, he designed and teached a course in master "Psychology in the Workplace".

Among his publications and presentations, the ones that stand out are:
Diversity and Relationships to Student Success (2004)
The Affective Influence of enriched education on Talented Children in Chile (2011)

Nursery and Diversity

Childhood is a conditioning stage for the adult human, and for the world around us, because our first steps, achievements, words and experiences are opening us to discover everything, also our family and another people, who are or were significative for us. However, usually we aren't free to discover people in a natural or neutral way, there is always a social and politically correct way, sorting out everything, so that we feel identificated with a group and, in consequence, we are included in there according to our characteristics and attributes. If you get included in the most, you are normal and healthy, but if you don't, you are integrated in society by pity, being naturally unrespected. So, ¿what happens with people who discriminate? They have generated prejudices, fears and rejection to "anormal" people in their childhood, which is explained by education at home in a context of a traditional culture that is dominating nowadays and that discriminate and disable people that hadn't approve the "normal" category, therefore, according to Norberto Boggino & Pablo Boggino (2014), it's not only relevant, but also urgent to study deeply this situation to respect diversity, rather appraise our differences, see limitations as potential fortitudes and consider another cultures as important contributions to ours.

Under these circumstances, my pedagogical project is focused on diversity, inclusion and social welfare for childhood, so that makes an integral formation and ethical education, beyond the traditional academic contents -which are important too- , developing a better world for many lives and their environment, including all communities as subjects of rights. (National Council of Childhood in Chile, 2015: pp. 55-65) Besides, my aim is focused on improving the work group as a teamwork, a valuable career, transmitting our knowledge and moral spirit.

To implement the diversity project, I'll apply sexual education, always respecting the differences and disabilities with special needs, interviewing and joining the families in question, attending all their concerns and doubts about nutrition, healthy and social breeding, the importance of game and sociability in psycho-motor development of children by conversations, workshop and activities. I'll visit the children's homes that are missing the kindergarten, and the others too, for supervision and showing my interest in family and children's formation and life quality. (UNICEF, 2000)