Catherine is Professor of Inclusive Education and Leadership and a National Teaching Fellow, an award which recognises her work nationally to improve equality, diversity and inclusion in schools and universities. Catherine's areas of expertise are education and teaching, equality, diversity and inclusion. Catherine has an MBE for services to equality in education. She is Professor of Inclusive Education and Leadership and a National Teaching Fellow, an award which recognises her work nationally to improve equality, diversity and inclusion in schools and universities. Catherine is currently interim Pro Vice Chancellor and Dean of the Faculty Arts, Humanities, Education and Social Sciences and Visiting Professor at Bishop Grosseteste University. Her areas of expertise are LGBTQ+ equality, diversity and inclusion and education and schools.
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Catherine spent over twenty years as a teacher, both in inner-city Liverpool and rural Suffolk. Her teacher diaries, published in her book Pretended were used as the inspiration for the 2022 BAFTA nominated feature film, Blue Jean. Catherine is a commentator and writer on LGBTQ+ identities in education and regularly contributes to national television and radio on this topic.
Catherine is an adviser to the government’s DfE and has done extensive research in pursuit of greater inclusion for LGBTQ+ students in staff in schools and universities. She notably set up the UK’s first LGBTQ+ leadership development programme for schools and universities. Catherine has been nominated for national awards for her work in education, including a British Diversity Award and featured in the LGBT Pride Power List in 2019 as one of the most influential LGBT people in the UK. Catherine has a number of strategic governance roles in the education and charity sectors, where she uses her national profile in pursuit of inclusive education and to improve the lives of those on the margins.
EDI Education and teaching
Lee, C (2020) Courage in the Classroom: LGBT Teachers Share their Stories: John Catt Publishers Melton, Suffolk
Lee, C. (2023) Pretended: Schools and Section 28, Hodder John Catt Publications, Suffolk, UK
Thompson-Lee, C. (2017) Heteronormativity in a Rural School Community: An Autoethnography, Sense Publications. Rotterdam, New York.
Lee, C., Rafter, J., Williams, K. and McManus-O’Connell, R. (2023) Social Work Students in School: Critical Reflections on School-based Interventions with LGBTQ+ Young People. The Journal of Sex Education
Lee, C. and Burman, D. (2023) Supporting LGBTQ+ aspiring leaders in universities: Times Higher Education Supplement: 27 February 2023
Lee, C. (2022) Coming out in the university workplace: a case study of LGBTQ + staff visibility. Higher Education https://doi.org/10.1007/s10734-022-00884-y
Lee, C (2021) Inclusive Relationships and Sex Education: Why the Moral Panic? Management in Education. https://doi.org/10.1177%2F08920206211016453
Lee, C (2021) How do Male and Female Headteachers Evaluate their Authenticity as School Leaders? School Leadership & Management. https://doi.org/10.1177%2F0892020621999675
Lee, C. (2021). Promoting Diversity in University Leadership: The argument for LGBTQ+ Specific Leadership Programmes in Higher Education. Perspectives: Policy and Practice in Higher Education. https://doi.org/10.1080/13603108.2021.1877205 .
Lee, C. (2020). How does Openness about Personal, Sexual and Gender Identities Influence Teacher Leaders’ Self-Perceptions of Authenticity?. Educational Management Administration and Leadership. https://doi.org/10.1177/1741143220929036
Lee C (2020) Why LGBT Teachers May Make Exceptional School Leaders. Frontiers. Sociology. 14 July 2020 | https://doi.org/10.3389/fsoc.2020.00050
Lee, C. (2020) Courageous Leaders: Supporting and Celebrating LGBT School Leaders. Impact: Journal of the Chartered College of Teaching.
Lee, C. (2020). Courageous Leaders: Promoting and supporting diversity in school leadership development. BELMAS Special Issue Feb 2020 https://doi.org/10.1177/0892020619878828
Lee, C. (2019). Courageous Leaders: Promoting and supporting diversity in school leadership development. Management in Education October 8, 2019 34(1), 5-15. https://doi.org/10.1177/0892020619878828
Lee. C. (2019) Capturing the Personal through the lens of the Professional: The use of third party data in Autoethnography. Methodological Innovations: Vol. 12 Issue 1, pp. 205-220. https://doi.org/10.1177%2F2059799119825576
Lee, C. (2019) Fifteen Years on: The Legacy of Section 28 for LGBT+ teachers in English Schools. Sex Education. Vol 8, Issue 1, pp1-16 ISSN 1472-0825. https://doi.org/10.1080/14681811.2019.1585800
Lee, C. (2019) How do Lesbian, Gay and Bisexual Teachers Experience UK Rural School Communities? Social. Sciences. Volume 8, Issue 9 pp.249-258. https://doi.org/10.3390/socsci8090249
Lee. C (2018) Culture, Consent and Confidentiality in Workplace Autoethnography: Journal of Organizational Ethnography Vol. 7 Issue: 3, pp.302-319. https://doi.org/10.1108/JOE-06-2017-0032
Lee, C. (2023) Learning lessons from Section 28: Key note address at the UK Festival of Education
Lee, C (2023) Revisiting Section 28: key note address at Aberdeen University Education conference
Lee, C. (2022) promoting LGBTQ+ inclusion in schools: Keynote address at the Bishop Grosstestte University Education Conference