Email: edward dot loveman at warwick dot ac dot uk
Room: R3.29 Ramphal Building
Monday: 12:00 – 13:00
Thursday: 12:00 – 13:00
To book an appointment, click hereLink opens in a new window.
Dr Edward Loveman is a teaching fellow in Global Sustainable Development, with teaching experience across EYFS to Higher Education. They completed their doctoral studies at the Department of Sport & Event Management Bournemouth University and studied BA (Hons) Sport & Social Science and MRes Sociology at the University of Bath. Edward has also previously worked for amateur and professional sport teams, and national governing sporting bodies.
Honours-level modules at Warwick:
- GD106: Social Principles of Global Sustainable Development (Convenor)
- GD306: Achieving Sustainability: Potentials and Barriers (Contributor)
- GD324: Aid, Sustainable Development, and International NGOs (Contributor)
Postgraduate modules at Warwick:
- GD912: Popular Movements and Sustainable Change (Convenor)
Broadly speaking, Edward’s research concerns sustainability agendas in relation to leisure, recreation, and physical culture. Within this scope Edward is particularly interested in issues regarding inequity, inclusion, everyday belonging, and motivated ignorance. They also advocate for the use of creative practice within academia, and have published artwork, poems, and photo essays.
Edward’s PhD research was a postcolonial study of ‘Englishness,’ which involved short-term sensory ethnographies that explored audiences of major international sport events and the role of viewership on the formation of everyday nationhood. Using a ‘Goggle-box’ method for primary data collection involved recording households/families from within their own homes, watching and reacting to events in which the English national team was competing. Following a reflexive thematic analysis, an experimental screenplay format was used to present data to reflect the sensory experience of enacting ‘Englishness.’
I operate an integrative pedagogy, understanding that individual student learning occurs on a spectrum of interests, abilities, and styles, and who each have their own unique potential to positively impact society. I have an established background in creating effective and inclusive learning environments built on this learner-centred approach to the design of curriculum, assessment methods, and student wellbeing. My focus on designing learning as an experience is aimed at providing students with a more holistic and authentic education that integrates multiple subjects and topics which students can connect to real world scenarios.
In practice, this approach often blends knowledge-based learning techniques with hands-on, experiential learning activities such as visual projects, creative experiments, play, and group work, allowing students to engage with and apply what they are learning in a meaningful way. To help students harness their own capabilities and interests so that they can, in their own ways, deal with the magnitude and complexity of today’s global challenges, whilst recognising the power in effective collaboration to bridge cultural divides and different perspectives.
- Loveman, E., 2023. Parting Thoughts XIV: Burnout. Leisure Sciences, 45 (2), pp.219-220.
- Lock, D., Evans, G., Adams, A., Blake, A., Rees, T., Loveman, E., & Shome, R., 2022. Evaluating the Active Ageing project in Dorset. Poole: Active Dorset.
- Loveman, E., 2021. Watching People Watching: Using ‘Gogglebox’ ethnographies to inhabit everyday life. The Sociological Review [Online], 09 November 2021.
- Loveman, E., 2021. The Tokyo 2020 Olympic Games: British imperial identity affirmed. In: Jackson, D., Bernstein, A., Butterworth, M., Cho, Y., Coombs, D.S., Devlin, M., Onwumechili, C., ed. Olympic and Paralympic Analysis 2020: Mega events, media, and the politics of sport [online]. Austin, Texas: Centre for Sports Communication & Media.