Dr.Victoria de Rjjke joined the University in 1990, gaining her PhD in Metaphor in Literature & the Visual Arts in 2001.
Beginning as a primary school teacher in London, Victoria has worked in Primary Teacher Training for 25 years, crossing the disciplines of Literacy and Visual & Performing Arts. She has led and collaborated on many projects with schoolchildren and artists, and acts as an education/ arts consultant, most recently for an artist in residency project for The Tavistock & Portman NHS 2014-2015.
Victoria is also Co-Chief Editor of the international research journal 'Children's Literature in Education'.
Proficient in Dutch and French
Victoria has published widely across the inter-related fields of Arts Education, Literacy, Children's Literature, Performing Arts and Play, in mixed-mode forms from books and journals to exhibition and digital output.
In 2012, 'Domestic Drudgery': a performative analysis of Cinderellas across visual & moving media, for Cinderella as a Text of Culture Conference, Rome.
In 2014, 'Creaturely Life': biopolitical intensity in selected children's fables, in Politics and Ideology in Children's Literature (Studies in Children's Literature) Keyes & McGillicuddy (eds), Four Courts Press; 'Mud Mess and Magic: building student teachers' confidence for art & the outdoors in early years', Art in Early Childhood Research Journal, #1.
Victoria is currently co-authoring a book on contemporary artists' use of play, titled Art & Play: a Critical Reader, in collaboration with the RCA and Tate Britain.
In 2005 AHRC funded research leave period £11K for DUCK with Reaktion Books' Animal series, linked to Dr. Quack's audio work of Cockney and Cornish "Duck's Dialect(ic)" for the exhibition Homelands, and The Quack-Project, in the SW touring exhibition "Flock".
Victoria is Director of the arts charity organisation Kahve-Society (Coffee Society) which promotes community arts outreach and enrichment work.
Victoria has many years experience of working with a range of artists, cultural institutions and communities on education arts and literacy projects, including documenting and demonstrating impact in innovative forms such as online.
She has experience with local, national and international radio, TV and digital media following the impact of the Quack Project. She is committed to engaging actively with the arts in education as serious play.