Educational Participation of Girls in Nepal:An Ethnographic Study of Girls’ Education in a Rural Village – Gayatree Timsina

Gayatree Timsina Canterbury Christ Church University PhD Awarded: February 2012 In this study I explored the extent to which women and girls are disadvantaged within the Nepalese education system. I investigated the barriers to, and opportunities for, participation by women and girls in the formal education system, including those who … Read more →

The things they learned: Aspiration, uncertainty, and schooling in rural Rwanda – Timothy P. Williams

Timothy P. Williams University of Bath PhD Awarded: June 24, 2015 This thesis constitutes an interpretive ethnography of children’s educational experiences in rural Rwanda. It advances a theoretical argument for conceptualizing subjectivity, one which attends to how impersonal forces of political economy and history converge to inform children’s awareness, expectations, … Read more →

Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala – Prosperous Nankindu

Prosperous Nankindu University of the Western Cape, Cape Town, South Africa This study is concerned with Language in Education Policy (LiEP) and literacy acquisition in multilingual Uganda with the urban district of Kampala as the case study. Specifically, the study investigates the implementation of a monoglot LiEP for early literacy … Read more →

Global Citizenship Education: The development and application of an analytical framework using Model United Nations case studies – Laura Alison Oxley

Laura Alison Oxley (née Johnson) PhD awarded by University College London (UCL), Institute of Education (IOE) in December 2015 ‘Global citizenship education’ (GCE) is increasingly a feature of curricular reform across all levels of education around the world. However, there is considerable ambiguity associated with this term as it is … Read more →

Separate to Unite: the Paradox of Education in Deeply Divided Societies – Giuditta Fontana

Giuditta Fontana King’s College London, London, UK The thesis explores the interface between political systems and education reform in societies emerging from violent identity-based conflicts. It evaluates the political function of formal education in deeply divided societies, and highlights constraints and opportunities for education reform in jurisdictions that adopt consociational … Read more →