Edmund King Award up to £500

ECRs within 3yrs complete PhD or final year PhD students and BAICE members, presenting full papers

Lucy Atkinson, YorkTeacher Professional Development in Refugee Contexts – A Case Study of Palestine Refugees in Amman, Jordan
Eva Bulgrin, SussexReimagining the current policy of decentralisation in Benin: the perspectives of teachers, parents and education officials
Dorothy Ferary, UCLTaman Siswa’s Concept of Education and Its Relevance Today
Seema Nath, CambridgeIncluding children’s opinions of their teaching and learning can help progress towards the Sustainable Development Goals in the context of inclusive education for children with disabilities
Arif Naveed, CambridgeAspirations for taraqqi: Situating schooling in the intergenerational narratives of social mobility in rural Pakistan
Peter Sutoris, CambridgeActivism, public education and sustainable development: Countering de-politicisation of education among the ‘marginalised’

Hugh Hawes Award up to £1500

Nationals of low or middle-income countries based outside UK and BAICE members, presenting full papers

Adesuwa Vanessa Agbedahin, South AfricaSustainable development, ESD and the SDGs: Methodological tools and approaches in practice
Madhumita Bandyopadhyay, IndiaAddressing Social Exclusion in School Education in Indian Context
Faith Mkwananzi, South AfricaAgency, education and social justice in contexts of migration: What this may mean for Sustainable Development Goals
Ntimi Mtawa, South AfricaService-learning as an educational strategy for advancing citizenship, conscientization and civic agency: A capability approach lens
Purnima Ramanujan, IndiaMethodological overview of three research studies exploring elementary to secondary school transition in India
Saba Saeed, PakistanTeaching at the right level (TaRL): Evidence from Pakistan
Renu Seth, IndiaElementary to secondary school transition trends and associations with educational aspirations.
Giving girls a second chance to secondary schooling: Experiences from the field