Anneke Newman PhD in Anthropology, University of Sussex Awarded: January 2016 Supervisors: Professor Elizabeth Harrison, Professor Filippo Osella This thesis analyses the ways in which parents and pupils navigate between secular state and Islamic schools in northern Senegal. Preference for Qur’anic schools among relatively well-off and high-status families counters several … Read more →

Fanny Leung Ching Wai Awarded: March 2017 University of Bristol This dissertation examines how the professional and personal identities of vocational educational training (VET) teachers in Hong Kong have been influenced by changes to their work associated with the New Senior Secondary (NSS) reform. Teacher identity is dynamic and shaped … Read more →

Rafael Mitchell This study provides an account of the agendas, participation and influence of management, teachers, students and parents at a primary school in Tigray, Ethiopia. A literature review revealed gaps in the knowledge of these stakeholders’ involvement in school leadership structures in the current national policy context. A broader … Read more →

Sophia Friedson-Ridenour PhD Awarded: August 2015 University of Wisconsin-Madison This dissertation explores the lives and practices of circuit supervisors (CSs), mid-level bureaucrats in the Ghanaian state’s decentralized education system who, characterize themselves as managing the human capital of the nation. As state agents and citizen actors, CSs traverse the space … Read more →

Josje van der Linden University of Groningen PhD Awarded: 29 September 2016 On September 29 Josje van der Linden defended her PhD on ‘Ensuring meaningful lifelong learning opportunities for groups at risk’ at the University of Groningen. As the fourth Sustainable Development Goal (SDG4) confirms, lifelong learning opportunities have to … Read more →

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 →

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 →

Jana Šulíková London Metropolitan University, London, UK This thesis is set against a twofold background: national identity as a source of public resistance towards the deepening of European integration; and the possible role of education in enhancing support for the process, as endorsed through the European dimension in education. In … Read more →

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 →