Faith, identity, status and schooling: An ethnography of educational decision-making in northern Senegal

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 →

An ethnographic case study of the agendas, participation and influence of stakeholders at an urban government primary school in Tigray, Ethiopia

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 →

Between Bureaucrats: Education and the Making of the State in Ghana – Sophia Friedson-Ridenour

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 →

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 →