These are abstracts of recently awarded PhDs which highlight new contributions to the field of international and comparative education. To submit an abstract, send your name, university, thesis title, and abstract of no more than 350 words, to secretary@baice.ac.uk.
The Role of Teachers’ Beliefs in the Implementation of Learner-centred Education in India
Suzana Brinkmann
UCL Institute of Education, London, UK
Supporting intercultural collaborations in blended and online settings: A randomised control trial of internationalised academic content
Jenna Mittelmeier
Institute of Educational Technology, The Open University
Faith, identity, status and schooling: An ethnography of educational decision-making in northern Senegal
Anneke Newman
University of Sussex
Vocational Education and Training Teacher Identity in the Context of Reform in Hong Kong: A multi-case study
Fanny Leung Ching Wai
University of Bristol
An ethnographic case study of the agendas, participation and influence of stakeholders at an urban government primary school in Tigray, Ethiopia
Rafael Mitchell
University of Leicester
Between Bureaucrats: Education and the Making of the State in Ghana
Sophia Friedson-Ridenour
University of Wisconsin-Madison
Ensuring meaningful lifelong learning opportunities for groups at risk
Josje van der Linden
University of Groningen
Educational Participation of Girls in Nepal:An Ethnographic Study of Girls’ Education in a Rural Village
Gayatree Timsina
Canterbury Christ Church University
The things they learned: Aspiration, uncertainty, and schooling in rural Rwanda
Timothy P. Williams
University of Bath, UK
National identity and European integration in secondary education: the case of Slovakia
Jana Šulíková
London Metropolitan University, London, UK
Language in education policy and literacy acquisition in multilingual Uganda: a case study of the urban district of Kampala
Prosperous Nankindu
University of the Western Cape, Cape Town, South Africa
Global Citizenship Education: The development and application of an analytical framework using Model United Nations case studies
Laura Alison Oxley
University College London (UCL), Institute of Education (IOE)
“Like Blood is to the Body”: The Role of Teachers in Building Liberia’s Peace
Jules Sisk
McGill University, Montréal, QC, Canada
Separate to Unite: the Paradox of Education in Deeply Divided Societies
Giuditta Fontana
King’s College London, London, UK