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 →
Compare – Call for applications for Post of Reviews Editor
Compare is the official journal of the British Association for International and Comparative Education (BAICE) and has six issues per year. It publishes high quality research covering a wide range of issues and geographical areas which are of international significance within international and comparative education. In recent years its readership … Read more →
Vocational Education and Training Teacher Identity in the Context of Reform in Hong Kong: A multi-case study
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 →
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 →
2016 BAICE Student Essay Prize
If you are a BAICE Student Member and have given a paper at the BAICE Conference in Nottingham in September 2016, you are invited to submit your paper for the BAICE student prize. Deadline is midnight on Sunday 24th January, 2016 The prize of £500 is for a paper presented … 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 →
Ensuring meaningful lifelong learning opportunities for groups at risk – Josje van der Linden
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 →
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 →
National identity and European integration in secondary education: the case of Slovakia – Jana Šulíková
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 →