Lawrence is a teacher of mathematics who is particularly interested in classroom pedagogy, and how research and education policies interact with the teaching that students experience on a daily basis.
He finds that looking outwards in education is valuable with there being much more that unites our classrooms than isolates them. He has been extremely fortunate to study education through an international lens in the US, and to work on the Global Teaching InSights initiative of the Organisation for Economic Development (OECD) where he led on its videos of teaching.
Global Teaching InSights: A video study of teaching, OECD, 2020
Antonin’s research is directed towards global regionalisms in higher education with a specific interest in transnational university alliances. He is currently investigating the pilot phases of the European Universities Initiative, as well as other regional higher education and research networks.
Antonin has just completed an MSc in Comparative and International Education at the department. Prior to joining Oxford, he coordinated international projects at the crossroads of education, culture and social action for various not-for-profit organizations based in France. He also obtained an MA in Film and Philosophy and a BA in Film Studies from King’s College London.
Arzhia Habibi is a DPhil in Education Candidate and uses Mandarin to conduct her research in the Chinese higher education context.
Arzhia’s research focuses on ‘expressions’ of global or world citizenship education in a Chinese higher education institution In the study, she explores the perspectives and practices of educators and students at a China-based university, which experiments with discourses related to citizenship. She further investigates how individual, local, national and global dynamics and the surrounding discourses influence worldviews and practices in a university setting.
As empirical studies on global or world citizenship education in the Chinese context are scarce, Arzhia hopes to contribute to a nascent knowledge base which may extend and add depth to the critical global discourses of global and world citizenship education, beyond Eurocentric framings.
Prior to her studies at Oxford, Arzhia received a first class Bachelor’s degree in Contemporary Chinese Studies at The University of Nottingham, and a Master’s in International Communication in Taiwan at National Chengchi University. As a child, she also attended kindergarten in Fuzhou, Fujian province of China.
Olga is a co-convenor of the Philosophy of Education Reading Group at the Department of Education at the University of Oxford. Olga’s main research interest is in the topics of epistemic injustice across all levels of education and across national borders with a focus on higher education and the process of knowledge production in academic institutes and universities. Her core interest lies between the areas of social epistemology, research on research (RoR) and comparative and international education (CIE). She has been a recipient of multiple research awards in the United States and the United Kingdom and is an elected co-convenor of the Comparative and International Education Special Interest Group at the British Educational Research Association (BERA).
Her new research at Oxford will explore the epistemically just and unjust practices as experienced by scholars from Kazakhstan during the internationalisation process in the social sciences and the humanities. Prior joining Oxford, Olga taught at University College London Institute of Education in London on the topics of migrant, refugee and minority education and European education traditions from a comparative lens.
- Mun, O. (2020). ‘Epistemic Injustices in Internationalising Humanities and Social Sciences: A Case Study of Higher Education and Science Institutes in Kazakhstan.’ Centre for International Higher Education, Boston College. https://www.bc.edu/content/dam/bc1/schools/lsoe/sites/cihe/publication/Perspectives/Perspectives%20No%2018.pdf
- Mun, O. and Gafu, G. (in press) ‘University Research Capacity in Kazakhstan’. Higher School of Economics, Russia.
- Kandiko Howson, C., Mun, O. and Walker, R. (2020). ‘Academic Activism in STEM fields: Discipline in Theory and Practice.’ Philosophy and Theory of Higher Education Society.
- Aizuddin M., Habibi A., Mun, O. (in press, 2020). ‘Post-Colonialism in Comparative and International Education.’ In Jules, T., Shields, R., Thomas, M. (Ed.), Bloomsbury Handbook of Theory in Comparative and International Education.
- Palandjian, G., Silova, I., Mun, O., Zholdashaliyeva, R. (2018). ‘Gender and Nation in Postsocialist Educational Transformations.’ In Silova, I., & Chankseliani, M. (Eds.), Comparing Post-Socialist Transformations: Education in Eastern Europe and Former Soviet Union. Oxford: Symposium Books.
- Mun, O., & Zholdashaliyeva, R. (2017). ‘Alippe, Bukvar’ and Gender: A comparative analysis of early literacy textbooks in Kazakhstan and Kyrgyzstan.’ In E. Brown & R. Craven & G. McLean (Ed.), International Advances in Education: Global Initiatives for Equity and Social Justice Series. Information Age Publishing
- Patel, K. and Mun, O. (2017). ‘Marketing ‘development’ in the neoliberal university.’ DPU Working Papers https://www.ucl.ac.uk/bartlett/development/case-studies/2017/sep/marketing-development-neoliberal-university
- Fimyar, O., Saniyazova, A. & Mun, O. (2017) ‘Methodology of Collaborative Research: Or, Searching for a Synergy in the Study of Student Transition in Kazakhstan.’ In SAGE Research Methods Cases. London, United Kingdom: SAGE Publications.
- Mun, O. (2015). ‘(Re)imagining national identity through early literacy textbooks in Kazakhstan’, Forum of Young Central Asian Experts, 2nd edition. http://caa-network.org/archives/5620
- Silova, I., Mead Yaqub, M., Mun, O., Palandjian, G. (2014). ‘Pedagogies of Space: (re)imagining nation and childhood in post-Soviet states.’ Global Studies of Childhood, 4(3), 195-209.
- Silova, I., Brezhenyuk, V., Kudasova, M., Mun, O., Artemev, N. (2014). ‘Youth Protests against Privatisation of Education in post-Soviet states.’ European Education, 46(3), 56-65.
David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.
A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)
He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.
Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.
- Zur Universitätsreform in der Britischen Besatzungszone 1945-1948, Böhlau 1983
- (Editor): Hochschuloffiziere und Wiederaufbau des Hochschulwesens in Westdeutschland 1945-1952, Teil 1: Die Britische Zone, Lax, 1990
- (Editor): Lessons of Cross-National Comparison in Education, Triangle Books, 1992
- (Editor, with Michael Kaser): Education and Economic Change in Eastern Europe, Triangle Books, 1992
- Pragmatismus und Idealismus: Das ‘Blaue Gutachten’ und die Britische Hochschulpolitik in Deutschland 1948, Böhlau, 1995
- (Editor, with others): Education for Reconstruction, Symposium Books, 1998
- (Editor): Education in Germany: Tradition and Reform in Historical Context, Routledge, 1995
- (Editor, with Michael Kaser): Aspects of Education and the European Union, Triangle Books, 1995
- (Editor, with others): Learning From Comparing: New Directions in Comparative Educational Research , Vol. 1, Contexts, Classrooms and Outcomes, Symposium Books, 1999 (with Robin Alexander and Patricia Broadfoot); Vol.2, Policy, Professionals and Development,: Symposium Books, 2000 (with Robin Alexander and Marilyn Osborn)
- (Editor): Education in Eastern Germany Since Unification, Symposium Books, 2000
- ‘Reconstructing Education in Germany: Some Similarities and Contrasts in the Post-War and Post-Unification Rethinking in Educational Provision’, in: Leslie J. Limage (ed): Democratizing Education and Educating Democratic Citizens: International and Historical Perspectives, New York (Routledge/Falmer), 2001
- ‘Helena Deneke and the Women of Germany. A Note on Post-War Reconstruction’, German Life and Letters, Vol.53 No.1, 2000
- Reflections on British Interest in Education in Germany in the Nineteenth Century. (A Progress Report), Educa, Lisbon, 2002
- ‘Comparative Historical Studies in Education: Problems of Periodisation Reconsidered’, British Journal of Educational Studies, Vol.50, No.3, 2002
- ‘Beyond Travellers’ Tales: Some Nineteenth-Century British Commentators on Education in Germany’, Oxford Review of Education, Vol.26 No.1, 2000
- ‘Comparative Studies and “Cross-National Attraction” in Education: a typology for the analysis of English interest in educational policy and provision in Germany, Educational Studies, Vol.28, No.4, 2002 (with Kimberly Ochs)
- ‘Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices, (with Kimberly Ochs), Comparative Education, Vol. 39, No.4, 2003
- (Editor, with Roger Goodman): Can the Japanese Change Their Education System? Symposium Books, 2003
- (Editor, with Hubert Ertl): Implementing European Union Education and Training Policy: A Comparative Study of Issues in Four Member States, Kluwer Academic Publishers, 2003
- Articles on ‘Helena Deneke’, ‘Evelyn Spearing’, and ‘Edith Wardale’, New Dictionary of National Biography, Oxford University Press, 2004
- ‘Researching Policy Borrowing: Some Methodological Problems in Comparative Education’, British Educational Research Journal, Vol.30 No.6, 2004 (with Kimberly Ochs)
- ‘A Typology of Cross-National Attraction in Education’, in: Gita Steiner-Khamsi (ed.): The Global Politics of Educational Borrowing and Lending, Teachers College Press, 2004
- (Editor, with Kimberly Ochs): Educational Policy Borrowing: Historical Perspectives, Symposium Books, 2004
- ‘Policy Borrowing in Education: Frameworks for Analysis’, in: Joseph Zajda (ed.): International Handbook on Globalisation, Education and Policy Research: Global Pedagogies and Policies, Springer, 2005
- ‘Comparative Education: An Approach to Educational Inquiry’, in: Clifton Conrad and Ronald Serlin (eds.): The Sage Handbook on Research in Education: Engaging Ideas and Enriching Inquiry, Sage, 2005
- ‘Michael Sadler and Comparative Education’, Oxford Review of Education, Vol. 32, No.1, 2006
- Comparative and International Education: An Introduction to Theory, Method and Practice, Continuum, 2006 (with Michele Schweisfurth)
- (Editor): Special issue of Comparative Education on ‘Mapping EU Education and Training Policy’, Vol.42, No.1, 2006
- (Editor): Special issue of Oxford Review of Education on ‘Comparative Inquiry and Educational Policy Making’, Vol.42, No.3, 2006
- The German Example: English Interest in Educational Provision in Germany Since 1800, Continuum 2011
- ‘Aspects of Education for Democratic Citizenship in Post-War Germany, Oxford Review of Education, Vol.38, No.6, 2012
- Investigating Education in Germany: Historical Studies from a British Perspective, Routledge 2015
- Educating the Germans. People and Policy in the British Zone of Germany, 1945-1949, 2018
David Phillips’s main research interests are in education in Germany, transition in education in eastern Europe and the former Soviet Union, educational policy ‘borrowing’, theoretical perspectives in comparative education, and EU education and training policy.
Much of David Phillips’s recent research has been in the area of educational policy borrowing and in EU education and training policy. He recently (1998-2002 inclusive) directed a five-year EU-funded project (PRESTIGE – ‘Problems of Educational Standardisation and Transition in a Global environment’) in this latter area, and oversaw and contributed to the many publications which emerged from the project. Currently the focus of his work is on British interest in educational provision in Germany over the past 200 years. In 2005, together with Alis Oancea, he organised an international seminar funded by the European Science Foundation on the subject ‘15 Years On: Post-communist transitions and European integration of central and eastern European Countries’.
One of his recent books is The German Example: English Interest in Educational Provision in Germany Since 1800 (Continuum,2011), and he has most recently published Educating the Germans, a study of British educational policy in occupied Germany, 1945-1949. The research for this book was supported by a Leverhulme Trust Emeritus Fellowship awarded in 2012. In 2015 Routledge published Investigating Education in Germany: Historical Studies from a British Perspective.
Reza’s research interest is on Iran’s graduate unemployment.
Faidra is a DPhil student in the Department of Education, in collaboration with the Department of Experimental Psychology.
Before joining the DPhil programme, Faidra obtained a BA in Linguistics from UCL and an MSc in Applied Linguistics and Second Language Acquisition from the University of Oxford. As part of her studies, she completed an Erasmus Placement at the University of Utrecht and an internship at Queen Mary’s Laboratory of Experimental Linguistics. Furthermore, she has a CELTA from UCL’s Centre for Languages and International Education and substantial experience in teaching English to adults and children.
In her DPhil research, Faidra investigates Greek children’s acquisition of English at preschool. The main aim of her research is to discover if (and if so, how) children’s knowledge of a first language affects their development in the second language. In addition, she aims to evaluate the extent to which the educational programme children attend, as well as their lexical and grammatical knowledge in the two languages impact their linguistic development. To achieve these aims, Faidra tests children’s use of specific linguistic structures in English and Greek using a series of experimental language production tasks. Faidra’s research is funded by the ESRC.
- Child L1, L2 and 2L1 acquisition
- Early Years Education
- Foreign Language Education
- Faitaki, F., Nation, K. & Murphy, V.A. (June 2020). The linguistic outcomes of Greek children learning English at preschool: Testing before and after lockdown. Poster presented at the Conference on Multilingualism 2020, Reading, UK (Online).
- Faitaki, F. (September, 2019). The role of linguistic proficiency, crosslinguistic transfer and exposure in Greek EAL children’s acquisition of English and Greek. Paper presented at the 2nd International Conference on Child Foreign/Second Language Learning, Krakow, Poland.
- Faitaki, F., Murphy, V.A. & Nation, K. (July, 2019). Linguistic differences and crosslinguistic influence: the case of Greek children learning English as an Additional Language. Poster presented at the Child Language Symposium 2019, Sheffield, UK.
- Faitaki, F., Murphy, V.A., & Nation, K. (September, 2018). Investigating Crosslinguistic Influence in English-Greek Successive Bilinguals: Methodology in Practice. Paper presented at the 28th European Second Language Association Conference Doctoral Workshop, Münster, Germany.
- Faitaki, F. & Murphy, V.A. (April, 2018). English-Greek successive bilingual children’s production of subject pronouns. Poster presented at the 14th Experimental Methods in Language Acquisition Research Workshop, Utrecht, The Netherlands.
- Faitaki, F. (September, 2017). The development of subject pronouns in Greek children learning English at preschool. Paper presented at the 13th International Conference on Greek Linguistics, Westminster, UK.
- Faitaki, F., Hessel, A.K. & Murphy, V.A. (in press). “Vocabulary and grammar development in young learners of English as an Additional Language”, in M. Schwartz and D. Prošić-Santovac (Eds.). International Handbook of Early Language Education. Dordrecht, Netherlands: Springer.
- Faitaki, F. & Murphy, V.A. (2020). “Oral elicitation tasks in language acquisition research”, in H. Rose and J. McKinley (Eds.). The Routledge Handbook of Research Methods in Applied Linguistics (pp. 360-369). London: Routledge.
- Faitaki, F. (2018, April 16). Becoming bilingual at preschool: Greek children’s acquisition of subject pronouns in English. EAL Journal.
Title: ‘Setting Research Priorities for English as an Additional Language’ (£3,870)
Funding Scheme: BAAL Applying Linguistics Fund 2019-2020
Role: RA (PI: V.A. Murphy, Co-PI: H. Chalmers)
Funding Period: August 2020 – June 2021
Title: ‘From the page to the stage: A feasibility study on using theatre to improve EAL children’s communicative skills’ (£2,996)
Funding Scheme: TORCH Theatres Seed Fund 2019-2020
Role: Co-I (PI: V.A. Murphy)
Funding Period: January 2020 – July 2020 (Extended to March 2021 due to COVID-19)
Laura Brace Rochford is a DPhil candidate in Education funded by the Economic and Social Research Council.
Her research to date has focused on elite secondary schooling in London and Oxford. Her doctoral study explores how a school, its students, and its parents collectively navigate the university applications process.
Laura holds a BA in Anthropology from Georgetown University and an MSc in Comparative and International Education from the University of Oxford, where she was a Routledge Scholar. Prior to coming to Oxford, she worked in an educational consultancy based in New York that advised globally mobile families on school selection and admissions.
Maia Chankseliani is Associate Professor of Comparative and International Education and pathway leader for MSc in Comparative and International Education. She convenes the Comparative and International Education Research Group in the Department.
Maia’s research on tertiary education – higher education, university-based research, and VET/apprenticeships – focuses on the understanding of the societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies. Methodologically, she moves between qualitative and quantitative methods. She often complements secondary data analysis with narratives from semi-structured interviews and contextualised case studies.
Maia brings to her role experience of education research, teaching, policy-making, leadership, and consultancy in different international contexts. She holds BA in Philology from Tbilisi State University (Georgia), Ed. M in International Education Policy from Harvard University (USA), and PhD in Education from the University of Cambridge (UK).
Maia is Associate Editor of International Journal of Educational Research. She serves on the editorial board of Compare: A Journal of Comparative and International Education. She also serves on the College of Reviewers at British Educational Research Association (BERA) and on the Educational Sciences Panel at the Portuguese Foundation for Science and Technology.