How do educational practices impact on connections among students and other school actors?
This question summarises Marc’s research interests, and he has taken it in three directions. First, he has investigated how educational practices impact on students’ social networks in schools. This has led him to consider the links between school climate, pedagogical practices, staff-student relations, and student networks. Second, he has studied group music-making programmes and how they might bring about positive social outcomes (increased social skills, social cohesion…). Third, his work contributes to methodological developments in Mixed Methods Social Network Analysis (MMSNA). Marc has sought to further all three of these strands of research in his thesis, in which he carried out an MMSNA study of an in-school group music-making programme. His focus was on how the music programme interacted with broader school practices, and how this influenced students’ social networks. Marc’s work draws on both his interdisciplinary background – across sociology, education, psychology, anthropology, and neuroscience – and on his experience teaching in schools and working with children and young people in France, the UK, and the Czech Republic.
During his doctorate, Marc also worked on an Arts Council-funded evaluation of the In Harmony Opera North intervention; assisted on a UK DfE-funded project looking at the underachievement of non-White British students in English schools; and carried out consultancy work for a FTSE 100 company. Prior to coming to Oxford, he was Research Coordinator for Wedu, a social start-up empowering women in South East Asia through higher education financing and mentoring. He also worked on an EU-funded project demonstrating innovative pedagogies to teachers in 20 secondary schools in the Liberec Region, Czech Republic. In his spare time, he enjoys playing guitar and banjo and giving musical performances.