Natasha Robinson is an ESRC scholar, pursuing a DPhil in Education at Worcester College, Oxford.
Natasha’s research focuses on social cohesion and historical consciousness in post-apartheid South Africa, exploring the role of history curriculum and narrative in students’ understanding of structural privilege.
Previous to beginning her DPhil Natasha graduated from the London School of Economics with a BSc in Social Anthropology (2012), and from the University of Oxford with an MSc in Comparative and International Education (2015).
During her MSc she worked as a research assistant to Dr. David Johnson, conducting a preliminary evaluation of the DFID sponsored TESS-India teacher training program. The data she collected in this capacity included survey data of 1000 students and interviews with 53 teachers across 15 schools in Karnataka, and went on to form the basis of her dissertation on student-centered learning in India.
Over the past year Natasha has worked as a freelance researcher for a range of organizations including the University of Oxford, the OECD, the Centre for Justice and Crime Prevention, JET Education, and Cape Peninsula University of Technology. Recent research projects have involved studies in India and Nigeria exploring the relationship between schooling and religious intolerance; a longitudinal study in Sierra Leone investigating the comparative learning outcomes of government and low-cost private schools; an analysis of South African Grade 9 textbooks exploring the representation of issues relating to social cohesion, as well as extensive work on teacher training and teacher professional standards.
She looks forward to developing as a researcher in the field of post-conflict education.
Title of Thesis
The development of historical consciousness in the post-apartheid history classroom
|2018||Title: Preparing Our Youth For an Inclusive and Sustainable World: The OECD PISA global competence framework, Publisher: OECD|
|2016||Title: Engaging Teachers in Peace-Building in Post-Conflict Contexts: Evaluating Education Interventions in South Africa, Publisher: Centre for International Teacher Education|
|2016||Title: Global Review of Evidence of What Works in Preventing ICT-related Violence, Abuse and Exploitation of Children, and in Promoting Digital Citizenship, Publisher: Centre for Justice and Crime Prevention, Co-authors: Patrick Burton, Monica Bulger, Brian O’Neill|
|2016||Title: Violence Against Children in Schools; Synthesis Report, Publisher: UNICEF|
|2016||Title: Towards Teacher Professional Knowledge and Practice Standards in South Africa, Publisher: Centre for Economic Development, Co-Author: Nick Taylor|
|2015||Title: Teacher Ready! The State of Play in Initial Teacher Education Publisher: OECD|
|2015||Title: A successful residential food waste recycling program in urban apartments: An in-depth, multi-view analysis Journal: Journal of Cleaner Production|
|2012||Title: Female Education in the Age of One Child Families: An Ethnographic Approach Conference: Xiamen International Conference on Education and Social Science