Paul Riser is a DPhil Student in the department. His research focuses broadly on students’ (especially the marginalised) identities work in upper-secondary English Language Arts classrooms.
Prior to starting his doctoral studies, Paul earned a BSc in English Language Arts (Secondary Education) with a minor in Theology and a BA in Spanish and International Studies with a minor in Psychology from Texas Lutheran University. His MA in English Literature and Language is from St. Mary’s University.
As part of his postgraduate schoolwork, Paul undertook a placement in two graduate certificate programs, earning both his School Counselor certification and School Principal certification for all grade levels in the state of Texas, USA. In addition to English Language Arts and Reading (4th-12th grades), he is also qualified to teach Health (all levels), Journalism (7-12), Speech (7-12), Social Studies (7-12), and English as a Second Language (all levels) in Texas. Further, Paul holds a teaching certification in California, USA, the United Kingdom and Wales, the Kingdom of Denmark, and the Netherlands.
As a public school English teacher for 8 years, Paul was awarded many distinctions including, but not limited to: El maestro de impacto, two Harvard Book Awards, Teacher of the Year, and Texas Parent-Teacher Association Life Member.
His research to inform his doctoral thesis work will be completed in the United States of America. Furthermore, his research interests revolve around the nexus points of gender, ethnicity, sexuality, economic status, and religion as they relate to the agency students have in the classroom.
Supervisors: Associate Professors Jenni Ingram and Velda Elliott & Departmental Lecturer Jason Todd.
Thesis Title: ‘Using Positioning Theory to Understand Marginalised Students’ Identities Work and Their Learning Experiences in English Language Arts Classrooms’