Department of Education

Viewing archives for Student

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting her doctoral studies, Dina has earned an MA in Education from University College London (UCL) and a Bachelor of Arts in English from Alexandria University. She believes in the interconnected and multi-disciplinary nature of knowledge, and accordingly has been pursuing different learning opportunities in positive psychology, brain-based learning, postcolonialism, educational leadership, conflict resolution, history and cultural studies.

Dina has also been recently working as the Deputy Director of Alexandria International Schools in Egypt, as well as a freelance writer, and educational entrepreneur. She hopes to become a happiness activist, aiming at bringing about small ripples of change through intermittently running lectures and workshops on well-being, the science of happiness and holistic development.

Research Interests
  • Critical pedagogy
  • Community schools
  • Equity and empowerment
  • Holistic education
  • Alternative education
  • Islamic education
  • Social and emotional learning
  • Informal learning
  • Political education
Title of Thesis

Emergent Critical Pedagogies in Community Schools in Egypt: A Multi-sited Ethnography

Publications

MA thesis: The Paradox of Change: A Comparative Study of Education in Ancient and Islamic Egypt in Relation to the Holistic Approach

Hearts in Exile: A New Historical Reading of Elias Khoury’s Gate of the Sun 

Conference Papers

Islamic Holistic Philosophy, September 2017, ‘One World’: Logical and Ethical Implications of Holism” Conference, University of Exeter

 

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.

Publications
  • 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.

Originally from Indonesia, Tracey has spent the last decade studying in the UK and working about multicultural education in Indonesia.

She is fully funded by the Indonesia Endowment Fund for Education (LPDP). Her doctoral research explores the ways Indonesian schools teach and accommodate the national vision of multicultural Indonesia, “Bhinneka Tunggal Ika” (Unity-in-Diversity). By using a two-tier case study research approach (case studies of six schools and of two provinces), it presents nuanced and critical account of the ways head teachers, teachers, students and parents from six state and private schools in Jakarta and Bali with different mixes of pupil ethnicity and religiosity understand and accommodate the vision of diversity into educational practices. Despite the highly contextual focus, the research offers a critical view into the complex role of schools in today’s era of globalisation in providing quality education for all and at the same time creating citizens who are inclusive and respectful towards others.

Tracey completed her MSc in Comparative and International Education at the University of Oxford in 2011 and her honours BA in Mathematics and Education Studies at the University of Cambridge in 2010. Upon completing her study in the UK, she returned to Indonesia to work in an educational foundation Sultan Iskandar Muda in Medan, Indonesia as a member of the Board of Directors in the Foundation – a position which she is still holding until today. She is responsible for overlooking the development and implementation of multicultural education and teacher development programme.

During her tenure, she has worked alongside the head teachers and teachers across all educational levels (from pre-school until high school) and produced books on the praxis of multicultural education in the school setting.

Title of Thesis

Accommodating a vision of diversity in different school contexts: “Unity-in-Diversity” in Indonesia

Publications
Journal Article
  • Harjatanaya, T.Y. & Hoon, C.Y. (2018) Politics of multicultural education in post-Suharto Indonesia: a study of the Chinese minority. Compare: A Journal of Comparative and International Education
Edited Book
  • Harjatanaya, T.Y. (2015) (2nd Edition) Merawat Keberagaman: Praksis Pendidikan Multikultural Perguruan Sultan Iskandar Muda (Fostering Diversity: Praxis of Multicultural Education in Sultan Iskandar Muda). Medan: YPSIM.
Book Chapter
  • Harjatanaya, T.Y. (2018). Akses dan Kesamaan dalam Pendidikan Vokasi (Access and Equality in Vocational Education). In Ferary, D. (2018) Sistem Pendidikan Vokasi di Inggris (Vocational Education System in England) (ed.). London: Kantor Atase Pendidikan dan Kebudayaan, Kedutaan Besar Indonesia (Indonesian Embassy) London, p. 121-138.

Yibo Wang has an MA in International Marketing from the Coventry University (UK) and a Master’s in Management: Leadership and Organizational Change from the University of Birmingham (UK).

His doctoral research focuses on ‘knowledge hiding’, ‘leadership style’ and ‘Confucian culture’ in Chinese education and training institutions.

As empirical studies on ‘knowledge hiding’ in the Chinese context are scarce, Yibo hopes to uncover underlying mechanism of knowledge hiding and find its potential influence factors.

Prior to coming to Oxford, he worked as a CEO in an educational consultancy based in Beijing that advised the investment and marketing analyses on education and training industry.

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.

Bernard holds a PhD in Marketing from the University of Nottingham and a DBA from the University of Newcastle.

His research to date explores the leadership in HE. Prior to coming to Oxford, he worked in various HEIs and served as the supervisor of a secondary school.

Publications

Lee, B., Tsui, A. & Yau, O.H.M. (2019), Higher-order Goals, Trust-in-leader, and Self-efficacy as Moderators of Transformational Leadership Performance: The Case of Multi-level Marketing Organizations in China, Journal of Euromarketing, Vol.28 (3-4), 76-97. (2011 RG Impact factor: 0.83).

Conferences

Lee, B. (2020), “Self-formation for the Underprivileged,” 2020 International Online Symposium, Toward a New Paradigm of Economics,organized by Macau Ricci Institute, The University of Saint Joseph, 15 & 16 October. (Online Conference Platform Presentation).

Katy is a Deputy Headteacher and the founder of a Leadership and Coaching Institute, which she now co-directs.

Katy is an Associate Fellow at the Oxford Character Project and a Research Associate at the Oxford University Wellbeing Research Centre. She is the co-founder of Global Social Leaders, a leadership programme which has participants in 105 countries, all passionate about creating and sustaining positive change in the world.

Title of Thesis

How could school leaders improve the flourishing and wellbeing of teaching staff?

Books
  • Granville-Chapman, K. and Bidston, E (2020) Leader: Know, love and inspire your people. Carmarthen: Crownhouse Publishing
Book Chapters
  •  Granville-Chapman, K. (2020) ‘How could school leaders improve the flourishing of teachers?’ In White, M. & McCallum, F. (Ed.s) Wellbeing and Resilience Education: Covid-19 And Its Impact on Education Systems. Routledge
Publications
  • Bidston, E & Granville-Chapman, K. (2020) ‘Purpose and Leadership in Education and Beyond’. The Education Exchange. Available from: https://theeducation.exchange/purpose-and-leadership-in-education-and-beyond/
  • Bidston, E & Granville-Chapman, K. (2020) ‘The Three Secrets of COVID-era Leadership’. Times Education Supplement. Available from: https://www.tes.com/news/three-secrets-covid-era-school-leadership
  • Granville-Chapman, K. (2016) ‘Assessing the Impact of a Teacher Leadership Programme in a Teaching Schools Alliance. Journal of Teacher Action Research
  • Granville-Chapman, K. (2014) ‘The Afghan conflict: causes and consequences.’ Geography Review 28(1): 22-27
  • Granville-Chapman, K. (2013) What are the psychological factors that affect students’ academic resilience and can teachers influence these? Unpublished thesis
  • Granville-Chapman, K. (2012) ‘Unlocking Leadership Potential’, The Magazine of the Boarding School’s Association, 33: 42-45
  • Granville-Chapman, K. (2009) ‘Learning to Lead’, Leader, The Education Leader Magazine 41: 22-25
Presentations
  • Granville-Chapman, K (2019) ‘How could leaders improve the flourishing of their teams?’ ‘Stowe Ed Conference’, Forthcoming: 7 Jan 2019
  • Granville-Chapman, K (2018) ‘How could school leaders improve the flourishing of teachers?’ Sunday Times Festival of Education: 21 Jun 2018
  • Granville-Chapman, K (2017) ‘How can school leaders improve teacher flourishing?’ ‘Doing Education Differently Conference’, University of Oxford, Department of Education, 11 Mar 17
  • Granville-Chapman, K (2016) ‘Developing school leaders who enable teachers to flourish’ The Telegraph Festival of Education 23 Jun 16
  • Granville-Chapman, K (2015) ‘Developing leadership in pupils and teachers’ High School Affiliated to Renmin University of China, Beijing. 20 Oct 15
  • Granville-Chapman, K (2015) ‘Resilience for leaders.’ Global Social Leaders World Summit. 16 Aug 15
  • Granville-Chapman, K (2015) ‘Emotional Intelligence for Leaders.’ Global Leaders in Education. 12 Aug 15
  • Coates, S.; Fraser, H.; Granville-Chapman, K; Lunnon, J.; and Nasim, A. (2015) ‘Breaking through the glass ceiling – how can schools empower our girls to become leaders?’ Sunday Times Festival of Education. 19 Jun 15
  • Granville-Chapman, K. ‘Developing Leadership in Schools’ (2015). G20 Schools Conference. International conference for head teachers. 11 Apr 15
  • Granville-Chapman, K. (2018) ‘Introduction’, Wellington Leadership Institute: Festival of Leadership. Mar 2012-15
  • Granville-Chapman, K. (2012) ‘How the Young Learn to Lead’, Raffles Institution (Singapore) -Purdue University (USA) Education Forum on Gifted & Talented Youth 2012. Singapore. 15 Mar 12
  • Draper, D.; Dyer, R.; Granville-Chapman, K; Lunnon, J & Seldon, A. (2012). ‘Developing Leadership and Character in Schools’. Presentation for a meeting about pupil leadership and character development at 10 Downing Street. 16 Nov 12
  • Granville-Chapman, K & Seldon, A. (2012). ‘Developing Leadership and Character in Young People’. Presentation for a meeting about leadership and character at 10 Downing Street. 7 Mar 12
  • Granville-Chapman, K. & Seldon, A. (2012) ‘Introduction’, Leading Your School in the 21st Century. 7 Feb 12

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.

Lili is currently reading for DPhil in Education at Oxford University funded by Departmental Studentship. Previously, Lili obtained her B.A in Public Administration from Minzu University of China (with first-class honour), and M.A in Public Administration (Education Economics and Policy) from Tsinghua University (China).

Before transferring to Oxford with her supervisor, Lili was enrolled as a PhD student at University College London-Institute of Education (ESRC and IOE-funded) and spent eight months studying at the University of Hong Kong (supported by ESRC-OIV scheme) as an exchange student.

In Lili’s doctoral thesis, she explores the similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education. By conceptually comparing and combining the notion of “public” and related key terms, the research attempts to establish synergies between the two traditions, and to derive a more generic and comprehensive understanding of public goods in higher education, albeit with space for continuing diversity. To give the two traditions equal status and enhance mutual understanding, the research also provides a lexical basis for building bridges between the two traditions through reviewing the works of scholarship in political theory in each tradition. Lili’s doctoral research is potentially path-breaking. It is likely to attract scholarly attention on a global basis and interest policy makers and university leaders in China, the UK and elsewhere.

Lili has been involved in numerous research projects focusing on higher education policies and governance. Broadly, Lili’s research interests include higher education policy, political philosophy and international higher education.

Lili is also working as a PhD researcher at the ESRC/OFSRE-funded Centre for Global Higher Education on the Project 1.1–Local and global public good contributions of higher education: a comparative study in six national systems.

For more details, please check Lili’s personal website.

Title of Thesis

Similarities and differences between notions of “public” in Sinic and Anglo-American traditions, and its implications in higher education

Publications

Yang, L. (2017) ‘The Public Role of Higher Learning in Imperial China’, Centre for Global Higher Education Working papers, No. 28, London: UCL Institute of Education (Published working paper)

 

Dina El Odessy is a DPhil student in the University of Oxford, her current doctoral research focuses on the relationship between pedagogic practices, cultural values and educational principles espoused and enacted in community schools in Egypt.

Her research also explores the potential of critical pedagogy in empowering school stakeholders by attempting to discover if community schools have the potential to become sites of praxis in which reflexive action is executed on a collective basis. It is expected that the study may provide new insights into the potential of community schools to provide self-governing learning spaces as well as explain their role in enacting critical pedagogies, along with the challenges that these approaches face in the Egyptian context. In addition, the study attempts to address an existent research gap on alternative models of community schooling, and it is expected to be the first to conceptualize the role of community schools in the analytical framework of holistic critical pedagogy.

Prior to starting