Dan is a part-time DPhil Education student whose research focuses on investigating reasons why individuals choose to study and then teach physics as a subject discipline and how these relate to issues of equity and power. He previously worked as a secondary school physics teacher in the West Midlands of England for around 15 years before taking up his current post as Associate Professor of Physics Education at the University of Birmingham where he works in widening participation in physics and teacher education.
- Cottle, D 2022, ‘Harnessing the potential of recently retired physics teachers to mentor new physics teachers’, Physics Education, vol. 57, no. 1, 015020. https://doi.org/10.1088/1361-6552/ac3931
- Cottle, D 2021, ‘Improving students’ mathematical skills in secondary science: ideas from mathematics pedagogy’, School Science Review, vol. 102, no. 381, pp. 61-64. <https://www.ase.org.uk/resources/school-science-review/issue-381/improving-students-mathematical-skills-in-secondary>
- Cottle, D 2021, ‘The effects of Covid-19 on student transition from school to university in STEM subjects’, New Directions in the Teaching of Physical Sciences, vol. 16, no. 1, 3847, pp. 1-4. https://doi.org/10.29311/ndtps.v0i14.3847
- Cottle, D & Marshall, R 2016, ‘Exploring electrical resistance: a novel kinesthetic model helps to resolve some misconceptions’, Physics Education, vol. 51, no. 5. https://doi.org/10.1088/0031-9120/51/5/054004
Chris is a third-year part time DPhil student. He is an experienced Director of Children’s Services working in London. He is interested in path dependence and whether it is a helpful concept to understand how children’s services work.
Yaoyao is a DPhil student in Education at Oxford.
Her research interest lies in Aptitude-Instruction-Interaction (ATI) in second language acquisition (SLA).
Yaoyao’s research investigates the mediating effects of individual differences in learners’ domain-general perceptual-cognitive abilities in instructed foreign language pronunciation acquisition in adulthood. She aims to further explore how aptitude hinders instructional effectiveness and help all students make the most of instruction regardless of aptitude profiles.
Yaoyao started her BA in the Japanese Language and Literature at Sun Yat-Sen University (中山大学) in China. She then moved to the University of Queensland to finish her BA with double majors in Japanese and Translation. After her BA, she worked as an English teacher in China for three years. Prior to her DPhil studies at Oxford, Yaoyao completed her Master’s degree in TESOL at Institute of Education, University College London. Her Master’s dissertation was supervised by Dr Kazuya Saito.
1. Symbolic Violence in Indonesian Society: Islamic Radicalisation Leads to Religious Violence?, Journal of Southeast Asian Human Rights, 1 (1), p.56-79, 2017. Link: https://doi.org/10.19184/jseahr.v1i1.5347
2. Konservativisme Agama, Literasi Media, dan Pendidikan Politik, Anak Muda & Masa Depan Indonesia: Bunga Rampai Pemikiran Anak Muda dari Aceh Sampai Papua. Bandung: PT Mizan Pustaka & Kader Bangsa Fellowship Program, p.246-249.
3. Buya Syafii Ma’arif: Siapa Bisa Mengelola Indonesia, Merawat Kewarasan Publik: Refleksi Kritis Kader Intelektual Muda tentang Pemikiran Ahmad Syafii Maarif. Jakarta: Maarif Institute, p158-178
4. Cultivating Islam Nusantara in Indonesia’s Pesantrens: a Promising Deradicalisation Strategy, Journal of Nahdlatul Ulama Studies, 1 (1), p34-66, 2020. Link: http://jnus.lakpesdamsalatiga.or.id/index.php/jnus/article/view/5/4
5. Mau Dibawa Ke Mana Islam Kita? 40 Refleksi dan Otokritik tentang Keberislaman Kita. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021.
6. Filosofi Shalat. Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Indika Foundation.
7. Faith and Pandemic: Religious Narrative and Covid-19 Survival (Stories and Reflections from Indonesian and Australian Muslims). Cianjur: Penerbit Yayasan Literasi Naratif Islami, 2021. Funded by Australia’s Alumni Grant Scheme.
8. Narratives on the 212 Movement and Tauhid Flag Transformation from the Boudieusian Perspective, Walisongo: Jurnal Penelitian Sosial Keagamaan, 29 (2), p.231-254. 2021. Link: https://doi.org/10.21580/ws.29.2.10759
Aliya teaches on the Comparative and International Education MSc programme at our Department. She is also a Junior Research Fellow at Lady Margaret Hall. Her research focuses on young people and families’ experiences of education in turbulent times.
For example, educational challenges and rehabilitation during COVID-19 and after the 2022 floods in Pakistan. Her current geographical focus includes ethnically diverse communities (Pakistani and Bangladeshi) in England as well as marginalised communities in Pakistan.
Aliya’s PhD explored the complexities of gender and international education, and her current work focuses on decolonising educational research practices and the experience of Southern-ness globally. Aliya’s specialist areas are parental, mothers’ and young people’s perspectives of and aspirations for education, and their own modalities of agency to fulfil their dreams.
Aliya publishes on the topics of Southern epistemologies and methodologies and teaches on related topics of decolonisation of knowledge production and the politics of representation. She is currently leading multiple projects in England and Pakistan focusing on girls’ education, gender experiences of education, mothers’ perspectives on educating their children, teacher educators, displaced peoples experiences in England and Pakistan.
Aliya is accepting DPhil students interested in these areas:
- Southern epistemologies and methodologies
- The capability approach and social justice
- Negative capability
- Deconstruction of the silence/violence binary
- Marginalised peoples’ perspectives
- Intersectional experiences of marginalisation including those related with gender, race, ethnicity, indigeneity, queerness, disability, class and caste (among others)
- Decolonisation of knowledge production and representation of the South
- Qualitative methodologies
- Theorising from the margins
- Area focus South Asia particularly Pakistan and Afghanistan
- Internal displacement
Aliya is the acting Deputy Chair of the United Kingdom Forum for International Education and Training (UKFIET) conference 2023.
Research Group Membership
- Comparative and International Research Group
- South Asian Approaches to Researching Education Network
- Cambridge Network for Disability and Education Research (CaNDER)
- Race Empire and Education (REE) collective
- Research Equitable Access and Learning Centre (REAL)
- Mahbub ul Haq Research Center
1. ‘Understanding the impact of COVID-19 on learning experiences of secondary school going age children among Bangladeshi and Pakistani ethnic minority families’
Funder: Cambridge Humanities Research Grants Scheme
Research team: Professor Nidhi Singal and Dr Aliya Khalid
2. Gendered Inequalities in Education and Capability Spaces for Women/Girls (and others) in Pakistan: Education and reconstruction after 2022 floods in Pakistan
Funder: British Association for International and Comparative Education (BAICE) Seedcorn Fund
Research team: Aliya Khalid, Soufia Siddiqui, Aditi Chidambaram, Indrani Sigamany
3. Bridging the Local and Global: Women’s Spaces and Collectives’: On becoming caregivers and teachers: Immigrant mothers’ identities and philosophies of education in England during COVID
Team members: Aliya Khalid, Jane Rooney and Ruth Houghton, Lavinia Kamphausen, Kate spencer-Bennet, Alana Farrel
Funder: The British Academy
4. Collaborative development of faculty for Pakistan undergraduate Teacher Education Colleges: Durbeen and Oxford knowledge exchange project
Team members: Aliya Khalid, Ann Childs, Trevor Mutton, Ian Thompson, Jenni Ingram and Katharine Burn
Funder: Malala Fund
Josie is a DPhil student funded by the ESRC Grand Union DTP. Josie’s project is in collaboration with Villiers Park Educational Trust – a national charity specialising in improving educational outcomes for disadvantaged young people.
The main aim of the project is to devise and evaluate a new educational enhancement programme for young people with a history of childhood trauma, with a particular focus on those who are – or have been – in the care system.
Prior to her DPhil, Josie completed a BA (Hons) in English at Oxford Brookes University, and was awarded a bursary to complete an MA in English Literature also at Oxford Brookes University. After spending one year teaching in a specialist SEMH school, Josie gained her PGCE in Secondary (English) at the University of Oxford Department of Education. Josie then worked as an English teacher and Designated Teacher for Looked After Children at a secondary school in Oxford.
Josie’s broader research interests lie within supporting vulnerable learners, the impact of attachment and trauma awareness, and social justice in education.
Vânia is a Doctoral Candidate in Education at the Rees Centre, Department of Education, conducting research in the field of foster care placement success.
Her Doctoral research aims to contribute to a deeper understanding about successful placements, through analysing the associations between parenting and professional skills of foster carers and emotional, social, and behavioural outcomes of looked after children. The analysis will also compare findings between the English and the Portuguese foster care systems.
Her academic pathway started with a degree in Psychological Sciences and a Masters degree in Clinical Psychology from ISPA – University Institute. Following these degrees with two postgraduate diplomas: one in “Protection of Minors” from the Faculty of Law – University of Coimbra, and the other in “Data Analysis in the Social Sciences” from ISCTE-University Institute of Lisbon. She also gained professional experience in the Portuguese child protection system by working as a Clinical Psychologist in vulnerable communities.
Currently she is a research collaborator at the InEd-Center for Research and Innovation in Education, School of Education of the Polytechnic Institute of Porto, and a Board member of various networks, such as: the EUSARF Academy, the Oxford Children’s Rights Network, and the Centro de Estudos Comparados da Criança em Família. She has several publications in the field of child protection systems, decision-making processes, foster care, and indicators of placement success.
- Delgado, P., Pinto, V. S., Carvalho, J. M. S., & Gilligan, R. (2018). Contact in Foster Care in Portugal. The views of children in foster care and other key actors. Child & Family Social Work, 1-8.
- Delgado, P., Carvalho, J. M. S., Pinto, V. S., & Oliveira, J. (2017). Carers and Professionals’ Perspectives on Foster Care Outcomes: The Role of Contact. Journal of Social Service Research, 43(5), 533-546.
- Carvalho, J. M. S., Delgado, P., Benbenishty, R., Davidson-Arad, B., & Pinto, V. S. (2017). Professional Judgments and Decisions on Placement in Foster Care and Reunification in Portugal. European Journal of Social Work, 21(2), 296-310.
- Delgado, P., Carvalho, J. M. S., Pinto, V.S., & Martins, T. (2016). Decision, Risk and Uncertainty Withdrawal or Reunification of Children and Young People In Danger? Pedagogía Social. Revista Interuniversitaria, 28(2), 217-228.
- Delgado, P., Carvalho, J. M. S., & Pinto, V. S. (2014). Growing-up in Family: The Permanence in Foster Care. Pedagogía Social. Revista Interuniversitaria, 23(1), 123-150.
- Delgado, P., & Pinto, V. S. (2011). Criteria for the selection of foster families and monitoring of placements. Comparative study of the application of the Casey Foster Applicant Inventory-Applicant Version (CFAI-A). Children and Youth Services Review, 33(6), 1031-1038.