Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.
Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.
Selected Publications
- Dutta, P. (2020). Democratic Decentralization and Participatory Development: Focus on Bangladesh. Journal of Contemporary Governance and Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
- Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.
Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.
Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.
Supervisors
Robert Woore and Faidra Faitaki
Shuo-Fang earned a Bachelor’s degree from National Chengchi University (Taiwan) and a Master’s degree from Boston University. He has teaching experience in various EFL contexts including international high school, educational institute, and graduate language program.
Shuo-Fang’s areas of interest lie in applied linguistics, particularly phonetics/phonology and speech perception. As an Oxford-Taiwan Graduate Scholar, Shuo-Fang is currently undertaking his doctoral research, supervised by Dr Elizabeth Wonnacott and Dr Robert Woore. His doctoral project is mostly experimental and explores second language learners’ difficulty in processing English connected speech.
Shuo-Fang is affiliated with two research groups: Applied Linguistics and Wonnacott-Nation Lab (developmental cognitive psychology).
Publications
Liang, S., & Yu, H. (2021). Chinese students’ willingness to communicate in EFL classrooms: A case study of students at a Sino-foreign university. Professional and Academic English, 28(2), 15–33.
Siyu Ma is a DPhil student in child development and learning at the Department of Education. Her doctoral research focuses on second-born children under the Chinese two-child policy, especially how siblings play a role in the socio-emotional, language, and early literacy development of these children.
Prior to starting her Dphil, Siyu completed an MSc in Education (Research Design and Methodology) at the University of Oxford, under the supervision of Professor Sonali Nag. Her MSc dissertation explored the roles of social background and home literacy environment in the language and literacy development of a Wales subsample from the Millennium Cohort Study and was awarded a High Distinction. She also holds a BSc degree with first-class honours in Psychology from the University of Bath.
Siyu is also a research associate working on TalkTogether, a UKRI GCRF-funded research project based at the Department of Education.
At TalkTogether, Siyu is responsible for designing online surveys and analysing quantitative data from child assessments and parent reports.
Publications
Ma, S. (2021). Family background and home literacy environment as predictors of the early literacy development of children in Wales – findings from the Millennium Cohort Study (Master’s thesis, University of Oxford).
Amanda is the recipient of the Hazel Project Scholarship, based at the Rees Centre. Her doctoral research explores the conceptualisation of foster homes as therapeutic environments for complex/developmental trauma. Through participant-generated photography and collaborative qualitative methods with young people currently in foster care placements, her research explores if young people’s concepts and perceptions of therapeutic environments coincide with or challenge existing theoretical models and popular practitioner perspectives.
Amanda holds a BA from the University of Leeds (UK) and an MPhil from the University of Oxford (UK).
Lawrence is a teacher of mathematics who is particularly interested in classroom pedagogy, and how research and education policies interact with the teaching that students experience on a daily basis.
He finds that looking outwards in education is valuable with there being much more that unites our classrooms than isolates them. He has been extremely fortunate to study education through an international lens in the US, and to work on the Global Teaching InSights initiative of the Organisation for Economic Development (OECD) where he led on its videos of teaching.
Publications
Global Teaching InSights: A video study of teaching, OECD, 2020
Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.
Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.
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.
David Phillips is Emeritus Professor of Comparative Education, and Emeritus Fellow of St Edmund Hall.
A linguist by origin, David Phillips now works exclusively on various aspects of comparative and international education, with a particular focus on policy issues in historical context. He is the author of many publications, especially on education in Germany (more particularly in the post-war and post-unification periods) and on policy ‘borrowing’ in education. He has edited Comparative Education, Research in Comparative and International Education, and the Oxford Review of Education and and serves on the editorial boards of various other journals; he also edits the book series Oxford Studies in Comparative Education. He is co-chair of the Anglo-German Educational Research Group (www.aerg.org)
He has been Chair of the British Association for Comparative and International Education (BAICE). In 1990-91 he served on a commission of the German Wissenschaftsrat which reported to the German government on the future of teacher education in the territory of the former German Democratic Republic, and he has (2003-4) been a member of a commission appointed by the Minister for Science, Culture and the Arts in Baden-Württemberg with the task of evaluating educational studies in higher education in that state of the Federal Republic of Germany. He has evaluated projects for the Deutsche Forschungsgemeinschaft and for other research bodies. He is a Fellow of the Social Sciences Academy and a Fellow of the Royal Historical Society.
Professor Phillips’s main teaching involved theoretical and methodological issues in comparative education, educational policy in Western Europe (particularly EU countries) and in Eastern Europe, in Japan, and in the United States. Many of his doctoral students focused on education in Germany and Japan, and on a range of topics involving education and training policy in the European Union as well as on aspects of educational policy borrowing in a variety of contexts.
Publications
- Zur Universitätsreform in der Britischen Besatzungszone 1945-1948, Böhlau 1983
- (Editor): Hochschuloffiziere und Wiederaufbau des Hochschulwesens in Westdeutschland 1945-1952, Teil 1: Die Britische Zone, Lax, 1990
- (Editor): Lessons of Cross-National Comparison in Education, Triangle Books, 1992
- (Editor, with Michael Kaser): Education and Economic Change in Eastern Europe, Triangle Books, 1992
- Pragmatismus und Idealismus: Das ‘Blaue Gutachten’ und die Britische Hochschulpolitik in Deutschland 1948, Böhlau, 1995
- (Editor, with others): Education for Reconstruction, Symposium Books, 1998
- (Editor): Education in Germany: Tradition and Reform in Historical Context, Routledge, 1995
- (Editor, with Michael Kaser): Aspects of Education and the European Union, Triangle Books, 1995
- (Editor, with others): Learning From Comparing: New Directions in Comparative Educational Research , Vol. 1, Contexts, Classrooms and Outcomes, Symposium Books, 1999 (with Robin Alexander and Patricia Broadfoot); Vol.2, Policy, Professionals and Development,: Symposium Books, 2000 (with Robin Alexander and Marilyn Osborn)
- (Editor): Education in Eastern Germany Since Unification, Symposium Books, 2000
- ‘Reconstructing Education in Germany: Some Similarities and Contrasts in the Post-War and Post-Unification Rethinking in Educational Provision’, in: Leslie J. Limage (ed): Democratizing Education and Educating Democratic Citizens: International and Historical Perspectives, New York (Routledge/Falmer), 2001
- ‘Helena Deneke and the Women of Germany. A Note on Post-War Reconstruction’, German Life and Letters, Vol.53 No.1, 2000
- Reflections on British Interest in Education in Germany in the Nineteenth Century. (A Progress Report), Educa, Lisbon, 2002
- ‘Comparative Historical Studies in Education: Problems of Periodisation Reconsidered’, British Journal of Educational Studies, Vol.50, No.3, 2002
- ‘Beyond Travellers’ Tales: Some Nineteenth-Century British Commentators on Education in Germany’, Oxford Review of Education, Vol.26 No.1, 2000
- ‘Comparative Studies and “Cross-National Attraction” in Education: a typology for the analysis of English interest in educational policy and provision in Germany, Educational Studies, Vol.28, No.4, 2002 (with Kimberly Ochs)
- ‘Processes of Policy Borrowing in Education: Some Explanatory and Analytical Devices, (with Kimberly Ochs), Comparative Education, Vol. 39, No.4, 2003
- (Editor, with Roger Goodman): Can the Japanese Change Their Education System? Symposium Books, 2003
- (Editor, with Hubert Ertl): Implementing European Union Education and Training Policy: A Comparative Study of Issues in Four Member States, Kluwer Academic Publishers, 2003
- Articles on ‘Helena Deneke’, ‘Evelyn Spearing’, and ‘Edith Wardale’, New Dictionary of National Biography, Oxford University Press, 2004
- ‘Researching Policy Borrowing: Some Methodological Problems in Comparative Education’, British Educational Research Journal, Vol.30 No.6, 2004 (with Kimberly Ochs)
- ‘A Typology of Cross-National Attraction in Education’, in: Gita Steiner-Khamsi (ed.): The Global Politics of Educational Borrowing and Lending, Teachers College Press, 2004
- (Editor, with Kimberly Ochs): Educational Policy Borrowing: Historical Perspectives, Symposium Books, 2004
- ‘Policy Borrowing in Education: Frameworks for Analysis’, in: Joseph Zajda (ed.): International Handbook on Globalisation, Education and Policy Research: Global Pedagogies and Policies, Springer, 2005
- ‘Comparative Education: An Approach to Educational Inquiry’, in: Clifton Conrad and Ronald Serlin (eds.): The Sage Handbook on Research in Education: Engaging Ideas and Enriching Inquiry, Sage, 2005
- ‘Michael Sadler and Comparative Education’, Oxford Review of Education, Vol. 32, No.1, 2006
- Comparative and International Education: An Introduction to Theory, Method and Practice, Continuum, 2006 (with Michele Schweisfurth)
- (Editor): Special issue of Comparative Education on ‘Mapping EU Education and Training Policy’, Vol.42, No.1, 2006
- (Editor): Special issue of Oxford Review of Education on ‘Comparative Inquiry and Educational Policy Making’, Vol.42, No.3, 2006
- The German Example: English Interest in Educational Provision in Germany Since 1800, Continuum 2011
- ‘Aspects of Education for Democratic Citizenship in Post-War Germany, Oxford Review of Education, Vol.38, No.6, 2012
- Investigating Education in Germany: Historical Studies from a British Perspective, Routledge 2015
- Educating the Germans. People and Policy in the British Zone of Germany, 1945-1949, 2018
Research
David Phillips’s main research interests are in education in Germany, transition in education in eastern Europe and the former Soviet Union, educational policy ‘borrowing’, theoretical perspectives in comparative education, and EU education and training policy.
Much of David Phillips’s recent research has been in the area of educational policy borrowing and in EU education and training policy. He recently (1998-2002 inclusive) directed a five-year EU-funded project (PRESTIGE – ‘Problems of Educational Standardisation and Transition in a Global environment’) in this latter area, and oversaw and contributed to the many publications which emerged from the project. Currently the focus of his work is on British interest in educational provision in Germany over the past 200 years. In 2005, together with Alis Oancea, he organised an international seminar funded by the European Science Foundation on the subject ‘15 Years On: Post-communist transitions and European integration of central and eastern European Countries’.
One of his recent books is The German Example: English Interest in Educational Provision in Germany Since 1800 (Continuum,2011), and he has most recently published Educating the Germans, a study of British educational policy in occupied Germany, 1945-1949. The research for this book was supported by a Leverhulme Trust Emeritus Fellowship awarded in 2012. In 2015 Routledge published Investigating Education in Germany: Historical Studies from a British Perspective.