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.
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.
Global Teaching InSights: A video study of teaching, OECD, 2020
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.
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.
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.
- 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.
- 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
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.
Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.
Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.
Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.
Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).
She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.
With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.
Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.
She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).
Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.