Alice Aldinucci is a postdoctoral researcher at the University of Oxford, Department of Education. She is part of the team working on the project International Student Mobility and World Development led by Maia Chankseliani, and she is a member of the Comparative and International Education Research Group.
She holds a PhD in Education from the University of Glasgow (UK) where she was awarded the LKAS Interdisciplinary Scholarship. Her thesis applies a longitudinal qualitative research design and draws on the combination of Critical Realism and Capability Approach to explore aspirations and choices of upper-secondary TVET students in transition to adulthood in Chile. Prior to her PhD, she completed a MA in International Education and Development from the University of Sussex (UK) where she was awarded the Centre for International Education Prize for the best overall MA performance. For her MA at Sussex, she conducted an empirical dissertation on the meaning making of Inclusive Education in Nepal. She holds a MA in Languages and Cultures for International Communication and Cooperation from the University of Milan (Italy) with a fieldwork research on tensions between policy and practice in bilingual multicultural education for indigenous students in Higher Education in Peru; and a BA in Languages and Intercultural Mediation from the University of Arezzo (Italy).
Alice’s research interests are interdisciplinary and relate to the critical linkages between intersecting inequalities, education, individual/societal development, and social justice at local and global levels, motivated by the question what education for what/whose development?
Areas, theoretical approaches and methodologies of interests:
• Sociology of education including aspirations in post-school transitions
• Cultural political economy of education and life chances/human flourishing/social justice
• Tensions between global educational frameworks and local knowledge and practices
• Critical Realism
• Capability Approach
• Qualitative and participatory methodologies
• Digital storytelling for social change
Besides her work in academia, Alice has gained experience as researcher, development practitioner and educator working in projects including early childhood education programmes, refugees’ education, girls’ education, SEN and inclusive education, TVET, global citizenship education, arts-based pedagogies. She lived and worked in different countries including in Nepal (a country she has developed a strong bond with), Tanzania, El Salvador, Italy and the UK. These experiences have reinforced her critical approach to international education and global development and to education as a catalyst for both inequalities, injustices, violence and more equitable social change and peace-building processes.
She served as Student Representative of the British Association for International and Comparative Education (BAICE) from 2017 to 2019 and she is currently part of the college of reviewers of the editorial board of Compare: A Journal of Comparative and International Education.
Aldinucci, A. (2022). Understanding aspirations and choices of upper-secondary TVET students in transition to postschool trajectories in Chile. PhD thesis, University of Glasgow.
Aldinucci, A., Valiente, O., Hurrell S., and Zancajo, A. (2021). Understanding aspirations: Why do secondary TVET students aim so high in Chile? Journal of Vocational Education & Training.
Rawle, G., Riddle, N., Pettersson, G., Wallin, J., Bici, M., Jasper, P., Harb, J., Hebbar, M., Davis, J., Aldinucci, A., (2017), EQUIP-Tanzania Impact Evaluation. Midline Technical Report, Volume I and II. Oxford Policy Management.