Luke’s research investigates the intersections of education policy, power and security. His work examines the politicisation and securitisation of education policy, employing discourse analysis to explore how international organisations and state actors deploy education to construct soft power, shape worldviews and translate security narratives across institutional and national contexts. He is a member of the University’s Social Sciences Division Teaching Interest Network and the Oxford Strategic Studies Group.
Prior to his doctoral research, Luke was awarded an MA with Distinction in Public Policy (Education) from King’s College London. His Master’s research examined the ideological functions of education under the Islamic State through Gramscian and Foucauldian frameworks, combining archival research, policy analysis and discourse analysis, and was commended for publication in the International Journal of Educational Development. He also holds an MA in Medieval and Modern Languages from the University of Oxford (Merton College).
With professional teaching and educational leadership qualifications from UCL, Luke brings over a decade of experience in education, having held senior roles as Head of Sixth Form, Head of University Guidance, Head of Department and School Governor at leading schools in the UK and Switzerland. Recognised for his sustained impact on student outcomes, he has led strategic reforms in higher education guidance and advised international schools featured in the Spear’s School Index on the design and implementation of their university progression strategies. Alongside this, he supports widening access initiatives through the Next Step Foundation.
A regular guest speaker and subject-matter expert, Luke presents on global university admissions to international audiences, including at the London Evening Standard’s Step-Up Expo. He provides strategic advisory services to education technology platforms and leading consultancies, and is a published education commentator, with featured work in Schools Week, Times Higher Education and the Times Education Supplement on university transition and post-18 admissions reform.