Robert has been involved in secondary mathematics education since 2004. He has taught mathematics in schools in the Midlands, London and the US, and has contributed to a number of textbook series and books for teachers.
Robert was awarded his PhD by the University of Warwick in 2013. His interests include the purposes of mathematics education, improving pedagogy and practice, and finding new ways to get pupils excited about and engaged with mathematics.
Julia is a Departmental Lecturer in Child Development at the Department of Education.
Julia teaches on the MSc Education (Child Development) and is the module lead for Cognitive Development and Educational Attainment and Core Principles of Child Assessment, and lectures on the Foundation Learning and Wellbeing module.
Julia is also an MSc Research Supervisor and Pastoral Lead.
Arathi is a sociologist of education. Her current research examines reparative justice in educational systems and practices. How might collective recognition of past and present injustices help us imagine ‘reparative futures’ of education? What does reparation in education look like?
This line of inquiry has emerged from Arathi’s scholarship over a number of years which has illuminated the structural injustices of schooling systems. She has examined the politics of educational inequality in the Indian, Australian and UK contexts as well as the global governance of childhood and the family.
Underlying much of this research has been an abiding interest in the racial politics of education. Her scholarship has explored the active erasures of racism and coloniality in the field of education and the ways in which racial capitalism sustains educational injustices. Major collaborative works in these areas include: Learning Whiteness: Education and the Settler Colonial State (Pluto, 2022); Black Lives Matter and Global Struggles for Racial Justice in Education (Chicago, 2023); and Learning With the Past: Racism, Education and Reparative Futures (Unesco, 2020).
Prior to joining the University of Oxford, Arathi taught at the Universities of Bristol, Cambridge and Sydney. She is a co-convenor of the Race, Empire and Education Research Collective.
Funded Research Projects
Reparative Futures of Education (REPAIR-ED)
This is a five-year research programme (2023-2028) selected by the European Research Council and funded by UKRI Frontier Research. It involves collaborating with primary school-communities in the city of Bristol to conduct in-depth ethnographic and oral-history research on the features and mechanisms of structural inequities in education. The project uses its empirical findings to facilitate dialogues with schools, their communities, policy-actors and the broader public to explore how reparative justice in education might be conceptualised and enacted. It is motivated by the overarching question: what does reparation in education look like?
ESRC Centre for Sociodigital Futures
We live in a sociodigital world (the social and digital are interwoven). No single ‘future’ awaits us – there are many possible ‘sociodigital futures’. The Centre for Sociodigital Futures (CenSoF) brings together world-leading interdisciplinary expertise to explore sociodigital futures in-the-making to support fair and sustainable ways of life. Arathi is a member of the team whose work focuses on the sociodigital futures of education.
Global Advocacy for Anti-Racist Education
Global education policy frameworks have been silent on racism and coloniality, despite the overwhelming role of racial injustice in the maintenance of educational inequities across the world. This 8-year project, in partnership with Action Aid International, the University of Bristol, and a global consortium of anti-racist activists and educators, builds research evidence and a global movement for anti-racist education policy, systems and practices.
Books and Edited Collections
Sriprakash, A., Rudolph, S., Gerrard, J. (2022) Learning Whiteness: Education and the Settler Colonial State. London: Pluto Press.
Walker, S., Strong, K., Wallace, D., Sriprakash, A., Tikly, L., Soudien, C. (2023) Black Lives Matter and Global Struggles for Racial Justice in Education. Comparative Education Review. 67(S1) Chicago University Press.
Sriprakash, A. (2012). Pedagogies for Development: the politics and practice of child-centred education in India. Dordrecht, Springer.
Hopkins, L. and Sriprakash, A. (Eds.) (2016). The ‘Poor Child’: the cultural politics of education, development and childhood. London, Routledge.
Welch A., Connell R., Mockler N., Sriprakash A., Proctor H., Hayes D., Foley D., Vickers M., Bagnall N., Burns K., Low R., and Groundwater-Smith S. (2017) Education, Change and Society, (Fourth Edition). Melbourne: Oxford University Press.
Takayama, K., Sriprakash, A., and Connell, R. (Eds.) (2017) Contesting coloniality: Re-thinking knowledge production and circulation in Comparative and International Education. Comparative Education Review, 61 (S1).
Gerrard, J. and Sriprakash, A. (Eds.) (2019) Migration, Borders and Education: International Sociological Inquiries. London: Routledge.
Sriprakash, A (2022) Reparations: theorising just futures of education, Discourse: Studies in the Cultural Politics of Education, DOI: 10.1080/01596306.2022.2144141
Gerrard, J. Sriprakash, A., Rudolph, S. (2021) Education and Racial Capitalism. Race, Ethnicity and Education DOI: 10.1080/13613324.2021.2001449
Myers, K., Sriprakash, A., & Sutoris, P. (2021). Toward a “New Humanism”? Time and Emotion in UNESCO’s Science of World-Making, 1947–1951. Journal of World History 32(4), 685-715
Facer, K. and Sriprakash, A. (2021). Provincialising Futures Literacy: a caution against codification. Futures. Vol. 133.
Sriprakash, A., Nally, D., Myers, K., and Ramos-Pinto, P. (2020). Learning with the Past: Racism, Education and Reparative Futures. Paper commissioned for the UNESCO Futures of Education report.
Sriprakash, A., R. Maithreyi, Akash Kumar, Pallawi Sinha & Ketaki Prabha (2020): Normative development in rural India: ‘school readiness’ and early childhood care and education, Comparative Education 56(3): 331-348
Sriprakash, A., Tikly, L., Walker, S. (2020) The erasures of racism in education and international development: re-reading the global learning crisis. Compare: Journal of Comparative and International Education. 50:5, 676-692
Sriprakash, A, Sutoris, P, Myers, K. (2019) The science of childhood and the pedagogy of the state: Postcolonial development in India, 1950s. Journal of Historical Sociology. 32 (3): 345-359
Rudolph, S. Sriprakash, A., Gerrard, J. (2018). Knowledge and Racial Violence: the shine and shadow of ‘powerful knowledge’. Ethics and Education 13:1, 22-38.
Maithreyi, R. and Sriprakash, A. (2018) The governance of families in India: education, rights and responsibility. Comparative Education. 54:3, 352-369.
Proctor, H. and Sriprakash, A. (2017) Race and Legitimacy: historical formations of academically selective schooling in Australia. Journal of Ethnic and Migration Studies. 43:14, 2378-2392.
Takayama, K., Sriprakash, A., and Connell, R.W. (2017) Towards a postcolonial comparative and international education. Comparative Education Review. 61 (S1): 1-24
Sriprakash, A., Qi, J., and Singh, M. (2016) The uses of equality in an elite school in India: enterprise and merit. British Journal of Sociology of Education. 38:7, 1022-1036.
Gerrard, J., Rudolph, S., and Sriprakash, A. (2016) The politics of post-qualitative inquiry: history and power. Qualitative Inquiry 23(5): 384-394.
Sriprakash, A., Proctor, H., and Hu, B. (2015). Visible Pedagogic Work: parenting, private tutoring, and educational advantage in Australia. Discourse: studies in the cultural politics of education. 37:3, 426-441.
Sriprakash, A. and Mukhopadhyay, R. (2015) Reflexivity and the Politics of Knowledge: educational researchers as ‘brokers’ and ‘translators’ of international development. Comparative Education. vol 51, no 2, pp 231-246.
Sriprakash, A. (2013). New learner subjects? Reforming the rural child for a modern India. Discourse: Studies in the Cultural Politics of Education, vol 34, no 3, pp 325-337
Mukhopadyay, R. and Sriprakash, A. (2013). Target-driven reform: Education for All and the translations of equity in India. Journal of Education Policy, vol 28 no 3, pp 306-321
Sriprakash, A. (2011) The contributions of Bernstein’s sociology to educational development research. British Journal of Sociology of Education vol 32 no 4, pp 521-539.
Mukhopadyay, R. and Sriprakash, A. (2011) Global frameworks, local contingencies: policy translations and educational development. Compare: a Journal of Comparative and International Education vol 41 no 3, pp 311-326.
Sriprakash, A. (2011) Being a teacher in contexts of change: classroom reforms and the repositioning of teachers’ work in India. Contemporary Educational Dialogue vol 8 no 1, pp 5-31.
Sriprakash, A. (2010) Child-centred education and the promise of democratic learning: Pedagogic messages in rural Indian primary schools. International Journal of Educational Development vol 30 no 3, pp 297-304.
Sriprakash, A. (2009) ‘Joyful Learning’ in Rural Indian Primary Schools: an analysis of social control in the context of child-centred discourses. Compare: A Journal of Comparative and International Education vol 39, no 5, pp 629-641.
Jeremy Knox is Associate Professor of Digital Education at the Department of Education, University of Oxford, and an Official Fellow of Kellogg College.
His research interests include the relationships between education, data-driven technologies, and wider society, and he has led projects funded by the ESRC and the British Council in the UK. Jeremy has previously served as co-Director of the Centre for Research in Digital Education at the University of Edinburgh, and currently co-convenes the Society for Research in Higher Education Digital University network. His published work includes AI and Education in China(2023), Data Justice and the Right to the City (2022), The Manifesto for Teaching Online(2020), Artificial Intelligence and Inclusive Education (2019), and Posthumanism and the Massive Open Online Course (2016).
Sara’s research interests are situated where education, policy, assessment and technology meet. She is passionate about equitable access to quality education for all.
Before joining the Department of Education, Sara was studying for her PhD in Education at the University of Sydney where she was awarded the inaugural NESA scholarship from the Centre for Educational Measurement and Assessment (CEMA) and the University of Sydney Doctoral Travel Scholarship which enabled her to spend three terms as a Recognised Student in the Oxford University Centre for Educational Assessment (OUCEA). Her doctoral research focuses on national education policies and the international assessments used to measure their success.
Prior to her PhD studies, Sara gained a MEd (Leadership) from the University of New South Wales where she wrote her thesis on the future of schooling and emerging technologies. She also holds a Graduate Certificate in Psychology from UNSW and a BEd in Primary Education from Edith Cowan University.
During her career, Sara has enjoyed many years as a classroom teacher, school leader, and lecturer in curriculum development. Most recently, she has specialised in assessment, working as a C-suite executive for a global EdTech company and on the OECD’s global PISA for Schools program.
Sara is a Research Officer with the Learning for Families through Technology (LiFT) project which is a collaboration between Ferrero international and three research groups in the Department of Education: Applied Linguistics, Learning and New Technologies, and Families, Effective Learning, and Literacy. The project aims to examine key questions about children’s learning with technology, with a focus on language and literacy skills. Sara’s contribution to the project is centred upon the development of digital book platforms including guidelines for the ethical and effective use of Generative AI in Education and literacy learning.
Sara is also a Department Associate with the Oxford University Centre for Educational Assessment.
Danica studied at the University of Cape Town (2011-2019) in South Africa (BSc, BMedScHons, MScMed, PhD) before joining the University of the Western Cape as an educationalist (2020). She joined Oxford as a departmental lecturer in the MSc in Medical Education program in 2023.
The #RhodesMustFall student-led protests in South Africa (2015), calling for free, decolonised Higher Education, sparked her jump from the laboratory bench to the classroom desk, moving from biomedical research to educational research. Her PhD in Health Sciences Education explored clinician-educators’ conceptions of assessment, and factors influencing their assessment practices, in medical programmes in diverse Southern settings.
Her research interests include assessment and feedback, curriculum transformation, technology-enhanced education, faculty development and social justice in medical education.
Clinician educators’ conceptions of assessment in medical education; D. A. Sims; F. J. Cilliers; 2023; Advances in Health Sciences Education; https://doi.org/10.1007/s10459-022-10197-5
Stuart is a Departmental Lecturer in Educational Assessment at the Department of Education.
Stuart has a PhD in Education from the University of Warwick. His research interests cover many aspects of educational assessment, including examination standards, the assessment of practical skills, the use of assistive technology for assessment, and the digitisation of assessment.
Prior to January 2022, Stuart was Associate Director for Research at Ofqual, where he helped lead a research programme to support the regulation of examinations and qualifications in England. He has held senior research roles both at Ofqual and at an examination board.
He, Q. & Cadwallader, S.M. (2022). An investigation of inter-subject comparability in GCSEs and A levels in summer 2021. Ofqual. https://www.gov.uk/government/publications/an-investigation-of-inter-subject-comparability-in-gcses-and-a-levels-in-summer-2021
Holmes, S., Brylka, A., Case, N., Clarke, L., Howard, E., Keys, E., Tonin D. Cadwallader S.M. (2022). Teacher Assessed Grades in summer 2021: Interviews. Ofqual. https://www.gov.uk/government/publications/teacher-assessed-grades-in-summer-2022-interviews-and-surveys
Cadwallader, S. M. & Tonin, D. (2021). The use of assistive technologies for assessment. Ofqual. https://www.gov.uk/government/publications/the-use-of-assistive-technologies-for-assessment/the-use-of-assistive-technologies-for-assessment
Lockyer, C. & Cadwallader, S.M. (2020). Internal assessment in existing national technical and vocational qualifications. Ofqual. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/863758/Internal_assessment_in_existing_national_technical_and_vocational_qualifications.pdf
Cadwallader, S. M. (2019). The impact of qualification reform on A level science practical work. Paper 5: Final report on the pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work
Cadwallader, S. M. (2018). The impact of qualification reform on A level science practical work. Paper 4: An analysis of the functioning of items that indirectly assess A level science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work
Cadwallader, S. M., Cuff, B. M. P & Khan, A. (2018). The impact of qualification reform on A level science practical work. Paper 3: Valid discrimination in the assessment of practical performance. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work
Cadwallader, S. (2018). The impact of qualification reform on A level science practical work. Paper 2: Pre- and post-reform evaluation of science practical skills. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work
Cadwallader, S. M. & Clinckemaillie, L. (2017). The impact of qualification reform on A level science practical work. Paper 1: Teacher perspectives after one year. Ofqual. https://www.gov.uk/government/news/the-impact-of-qualification-reform-on-alevel-science-practical-work
Cadwallader, S. M. (2014). Developing grade descriptions for the new GCSEs: considerations and challenges. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=developing-grade-descriptions-new-gcses-considerations-and-challenges
Cadwallader, S. M. & Tremain, K. (2013). How policy formation and implementation interacts with risks to high stakes qualifications. Manchester: AQA Centre for Education Research and Practice. https://www.aqa.org.uk/about-us/our-research/research-library/paper?path=how-policy-formation-and-implementation-interacts-risks-high-stakes-qualifications
The assessment of behaviours in apprenticeship end point assessments. Tonin, D., Clarke, L. & Cadwallader, S.M. Association for Educational Assessment (AEA Europe) conference, Dublin (2022).
The use of remote invigilation – awarding organisation views on its introduction and impact. Cadwallader, S. M & Tonin, D. Association for Educational Assessment (AEA Europe) conference, online (2021).
Evaluating the impact of A level qualification reform on science practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Lisbon (2019).
Valid discrimination in the assessment of practical skills. Cadwallader, S. M. Association for Educational Assessment (AEA Europe) conference, Prague (2017).
What is the meaning of a grade? Developing grade descriptors that are fit for purpose. Cadwallader, discussion group chaired at: Association for Educational Assessment (AEA Europe) conference, Tallinn (2014).
What should be keeping us up at night? Perspectives on the key threats to the general qualification system. Meadows, M.L. & Cadwallader, S.M. Cambridge Assessment Conference – Examining Risk, Cambridge (2012).
The Implicit Theories of Intelligence of Gifted and Talented Adolescents and how they Relate to Academic Goals and Achievement. Cadwallader, S. M. British Educational Research Association conference, Edinburgh (2008).
Jenny has extensive experience of successful teaching of secondary science in schools and a strong track record of teaching and leading Initial Teacher Education (ITE), including being Programme Leader of the Secondary PGCE at Bishop Grosseteste University in Lincoln for 10 years and contributing to the wider sector as Chair of the Universities Council for the Education of Teachers (UCET) in England PGCE Secondary Forum and member of the UCET executive.
Now contributing to the PGCE, MLT and DPhil courses in the Department of Education at the University of Oxford, Jenny’s current research interests include using the Threshold Concepts Framework (TCF) to explore effective science teaching as well as effective ITE.
Dunn, M. & Wynn, J. (2022) Threshold Connections: Engaging trainee teachers in collaborative curriculum research to explore threshold concepts within secondary school science disciplines. In Threshold Concepts in the Moment. Currently with the Editors.
Puttick, S. & Wynn, J. (2021) Constructing ‘good teaching’ through written lesson observation feedback. Oxford Review of Education, 47(2): 152-169.
Puttick, S., Nye, Z., Wynn, J., Muir, L. & Hill, Y. (2021) Student teachers’ beliefs about diversity: Analysing the impact of a ‘diversity week’ during Initial Teacher Education. Teacher Development, 25(1): 85-100.
Lulu is a departmental lecturer at the Department and a research associate at the Oxford Internet Institute and Sociology Department Oxford. She is a sociologist and her research spans technology, education, work and employment and organisations.
Lulu leads a project funded by the British Academy, which investigates how educational technology (EdTech) transforms education. Specifically, the project studies the role of EdTech firms – who can be seen as the architects behind the technology – in shaping education by considering the socio-political contexts they are embedded in.
She also works on the project DomesticAI at the Oxford Internet Institute. In this project she focuses on the transformation of paid and unpaid work in the age of AI and robotics. With her team she designed a cross-national harmonised factorial survey experiment.
During her doctoral studies, she researched on the labour market, skills formation systems and organisation studies with a country comparative focus.
Lulu teaches the MSc programme Digital and Social Change and supervises MSc students, focusing on technology and society.
Peer-reviewed journal articles and book chapters:
- Lehdonvirta, V., Shi, L.P. (corresponding author), Hertog, E., Nagase, N., Ohta, Y. (forthcoming): “The Future(s) of Unpaid Work: How susceptible do experts from different backgrounds think the domestic sphere to automation”, In: PLOS One, https://osf.io/preprints/socarxiv/vzwyd/
- Shi, L.P., Di Stasio, V. (2022): “Finding a job after unemployment – Education as a moderator of unemployment scarring in Norway and Switzerland”, In: Socio-Economic Review, p. 1–25. https://doi.org/10.1093/ser/mwaa056
- Shi, L.P., Wang, S. (2021): “Demand-side consequences of unemployment and horizontal skills mismatch across national contexts: An employer-based factorial survey experiment”, In: Social Science Research, p. 1-12. https://doi.org/10.1016/j.ssresearch.2021.102668
- Imdorf, C., Shi, L.P., Sacchi, S., Samuel, R. (2019): “Scars of early job insecurity across Europe: insights from a multi-country employer study”. In: B. Hvinden, C. Hyggen, M. A. Schoyen and T. Sirovatka, Youth Unemployment and Job Insecurity in Europe. Problems, Risk Factors and Policies, 1st ed. Cheltenham: Edward Elgar Publishing, p. 93–116.
- Parsanoglou, D., Yfanti, A., Hyggen, C., Shi, L.P. (2019): “The impact of active labour market policies on young unemployed: A comparison between Greece and Norway.” In: B. Hvinden, J. O’Reilly, M. A. Schoyen and C. Hyggen, Negotiating early job insecurity. Well-being, scarring and resilience of European youth, 1st ed. Cheltenham: Edward Elgar Publishing, p. 90–114.
- Shi, L.P., Imdorf, C., Samuel R., Sacchi, S. (2018): “How unemployment scarring affects skilled young workers: evidence from a factorial survey of Swiss recruiters”. In: Journal of Labour Market Research, 52, p.1–15.
Project working papers / policy briefs:
- Shi, L.P., Hertog, E., Nash, V. (2022): Written evidence on technology and data privacy. House of Commons, Digital, Culture, Media and Sport Committee. https://committees.parliament.uk/writtenevidence/109471/pdf/
- Shi, L.P., Imdorf, C., Sacchi, S., Samuel, R. (2017): “Employers assessments of young job applicants: Findings from a comparative study”. European Policy Brief, no. 6, p.1–5.
- Imdorf, C., Shi, L.P., Sacchi, S., Samuel, R., Hyggen, C., Stoilova, R., Yordanova, G., Boyadieva, P., Ilieva-Trichkova, P., Parsanoglou, D., Yfanti, A. (2017): “Explaining employers’ hiring decisions: A comparative study of employers’ risk assessment”. NEGOTIATE Working paper No. 7.3, p.1–35.
- Imdorf, I., Shi, L.P., Helbling, L., Sacchi, S., Samuel, R. (2016): “Institutional Determinants of early job insecurity in nine European Countries”. NEGOTIATE Working paper No. 3.4, p.1–43.
- Kilchmann, V., Kobler, C., Shi, L.P., Imdorf, C. (2016): “Strategies to improve labour market integration of young people: Comparing policy coordination in nine European countries”. NEGOTIATE Working paper No. 8.2, p.1–27.
- Hyggen, C., Imdorf, C., Parsanaglou, D., Sacchi, S., Samuel, R., Stoilova, R., Shi, L.P., Yfanti, A., Yordanova, G. (2016): “Understanding unemployment scars: A vignette experiment of employers’ decisions in Bulgaria, Greece, Norway and Switzerland”. NEGOTIATE Working paper No. 7.2, p.1–66.
- Abebe, D.S., Bussi, M., Buttler, D., Hyggen, C., Imdorf, C., Michoń, P., O’Reilly, J., Shi, L.P. (2016): “Explaining consequences of employment insecurity: The dynamics of scarring in the United Kingdom, Poland and Norway”. NEGOTIATE Working paper No. 6.2, p.1–50.
- Shi, L.P., Imdorf, C., Samuel, R. (2015): “Studying employers’ risk assessment and the role of institutions: An experimental design”. NEGOTIATE Working paper No. 7.1, p.1–25.