Skip to content

Department of Education

Viewing archives for Research Staff

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technology design, AI ethics.

 

Selected Publications
  • Andries, V., & Robertson, J. “Alexa doesn’t have that many feelings”: Children’s understanding of AI through interactions with smart speakers in their homes. Available as ArXiv preprint: https://arxiv.org/abs/2305.05597
  • Constantin, A., Andries, V., Korte, J., Alexandru, C., Good, J., Sim, J., Read, J., Fails, J.A., & Eriksson, E. (2022). Ethical Considerations of Distributed Participatory Design with Children. In Interaction Design and Children (IDC ’22), Braga, Portugal. ACM, New York, NY, USA, https://doi.org/10.1145/3501712.3536386
  • Andries, V., Niven, A., & Smith, C. (Sept 2021). Social Media Research: Ethical Guidance for Researchers at the University of Edinburgh. Centre for Data, Culture & Society, The University of Edinburgh. Available here: https://edin.ac/3hTvAhB.
  • Andries, V., & Savadova, S. (2021). Understanding the Role of Digital Technology in the Transitions of Refugee Families with Young Children into A New Culture: A Case Study of Scotland. In Interaction Design and Children (IDC ’21), June 24–30, 2021, Athens, Greece. ACM, New York, NY, USA, 5 pages. https://doi.org/10.1145/3459990.3465185.
  • Wilkinson, K., Andries, V., Howarth, D., Bonsall, J., Sabeti, S., & McGeown, S. (2021). Reading During Adolescence: Why Adolescents Choose (or Do Not Choose) Books. Journal of Adolescent & Adult Literacy, 64(2), 157-166.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., & Wilkinson, K. (2020). Understanding Reading Motivation Across Different Text Types: Qualitative Insights from Children. Journal of Research in Reading, 43(4), 597-608.
  • McGeown, S., Bonsall, J., Andries, V., Howarth, D., Wilkinson, K., & Sabeti, S. (2020). Growing up a Reader: Exploring children’s and adolescents’ perceptions of ‘a reader’. Educational Research, 62(2), 216-228.
  • Andries, V., & Robertson, J. (2019). Designing Social Play to Support Young Hospitalised Children. In Interaction Design and Children (IDC ’19), June 12–15, 2019, Boise, ID, USA. ACM, New York, NY, USA, 6 pages. https://doi.org/10.1145/3311927.3325317.
  • Andries, V. (2018). Play Technology with 3-5-Year Old Children in a Hospital Setting. In Proceedings of the 2018 Annual Symposium on Computer-Human Interaction in Play Companion Extended Abstracts (CHI PLAY ’18 Extended Abstracts, Melbourne, Australia). ACM, New York, NY, USA, 5-10. DOI: https://doi.org/10.1145/3270316.3270608.

Selected Presentations

  • Savadova, S., & Andries, V. (2021). How can interactions with digital media foster refugee families’ transitions to a new culture in Edinburgh? British Educational Research Association (BERA) Annual Conference, United Kingdom.
  • Andries, V., & McGeown, S. (2019). Growing up a Reader: Lessons learnt from training primary school students as researchers. United Kingdom Literacy Association Conference, Sheffield, United Kingdom. Paper presentation
  • Andries, V. & Robertson, J. (2019). Ethics in participatory design approaches. Human-Computer Interaction – Centre for Intelligent Systems and their Applications (CISA) interest group at the School of Informatics. Invited speakers
  • Andries, V. (2018). Ethics in practice: A case study of researching play technology with sick children. Children and Technology event organised by the Digital Education group at Moray House, in collaboration with the Scottish Informatics and Computer Science Alliance. Invited speaker

Louise’s research interests include social inequities and education, gender and feminist theories, children’s literature, and creative methods. Her ESRC-funded doctoral research, which she undertook at the University of Glasgow, explored how children respond to and engage with contemporary biographies about women. Louise has been involved in various research projects with children, both in the UK and abroad. Last year she worked with non-profit organisations in Canada to better understand how organisations are encouraging girls to engage with STEM (science, technology, engineering and maths), and acted as a research consultant on the international, SSHRC-funded project, ‘Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism’.

Louise has extensive experience of working in educational settings. She managed a network of children’s learning centres across London for a number of years and has taught in Australia, China and the UK. Louise has also delivered training sessions for early career researchers focusing on creative methods, research ethics, and research with children.

Louise holds a BA in English Language and Literature from King’s College London, an MA in Gender Studies from UCL and an MRes in Sociology and Research Methods from the University of Glasgow.

 

Publications

Articles in Peer-Reviewed Journals

Couceiro, L. (2022) Empowering or responsibilising? A critical content analysis of contemporary biographies about women. Barnboken: Journal of Children’s Literature Research, 45. DOI: https://doi.org/10.14811/clr.v45.687.

Chapters in Books

Couceiro, L. (2020) Disorientation and new directions: developing the reader response toolkit. In: Kara, H. and Khoo, S.-M. (eds.) Researching in the Age of COVID-19: Volume 1: Response and Reassessment. Policy Press: Bristol, UK, pp. 30-39. DOI: https://doi.org/10.2307/j.ctv18gfz2s.8.

Non-Peer-Reviewed Publications

Couceiro, L. (2022) ‘Biographies about women in science: why it is important to engage all learners’. Primary Science (174), p. 17.

Couceiro, L. (2022) ‘Online Research with Children: Cultivating Better Practice with the Beauty of Hindsight‘, SAGE MethodSpace (27th July 2022).

Couceiro, L. & Strobel, M. (2022) ‘The Work of Annika Thor: Relatable, Entertaining and Brimming with Enthusiasm‘, iBbY UK Blog (17th February 2022).

Couceiro, L. (2021) ‘Contemporary Children’s Biographies About Women: A Laudable Endeavour, but Critical Reading Remains Crucial‘, UWE Education Blog (22nd December 2021).

Couceiro, L. (2021) ‘Facilitating Group Discussions With Participants on Zoom‘, SAGE MethodSpace (21st January 2021).

Conference Papers

‘Education and Roblox’ (2023) Kids, KidTech and the Metaverse: Global Childhoods in Digital Capitalism, Phase 1 Symposium, York University, Canada.

‘Contemporary Children’s Biographies: How are children responding to and ’empowering’ stories of ‘inspirational’ women?’ (2022) Emergent Femininities and Masculinities in 21st Century Media and Popular Culture Conference, National and Kapodistrian University of Athens, Greece.

‘Contemporary Biographies: What are the implications of inviting children to ‘change the world’, in a way that foregrounds specialisation?’ (2022) The Child and the Book Conference, L-Università ta’ Malta, Malta.

‘Children’s Biographies in the Nonfiction Renaissance: Analysing the relationship between readers’ responses, the pedagogic and the aesthetic’ (2021) IRSCL 2021 Conference (online),

Pontificia Universidad Católica de Chile, Chile.

‘Sexual Education, Sexual Pleasure and Sexual Violence: A case for considering how queer theory can aid understandings of the hidden inequalities and challenges faced by individuals with learning disabilities’ (2021) ESA 2021 Conference (online).

”Fantastically Great Women’ and ‘Rebel Girls’: Do children’s biographies about women inspire or responsibilize young girls in their conceptions of girlhood?’ (2020) Conceptions of Girlhood Now and Then: “Girls’ Literature” and Beyond Conference (online), Linnæus University, Sweden.

‘Why Legislative Change is Not Enough: Critical discourse analysis of news reporting surrounding Scotland’s LGBTI inclusive education’ (2020) ECER Conference (cancelled due to Covid-19), University of Glasgow, Scotland

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.

I am a Postdoctoral Researcher at the Centre on Skills, Knowledge, and Organisational Performance (SKOPE). I work on the OFS and Research England’s ‘Close the Gap’ project.

‘Close the Gap’ is a collaborative initiative between the Universities of Oxford and Cambridge, dedicated to understanding and transforming doctoral admissions cultures, systems, and practices. The project aims to foster a research culture that is more socially and epistemically just, as well as inclusive.

My research focuses on the dynamics of diversity, equity, and inclusion in higher education, particularly within elite universities. I am particularly interested in exploring how social class, race/ethnicity, and gender hierarchies and inequalities perpetuate and reproduce themselves, impacting access and success in higher education. My work aims to promote more equitable and inclusive practices within academia.

Dr Nadiya Ivanenko is a Visiting Research Fellow in the field of civic education and citizenship linguistics. She is a member of the Applied Linguistics research group and Higher Education research group at the Department of Education, University of Oxford.

After receiving PhD in Comparative Linguistics from Kyiv National Linguistic University (2008) Nadiya worked as an Associate Professor of the Germanic Languages and Teaching Methodology Department, Faculty of Ukrainian Philology, Foreign Languages and Social Communications and Vice Dean of the Faculty of Foreign Languages, Central Ukrainian State University, Ukraine.

Nadiya was a Chevening scholar and Postgraduate researcher at the Department of Education, University of Oxford (2003-2004). She was a Co-chair of the joint UNESCO Chair/UNITWIN project ‘Education as a Humanitarian Response’ (2004-2012); a participant of BECA joint project ‘Education for Democracy’ between Montclair State University (USA) and Kirovohrad State Pedagogical University (Ukraine). Nadiya had internship for teachers of EFL in the Department of Educational and Cultural Programmes at Shakespeare’s Globe Theater, London, UK (2011). She was the Head of the British Council International Mobility Grant ‘Internalizing Higher Education in Ukraine’, which included 2 internships at the University of Durham, UK (2016). She participated in the internship “Retraining in the Field of Teaching Excellence”, Bayreuth University, Germany (Erasmus + Project (2021) and was a coordinator of the Erasmus+ Project: Innovative Approach to Promotion Teaching Excellence (2021-2022) at Central Ukrainian State University.

Selected Publications

BOOKS

  • Rastrygina, A., Ivanenko, N. (2021). Pedagogy of Freedom in the Paradigmal Space of Modern Education and Upbringing.
  • Ivanenko, N., Liashuk, A. (2021). English Activity Book. Practical Course of English. Kropyvnytskyi.
  • Ivanenko N. (2014). (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury.
  • Ivanenko N. (2008). The Concept of Good in English and Ukrainian Language Pictures of the World. Kirovohrad: KOD.
  • Ivanenko N. (2007). Written Practice and Conversation for 1 Year. Kropyvnytskyi.
  • Garkusha, L., Ivanenko, N. (2004). Critical thinking in life skills training. Kirovohrad.

BOOK CHAPTERS

  • Ivanenko N. (2019). Citizenship Education, Moral Fluency and Social and Political Future Challenges. In Polish-Jewish History, Culture, Values, and Education between Paradise and Inferno. Irvine, USA: Brown Walker Press (pp. 93-103)
  • Ivanenko N. (2014). Education Change, Transformation, Reforms – a Regional Overview. In N. Ivanenko (Edit.) Education in Eastern Europe and Eurasia. London: Bloomsbury (pp. 9-45)
  • Ivanenko N. (2013). Vulnerable Children in Ukraine and Educational Response. In M.  Matsumoto (Edit.) Education and Disadvantaged Children and Young People. London: Bloomsbury (pp. 95-132)

JOURNAL ARTICLES

  1. Rastrygina, A., Ivanenko, N. (2023). A Pedagogy of freedom as a viable basis for implementing gender equality in Ukraine’s educational institutions. International Review of Education, 69(1-2). DOI: https://doi.org/10.1007/s11159-023-09995-9
  2. Ivanenko N., Biletska O., Hurbanska S., Hurbanska, A., & Kochmar, D. (2023). English language morphological neologisms reflecting the war in Ukraine. World Journal of English Language, 13(5), pp. 432-438 DOI: doi:http://dx.doi.org/10.5430/wjel.v13n5p432
  3. Ivanenko, N., Boiko, A., Fedorchuk, L., Panchenko, I., & Marieiev, D. (2023). Development of educational policy in Ukraine in the context of European integration and digital transformation. Revista Eduweb, 17(2), 296-305 DOI: https://doi.org/10.46502/issn.1856-7576/2023.17.02.25
  4. Ivanenko, N.V., Gerasymenko,Yu. A., Kostenko, V.G. (2023). Innovative approaches to the modernization of philological education and science in Ukraine: a response to the challenges of wartime. Akademichni Vizii, (in Ukrainian). URL: https://academy-vision.org/index.php/av/article/view/281 DOI: http://dx.doi.org/10.5281/zenodo.7795088
  5. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202 140-146
  6. Bilous, O., Mishchenko, A., Datska, T., Ivanenko, N., Kit, L., Piankovska, I., and Vereshchak, Y. (2021). Modern linguistic technologies: strategy of teaching translation studies. Rupkatha Journal on Interdisciplinary Studies in Humanities, 13(4), pp. 1-12. DOI: http://dx.doi.org/21659/rupkatha.v13n4.65
  7. Leleka, T., Ivanenko, N., Moskalenko O., Herasymenko, L., Shevchuk L., Pidlubna, O. (2021). Angloamerican loanwords use in the Ukrainian student slang.  Laplage em Revista, 7(Extra-D): University and science: possible dialogues. pp.163-174. DOI: http://dx.doi.org/10.24115/S2446-622020217Extra-D1081p.163-174
  8. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  9. Ivanenko N. (2021). Inclusive learning environment for students’ achievements and foreign language development. Priorities in the Development of Science and Education. Budapest, Hungary, pp.74-80
  10. Ivanenko N. (2021). The nominative field of the MARRIAGE concept and the analysis of the synonymous series of its key unit. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 193, pp 218-224 DOI: http://dx.doi.org/10.36550/2522-4077-2021-1-193-218-224
  11. Ivanenko N. (2020). Language intervention stages in project-based learning. Modern Trends in Foreign Language Professional Training in a Multicultural Space. Kyiv, pp. 249 – 255
  12. Rastrygina, A., Ivanenko, N. (2020). Gender comfortable educational environment as a factor of development of personal freedom. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 188, pp. 28 – 35 DOI: http://dx.doi.org/10.36550/2415-7988-2020-1-188-28-35
  13. Ivanenko N. (2020). Texting slang as one of the most common groups of everyday youth Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 187, pp. 38-45
  14. Ivanenko N. (2019). Computer use in foreign language Intellectual and Emotional Components of Foreign Language Learning: Latest Trends and Challenges for Higher Education. Kyiv, pp. 152 – 158.
  15. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  16. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  17. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  18. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  19. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  20. Ivanenko N. (2018). Formation of civic values through teaching a foreign language. Proceedings of the II International Conference “Foreign Language in Professional Training of Specialists: Problems and Strategies”. Kropyvnytskyi, pp. 189-191
  21. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  22. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  23. Ivanenko N. (2016). Citizenship education as a way to develop moral fluency to solve social and political challenges of the future. Scientific Journal of Ariel University. Israel: Ariel University.
  24. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International ConferenceLinguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  25. Ivanenko N. (2016). Semantic relationships of lexical units of the concept of love in the English language. Research Bulletin. Philological Sciences. Kropyvnytskyi, pp. 221-226
  26. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national University “Ostrog Academy”. Ostrog, pp. 136-142
  27. Ivanenko N. (2015). The value of citizenship education in practices of student governing body Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Bill is a research officer at the Future of Education and Training for the Climate research hub, coordinator of the Climate Education Lab in the School of Geography and the Environment, and curriculum project lead for the University of Oxford environmental sustainability strategy. His research investigates school sustainability, climate education, and hope-based pedagogies and incorporates speculative digital storytelling.

Rebecca is interested in how to attract and select potential teachers, and then how to retain them in the profession.

Rebecca was a teacher, senior leader, and ITE mentor who was heavily involved in school based research implementation and sharing of best practice.

 

Publication

Thompson-Lee, S., Klassen, R., Wang, H., & Snell, R. (2023, November 16). Measuring the Effects of Motivation Messages on STEM Undergraduates’ Interest in Teaching. https://doi.org/10.31234/osf.io/2qd3e  

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Holly’s research focuses on exploring how unconscious cognitive processes support language acquisition and processing.

She has previously used a range of novel behavioural paradigms to investigate how these processes change across development in individuals with and without language difficulties. Holly is currently working with Dr Liz Wonnacott on a project funded by the Leverhulme Trust to determine the relevance of discriminative learning models for understanding human language.

Publications

PAPERS

Jenkins, H., Leung, P., Smith, F., Riches, N. G., & Wilson, B. (2023). Assessing Processing-Based Measures of Implicit Statistical Learning. PsyArXiv. https://doi.org/10.31234/osf.io/baupz

Wilson, B., Jenkins, H.,E. (2022). Implicit Learning in Primates: Insights from Comparative Research in Reber, A. S., Allen, R. (Eds.). The Cognitive Unconscious: The First Half-Century. NY: Oxford University Press.

ORAL PRESENTATIONS

Innovating Measures of Cognitive Function in Childhood. Centre for Transformative Neuroscience Launch Event, 2nd December 2020

Artificial Grammar Learning Deficits in Dyslexia. Institute of Neuroscience Welcome Event, 5th December 2018

POSTER PRESENTATIONS

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2019). Artificial Grammar Learning Tasks using Speech Stimuli Reveal Intact, but Slower, Sequence Processing in Dyslexia. Interdisciplinary Advances in Statistical Learning Conference, 2019, San Sebastian, Spain.

Jenkins, H. E., Smith, F., Riches, N. G., Petkov, C. I., Wilson, B. (2020). A Visual Recall Paradigm to Assess Implicit Statistical Learning. CogSci, 2020, Toronto, Canada.

Valentina studied towards a PhD in Education and Human-Computer Interaction (HCI) at Moray House School of Education and Sport (MHSES), the University of Edinburgh. Her PhD was focused on ethically designing and evaluating digital technology, aimed at supporting young children’s play in a hospital setting. Towards this end, she immersed herself in a hospital setting, allowing her to work closely with children, parents and practitioners.

As a Postdoctoral Researcher, Valentina has been working on a research project aimed at exploring school-aged children’s perceptions of conversational assistants (such as Amazon’s Alexa) and artificial intelligence (AI). Together with Professor Judy Robertson from the Centre for Research in Digital Education, The University of Edinburgh, she has conducted a mixed-methods approach study with primary-school children in Scotland to understand their awareness and how they interact with such systems. Valentina has worked on various other research projects involving children, such as employing a participatory approach with primary and secondary-school children on a project focused on understanding children’s reading motivation.

Valentina’s research interests largely lie at the intersection of education and Human-Computer Interaction (HCI): educational technology, participatory approaches, inclusive design and evaluation of technology, ethics in technolog