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Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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. (2024). Words and word meanings In The Routledge Companion To English Studies/ by Constant Leung & Jo Lewkowicz. London, UK: Routledge (in publishing).
  • Ivanenko N. (2023). Development of civic education in Ukrainian universities: new challenges of modern realities in the conditions of the transformation of society. In Contemporary Education in Ukraine: Integration into the European Educational Space. Dnipro (pp. 387-412) DOI:36550/978-617-8245-57-3-20
  • 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. Ivanenko, N. (2024). Challenges of Ukrainian Higher Education in Times of War. International Higher Education. The Boston College Centre for International Higher Education, 118, pp. 35-36 https://doi.org/10.36197/IHE.2024.118.17
  2. Ivanenko, N., Paska, T., Irkha, A. Rud, A., & Boguslavskas, L., (2024). The Role of Higher Education for Ensuring National Security in Ukraine. Futurity Education, 4(1), 210-237 https://doi.org/10.57125/FED.2024.03.25.11
  3. Leleka, T., Ivanenko, N., Demeshko, I., Kapitan T., & Demchenko, I. (2024). The Process of English Internationalization in the Ukrainian Educational Paradigm. Slavistica Vilnensis, 68(2), 76-89 doi:10.15388/SlavViln.2023.68(2).6
  4. Ivanenko, N., Rud, A., Hurbanska, A., Cheban, Y., & Syrtseva, S. (2024). Digitalization of Education of the Future – A Trend or a Requirement of the Time? Journal of Higher Education Theory and Practice24(2). DOI: https://doi.org/10.33423/jhetp.v24i2.6791
  5. Ivanenko, N. (2023). Civic character cultivation as a basic virtue within and beyond modern educational institutions. Academic Notes. Series Pedagogical sciences. Kropyvnytskyi, 209, 180-185 DOI: https://doi.org/10.36550/2415-7988-2022-1-209-180-185
  6. 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), 143-174. DOI: https://doi.org/10.1007/s11159-023-09995-9
  7. 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
  8. 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
  9. 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
  10. Ivanenko N. (2022). Phraseological units of the conceptual field MARRIAGE in the English picture of the world. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 202, pp. 140-146
  11. 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
  12. 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/24115/S2446-622020217Extra-D1081p.163-174
  13. Ivanenko N. (2021). Figurative and valuable component of the MARRIAGE concept. Trends in Science and Practice of Today. Ankara, Turkey, pp. 356-361
  14. 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
  15. 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
  16. 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
  17. 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
  18. 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
  19. 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.
  20. Ivanenko N. (2019). Initial stages of elaborating a project in a foreign language classroom. Science and Society. Hamilton, Canada, pp. 13 – 20.
  21. Ivanenko N. (2019). Project-based learning as a way to incorporate effective foreign language teaching. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 177, pp. 207 – 211
  22. Ivanenko N. (2019). Youth vocabulary as a reflection of changes in modern society. Research Bulletin. Philological Sciences. Kropyvnytskyi: KOD, 175, pp. 34 – 39.
  23. Ivanenko N. (2018). Promoting citizenship education in the English language Proceedings of the IV International Conference. Kyiv, pp. 130 – 137
  24. Ivanenko N. (2018). Educating global citizens at a foreign language class. Research Bulletin. Philological Sciences. Kropyvnytskyi, – pp. 494 – 500
  25. 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
  26. Ivanenko N. (2017). Citizenship education in the English language classroom. Research Bulletin. Philological Sciences. Kropyvnytskyi, 154. – pp. 92 – 97
  27. Ivanenko N. (2017). Education for democratic citizenship: teaching virtues and values. Research Bulletin. Pedagogical Sciences. Kropyvnytskyi, 152, pp. 110-113
  28. 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.
  29. Ivanenko N. (2016). Functioning peculiarities of lexical units of the RESPECT concept in the English language. Proceedings of the International Conference Linguistic and Linguacultural Aspects of Teaching Foreign Languages in Ukrainian Universities”. Dnipropetrovsk, pp. 87-94
  30. 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
  31. Ivanenko N. (2015). Citizenship education as the coordination and integration of educational establishment and community. Research Proceedings of the national UniversityOstrog Academy”. Ostrog, pp. 136-142
  32. Ivanenko N. (2015). The value of citizenship education in practices of student governing body. Research Bulletin. Philological Sciences. Kropyvnytskyi, 136. pp. 438-442

Danielle is a DPhil student researching how Black-British doctoral students navigate the spaces of the elite, providing a new theoretical framework to understand their agency better.

Her main interests are in Human Flourishing, Cultural Geography, Psychology, and Justice, and her work aims to inform and reform educational frameworks and practices.

Following Danielle’s BSc in Psychology and MRes in Research Methods in Psychology, she founded a social enterprise that merges psychological and academic strategies to guide undergraduate and master’s students study practices. In addition to this, Danielle provided pedagogical and behavioural support across SEN college, secondary and primary schools.

Some of Danielle’s notable work includes her research introducing a new University-wide EDI strategy at her former Higher Education institution, presenting insights and way-forwards on youth homelessness to HRH Prince Williams, and providing discipleship to next-gen leaders.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.

Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.

Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.

Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Yunfei Ma is a doctoral student in the Department of Education conducting research in the field of international higher education.

Following his B.A. (First Class) at the University of Durham, Yunfei was awarded with MSc (Distinction) from the Department of Education, University of Oxford prior to his DPhil studies. He has also worked as a research assistant on the project Transnational academic mobility to global south: an exploratory study of international faculty in China.

Yunfei’s DPhil research focuses on global academic publishing and its relationship with knowledge formation, codification and dissemination. His research interest primarily lies in the geo-politics of knowledge production, global epistemic governance, China’s Humanities and Social Sciences research, and the philosophy of power.

Supervisors

Ariel Lindorff and Xin Xu

Robin’s research is broadly concerned with the lived, experiences and identities of genderqueer+ youth in the Czech Republic. In his research, he aims not only to understand genderqueer+ youth’s experiences, but he strives to feed into ongoing Czech trans and genderqueer+ activism and advocacy through collaboration with local youth activist collectives.

As the queerness of Robin’s research reflects his own queerness, he also seeks to queer academia and research by challenging conventional means of doing research and hegemonic forms of knowledge.

Supervisors

David Mills and Velda Elliott

Lingxuan Chen is a Clarendon Scholar and is currently studying for a DPhil in Education at the University of Oxford. Her thesis focuses on the endogenisation of China’s social science research and the underpinning power dynamics. Her doctoral research is fully funded by the Clarendon Fund Scholarship.

Lingxuan is a DPhil student in Department of Education, University of Oxford. She also works as a Research Assistant on the Centre for Global Higher Education ‘Research on Research’ project. She has a strong interest in China’s social science research, global epistemic justice, international relations and politics, and knowledge-power nexus.

Before her DPhil, Lingxuan was awarded with the MSc in Education (Research Design and Methodology) with Distinction from the University of Oxford. The title of her master thesis is: Toward endogenous research methodologies: A mixed methods study of China’s educational leadership research. The thesis explored emergent terrain of, and the power dynamics underpinning, endogenisation in China’s educational leadership research using content analysis and critical discourse analysis. She also holds a BA in Education at Beijing Normal University in China with first-class honour.

 

Supervisors

Alis Oancea and Xin Xu

Louise was born and raised in Glasgow and moved to Oxford to pursue a DPhil in Education.

Louise’s research interests are education policy, particularly higher education policy, as well as qualitative research into the experiences of students in higher education and reducing inequalities in access to higher education. Louise is also interested in educational capabilities, educational purpose, aspirations and philosophical debates about knowledge construction and co-construction. Louise has a First Class BA (Joint Honours) in Social Policy and Education from the University of Strathclyde, and two Masters degrees with Distinction also from the University of Strathclyde in Applied Educational and Social Research and Social Policy (Research Methods). Louise also participated in the University of Oxford’s UNIQ+ Graduate Access Programme in the summer of 2022, where she worked at the Department of Sociology with Melinda Mills, Bo Zhao and Evelina Akimova on research into the impact of socio-economic status on inequalities in access to veterinary care in Scotland. Louise’s DPhil thesis is interested in evaluating Lorella Terzi’s educational capabilities framework through the lens of contemporary higher education in order to gain an understanding of what graduate capabilities are identified by students and stakeholders as being necessary for enabling graduates to successfully thrive and adapt in a post-pandemic society.

 

Supervisors

Alis Oancea and Kelsey Inouye

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.
  • Iva