Natalya is a postdoctoral researcher at the University of Oxford.
Natalya Hanley completed her PhD in the area of Global Citizenship Education at UCL, Institute of Education. Previously, she worked in the NGO sector as an educational development manager, educator and recently as a researcher. She developed and ran educational development projects, including Life-Experience, Global Hand and Global Citizenship Education. Her research interests include the following areas: empathy pedagogy, Global Citizenship Education, development education, global perspectives within formal and non-formal education in post-soviet and Central Asian countries.
She works on the project International Student Mobility and World Development led by Maia Chankseliani.
- Hanley, N. (2021) ‘The contribution of empathy-based pedagogy in global citizenship education:
Kazakhstani context’. International Journal of Development Education and Global Learning, 13 (2), 79–93. https://doi.org/10.14324/IJDEGL.13.2.02.
- Hanley, N., Ospanova, U., Baimakhanbetov, M. (In press). ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. Journal of Science, 1(70), 16-30. https://doi.org/10.26577/JES.2022.v70.i1.02.
- Hanley, N. (2022) ‘Book review: Global Learning and International Development in the Age of
Neoliberalism, by Stephen McCloskey’. International Journal of Development Education and Global Learning, 14 (1), 12–14. https://doi.org/10.14324/IJDEGL.14.1.02.
- Hanley, N. (Forthcoming 2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. (Approved to write a chapter in a commissioned book).
- Hanley, N. (Forthcoming 2023). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
Alice Aldinucci is a postdoctoral researcher at the University of Oxford, Department of Education. She is part of the team working on the project International Student Mobility and World Development led by Maia Chankseliani, and she is a member of the Comparative and International Education Research Group.
She holds a PhD in Education from the University of Glasgow (UK) where she was awarded the LKAS Interdisciplinary Scholarship. Her thesis applies a longitudinal qualitative research design and draws on the combination of Critical Realism and Capability Approach to explore aspirations and choices of upper-secondary TVET students in transition to adulthood in Chile. Prior to her PhD, she completed a MA in International Education and Development from the University of Sussex (UK) where she was awarded the Centre for International Education Prize for the best overall MA performance. For her MA at Sussex, she conducted an empirical dissertation on the meaning making of Inclusive Education in Nepal. She holds a MA in Languages and Cultures for International Communication and Cooperation from the University of Milan (Italy) with a fieldwork research on tensions between policy and practice in bilingual multicultural education for indigenous students in Higher Education in Peru; and a BA in Languages and Intercultural Mediation from the University of Arezzo (Italy).
Alice’s research interests are interdisciplinary and relate to the critical linkages between intersecting inequalities, education, individual/societal development, and social justice at local and global levels, motivated by the question what education for what/whose development?
Areas, theoretical approaches and methodologies of interests:
• Sociology of education including aspirations in post-school transitions
• Cultural political economy of education and life chances/human flourishing/social justice
• Tensions between global educational frameworks and local knowledge and practices
• Critical Realism
• Capability Approach
• Qualitative and participatory methodologies
• Digital storytelling for social change
Besides her work in academia, Alice has gained experience as researcher, development practitioner and educator working in projects including early childhood education programmes, refugees’ education, girls’ education, SEN and inclusive education, TVET, global citizenship education, arts-based pedagogies. She lived and worked in different countries including in Nepal (a country she has developed a strong bond with), Tanzania, El Salvador, Italy and the UK. These experiences have reinforced her critical approach to international education and global development and to education as a catalyst for both inequalities, injustices, violence and more equitable social change and peace-building processes.
She served as Student Representative of the British Association for International and Comparative Education (BAICE) from 2017 to 2019 and she is currently part of the college of reviewers of the editorial board of Compare: A Journal of Comparative and International Education.
Aldinucci, A. (2022). Understanding aspirations and choices of upper-secondary TVET students in transition to postschool trajectories in Chile. PhD thesis, University of Glasgow.
Aldinucci, A., Valiente, O., Hurrell S., and Zancajo, A. (2021). Understanding aspirations: Why do secondary TVET students aim so high in Chile? Journal of Vocational Education & Training.
Rawle, G., Riddle, N., Pettersson, G., Wallin, J., Bici, M., Jasper, P., Harb, J., Hebbar, M., Davis, J., Aldinucci, A., (2017), EQUIP-Tanzania Impact Evaluation. Midline Technical Report, Volume I and II. Oxford Policy Management.
Zhe works on the project International Student Mobility and World Development. She holds a PhD from the School of Geography and the Environment, University of Oxford.
She has an interdisciplinary research background, and conducts both qualitative and quantitative research and ethnographic fieldwork. Her research interests and foci can be described as:
- International higher education and student (im)mobilities
- International higher education and world development
- Transnational education space
- International Chinese students
- Citizenship, urban inclusiveness and social reproduction in China
- Wang, Z. (2021). Cityzenship: a study of transnational Chinese student returnees in three megacities in mainland China. PhD thesis. University of Oxford.
- Waters, J. and Wang, Z. (forthcoming, 2022) Families in educational migration: strategies, relations and emotional investments. In Handbook on Migration and the Family, eds. Waters, J. and B. Yeoh. Edward Elgar.
- Wang, Z. (2022) Chinese students at UK universities: transnational education mobilities as a stepping-stone to adulthood. Population, Space and Place.
- Wang, Z. (in peer-review) Inflation of UK Masters Degrees? Evaluation of One-year UK Postgraduate Taught Programmes by International Chinese Middle-class Students. Globalisation, Societies and Education.
- Wang (2018) ‘Non-traditional’ International Mainland Chinese Students in the UK: An Exploratory Study of Factors Influencing Their Choice of International Higher Education. The Network for Research into Chinese Education Mobilities (NRCEM).
Ilka Vari-Lavoisier is a Research Fellow on the project ‘International Student Mobility and World Development’ and a member of the Comparative and International Education Research Group’ led by Maia Chankseliani.
She brings to the Department a decade of experience researching international migration, as well as her expertise in transnational mixed-methods research design.
Ilka holds a BA in Political Science (Science Po, Aix-en-Provence), a joint master’s degree in Social Sciences (ENS/EHESS, Paris), and a PhD in Sociology from the École Normale Supérieure, Paris (France). Ilka held Fellowships at Princeton University, the University of Pennsylvania, and the University of Trento before joining the University of Oxford. Since 2018, Ilka has been collaborating with various constituencies of the University, including the Migration and Mobility Network, the Department of Sociology, and the School of Anthropology and Museum Ethnography.
Ilka’s research focuses on the migration and development nexus (visit her website for more information). Over the years, she developed an interdisciplinary approach to international migration in collaboration with economists, anthropologists, geographers, sociologists, social psychologists, and cognitive scientists (see her publications).
Her research at the crossroads of the cognitive sciences and social sciences played an active role in the launch of the Cognition & Migration project. This initiative, supported by the Fiske Lab at Princeton University and COMPAS, at the University of Oxford, received funding from the University of Pennsylvania in the US, the IC Migrations, and the FMSH in France, as well as the Refugee Studies Centre, Lady Margaret Hall and Nuffield College, in the UK. This project developed into a transnational empirical research endeavour involving over thirty scholars from different fields (see PLAN project for more information). As the principal researcher, Ilka supervised the design and implementation of this project led by the CEE at Sciences Po and COMPAS at Oxford (see last publication here).
Based on experience supervising multi-method and multi-sited data collections over four continents, Ilka taught research methods at UPenn, the Universite Cheikh Anta Diop, the University of Luxembourg, and the University of Oxford, with a focus on web-based surveys and mixed methods research. She has a keen interest in hybrid pedagogy and has been developing a range of hybrid teaching material over the last few years.
At Oxford, Ilka further developed her expertise in digital media methods. In collaboration with academic colleagues, videographers, and media specialists, she runs video training programmes for several departments. More broadly, she supports colleagues interested in leveraging video tools for their research, teaching, and impact activities.
- 2022 “Travelling models: social engineering for development,” special issue, co-edited with Jean-Pierre Olivier de Sardan, Revue internationale des études du développement, 248 (1), https://doi.org/10.4000/ried.280
- 2021 “Making Sense of One Another in Crossing Borders: Social Cognition and Migration Politics,“ special issue, co-edited with Susan T. Fiske, The ANNALS of the American Academy of Political and Social Science, 697(1), 7-14. https://doi.org/10.1177/00027162211061265
- 2021 “Forecasting under uncertainty: How networks composition shape future-oriented cognition”, The ANNALS of the American Academy of Political and Social Science, 697(1), 99-119. https://doi.org/10.1177/00027162211061259
- 2020 “Minds on the move: Crossing disciplines to shed new light on human cognition”, WIREs Cognitive Science, Volume 12, Issue (1) 1-11. http://doi.org/10.1002/wcs.1548
- 2019 “Collective Thinking in the Field: Distributed Cognition in Large-Scale Qualitative Research”, with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, Space and Society, 2019/4.
- 2019 “On the complexities of collaborative ethnography: Ethical and methodological insights from the HOMInG project” with Paolo Boccagni, Milena Belloni, Sara Bonfanti, Aurora Massa, Luis-Eduardo Perez Murcia, Alejandro Miranda Nieto, IMISCOE Briefs on Methodological, Ethical and Epistemological Issues, 2019/12.
- 2019 “Beyond Social Remittances: Interdisciplinary Approaches to Immaterial Circulations”, in The Routledge Handbook of Migration and Development, dir.: Ronald Skeldon and Tanja Bastia, Routledge Editions.
- 2018 “Corruption et mobilités transnationales. Les migrants, acteurs de changement ?”, in Transnationalisme économique, social et politique, dir.: Lisa Chauvet, Flore Gubert, Sandrine Mesplé-Somps & Thibault Jaulin, DeBoeck editions.
- 2016 “Social Remittances and the Changing Transnational Political Landscape” with Thomas Lacroix and Peggy Levitt, Comparative Migration Studies, 4: 20.
- 2016 “The Economic Side of Social Remittances: How Money and Ideas circulate between Paris, Dakar, and New York”, Comparative Migration Studies, 4: 20.
- 2016 “Paris – Dakar – Bokidiawé : Retour sur une aventure collective transnationale”, with Flore Gubert, Sandrine Mesplé-Somps and Inssa Sané, Ethnographiques.org, n° 32.
- 2016 “Une invitation aux enquêtes transnationales. Retour sur le projet TIMME (Terrains Interdisciplinaires et Multi-sites : Migrations et Engagements)”, E- Migrinter, n° 14/2016
- 2015 “Stepping Back From Your Figures to Figure Out More: From Linguistic to Cognitive limits of Transnational Surveys” in Observing Protest from a Place: The World Social Forum in Dakar, dir.: Johanna Siméant, Marie-Emmanuelle Pommerolle & Isabelle Sommier, Amsterdam University Press.
- 2011 “Heurs et malheurs des chômeurs créateurs d’entreprises. De la complémentarité entre ethnographie et économétrie”, Terrains et Travaux, vol. 2/2011.
Qingling is a DPhil student in Higher Education and a Kwok Scholar.
Qingling’s research examines the enabling and hindrance factors in enhancing the quality of higher technical education in Africa for youth upskilling and empowerment. Her research interests encompass higher technical skills training, work-based learning, university-industry collaboration, employability, and entrepreneurship.
As a part-time learner, Qingling is a full-time practitioner in international development advancing inclusive and equitable quality higher education, with focuses on quality assurance, internationalization of higher education, skills development and youth empowerment.
Holding a Master in Public Policy Degree from Oxford (Kwok Scholar) and an MSc in Development Management (Lee Scholar) from the London School of Economics and Political Science, Qingling has worked across developing contexts in Africa, Southeast Asia, and Latin America.
Brian, a Rhodes scholar from Kenya, doctoral research explores teachers’ identities and professionalism under the influence of performance-based accountability systems. He holds an MSc in Education (Comparative and International Education) from the University of Oxford (UK), Honours in Education from the University of Cape Town (South Africa) and Bachelor of Education from Chuka University (Kenya). His research interests are in the areas of teacher education and professional learning, teacher beliefs and practices, teacher identity and professionalism.
Pierre is using quasi-experimental quantitative methods to gauge the effects of participating in college and career pathway programs in Massachusetts, under the supervision of Ariel Lindorff and Steve Strand.
Originally from Les Cayes, Haiti, he most recently lived in Cambridge, Massachusetts where he was working as a Research Analyst at Harvard University and later as a Policy Analyst at the Massachusetts Department of Education.
Pierre earned a Bachelor’s degree from St. John’s University and Master’s degrees from the Ohio State University and Brown University, respectively.
Reem is DPhil student from Saudi Arabia.
Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.
- Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
- Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.