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Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.

Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).

Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.

Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.

Aliya teaches on the Comparative and International Education MSc programme at our Department. She is also a Junior Research Fellow at Lady Margaret Hall. Her research focuses on young people and families’ experiences of education in turbulent times.

For example, educational challenges and rehabilitation during COVID-19 and after the 2022 floods in Pakistan. Her current geographical focus includes ethnically diverse communities (Pakistani and Bangladeshi) in England as well as marginalised communities in Pakistan.

Aliya’s PhD explored the complexities of gender and international education, and her current work focuses on decolonising educational research practices and the experience of Southern-ness globally. Aliya’s specialist areas are parental, mothers’ and young people’s perspectives of and aspirations for education, and their own modalities of agency to fulfil their dreams.

Aliya publishes on the topics of Southern epistemologies and methodologies and teaches on related topics of decolonisation of knowledge production and the politics of representation. She is currently leading multiple projects in England and Pakistan focusing on girls’ education, gender experiences of education, mothers’ perspectives on educating their children, teacher educators, displaced peoples experiences in England and Pakistan.

Aliya is accepting DPhil students interested in these areas:

Southern epistemologies and methodologies
The capability approach and social justice
Negative capability
Deconstruction of the silence/violence binary
Marginalised peoples’ perspectives
Intersectional experiences of marginalisation including those related with gender, race, ethnicity, indigeneity, queerness, disability, class and caste (among others)
Decolonisation of knowledge production and representation of the South
Qualitative methodologies
Theorising from the margins
Area focus South Asia particularly Pakistan and Afghanistan
Internal displacement

Aliya is the acting Deputy Chair of the United Kingdom Forum for International Education and Training (UKFIET) conference 2023.

Gates Cambridge Biography

Research Group Membership

Research Projects

1. ‘Understanding the impact of COVID-19 on learning experiences of secondary school going age children among Bangladeshi and Pakistani ethnic minority families’
Funder: Cambridge Humanities Research Grants Scheme
Research team: Professor Nidhi Singal and Dr Aliya Khalid
Status: Complete

2. Gendered Inequalities in Education and Capability Spaces for Women/Girls (and others) in Pakistan: Education and reconstruction after 2022 floods in Pakistan
Funder: British Association for International and Comparative Education (BAICE) Seedcorn Fund
Research team: Aliya Khalid, Soufia Siddiqui, Aditi Chidambaram, Indrani Sigamany
Status: Ongoing

3. Bridging the Local and Global: Women’s Spaces and Collectives’: On becoming caregivers and teachers: Immigrant mothers’ identities and philosophies of education in England during COVID
Team members: Aliya Khalid, Jane Rooney and Ruth Houghton, Lavinia Kamphausen, Kate spencer-Bennet, Alana Farrel
Funder: The British Academy
Status: Complete

4. Collaborative development of faculty for Pakistan undergraduate Teacher Education Colleges: Durbeen and Oxford knowledge exchange project
Team members: Aliya Khalid, Ann Childs, Trevor Mutton, Ian Thompson, Jenni Ingram and Katharine Burn
Funder: Malala Fund
Status: Ongoing

Dr Karen Skilling is an Associate Professor at the Department of Education at the University of Oxford.

Karen is currently the Deputy Director of Doctoral Research, and Lead of the PGCE Mathematics Education. In 2020 she established the STEM Discussion Group and led the Subject Pedagogy Group seminars. Karen’s research interests include: student engagement and motivation in mathematics; integrated STEM learning and project based STEM activities; and vignette methods. She currently sits on the Executive Committee of BSRLM, and is a journal editor for (TEJ) and Mathematics Education (RME). Karen is also a Visiting Fellow at King’s College London.

Karen is keen to communicate with UK and international academic colleagues and welcome potential PhD students interested in motivation and engagement, STEM learning, and developing innovative methods relevant to teachers and for the benefits of all learners.

ACADEMIC QUALIFICATIONS

2009 – 2013	School of Education and Social Policy, The University of Sydney DPhil (APAI scholarship, ARC funded, full-time)
2002 – 2004	School of Education and Social Policy, The University of Sydney Masters in Education (with Merit)
1993	School of Education and Social Policy, The University of Sydney Diploma of Education
1988	Trinity College of London, Associate Diploma in Piano Performance (A.T.C.L.)
1983 – 1986	The University of Wollongong, NSW, Australia, Bachelor of Commerce (accountancy & finance: double major)

RESEARCH

BOOKS

Kuntze, S., Fernández, C., Friesen, M., Ivars, P., Krummenauer, J., Llinares, S., Samková, L., Skilling, K., Healy, L., Bernabeu, M., & Schwaderer, F. (2022).Cartoon vignettes for connecting mathematics education theory and practice – Supporting teacher education and professional development through collaborative reflection on mathematics classrooms. [Book preprint available online at http://www.coreflect.eu/download/book-preprint-io3.pdf]
Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). (2018). Becoming a Teacher (5th Edition), Maidenhead: McGraw Hill.

JOURNAL ARTICLES

Wan, Z.H., English, L., So, W.W.M., Skilling, K. STEM Integration in Primary Schools: Theory, Implementation and Impact. Int J of Sci and Math Educ21 (Suppl 1), 1–9 (2023). https://doi.org/10.1007/s10763-023-10401-x
Skilling, K., & Stylianides, G. J. (2023). Using vignettes to investigate mathematics teachers’ beliefs for promoting cognitive engagement in secondary mathematics classroom practice. ZDM – The International Journal on Mathematics Education, 55, 477-490. https://link.springer.com/article/10.1007/s11858-022-01431-w
Skilling, K. (2023) “Student engagement in mathematics: teachers reports”. Mathematics in Schools, 52(2), 2-8.
Skilling, K., Bobis, J., & Martin, A. J. (2021) The ins and outs of student engagement in mathematics: shifts in engagement between high and low achievers. Mathematics Education Research Journal 33, 469-493. http://dx.doi.org/10.1007/s13394-020-00313-2
Skilling, K., and Stylianides, G.J., (2020) Using vignettes in educational research: a framework for vignette construction. International Journal of Research & Method in Education 43(5), 541-556. DOI: 1080/1743727X.2019.1704243
Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernandez Verdu, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2020). Lernen und Reflektieren mit Unterrichtsvignetten – Impulse aus dem EU-Projekt coReflect@maths für das Gestalten von Lernanlässen im Unterricht der MINT-Fächer. MNU-Journal, 73(5), 418–425.
Skilling, K. (2018). What do teachers believe about student engagement in mathematics and why does it matter? Scottish Mathematical Council Journal, 48, 64-71. (not peer reviewed).
Durksen, T.L., Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A.J. (2017). Motivation and engagement in mathematics: A qualitative framework for teacher-student interactions. Mathematics Education Research Journal 29, 163-181. http://dx.doi.org/10.1007/s13394-017-0199-1
Skilling, K., Bobis, J., Martin, A. J., Anderson, J., & Way, J. (2016). What secondary teachers think and do about student engagement in mathematics. Mathematics Education Research Journal 28, 545-566. http://dx.doi.org/10.1007/s13394-016-0179-x

BOOK CHAPTERS

Skilling, K. (2023). Managing classroom behaviour and engaging students in learning. In Gibbons, S., Brock, R., Glackin, M., Rushton, E, & Towers, E. (Eds.) Becoming a Teacher (6th Edition), Chapter 18. Maidenhead: McGraw Hill.
Skilling, K. (2020). Shifting and shaping student beliefs about STEM education, pathways and engagement through integrated project experiences. In Y. Li & J. Anderson (Eds). Integrated approaches to STEM education: An international perspective: Springer.
Skilling, K., Gibbons, S., Glackin, M., Maguire, M., and Pepper, D. (2018). Becoming a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 1. Maidenhead: McGraw Hill.
Skilling, K. (2018). Engaged in learning: Learning to engage. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 11. Maidenhead: McGraw Hill.
Jablonka, E. and Skilling, K. (2018). Numeracy, mathematical literacy and mathematics. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 19. Maidenhead: McGraw Hill.
Glackin, M., Gibbons, S., Maguire, M. Pepper, D. and Skilling, K. (2018). Continuing a teacher. In Maguire, M., Gibbons, S., Glackin, M., Pepper, D. & Skilling, K. (Eds). Becoming a Teacher (5th Edition), Chapter 26. Maidenhead: McGraw Hill.

IN PREPARATION

Skilling, K. & Friesen, M. Comparing the problem solving beliefs of pre-service teachers stimulated by vignette activities, to be submitted to Journal of Mathematics Teacher Education (expt. August 2023).
Skilling, K. & Park, W. “STEM in a changing world: what is valuable and valued”. In English, L.D., & Lehmann, T.H. (Eds). Ways of Thinking in STEM-based Problem Solving: Learning in a New Era (Taylor & Francis). (expt. August 2023).
Skilling, K. & Puttick, S. Integrating STEM perspectives to explore important environmental and sustainability issues: Reports from the GEM project. ICME-15 TSG 3.16 Mathematics and Interdisciplinary education/STEM education (due Sept 2023).
Skilling, K. Teacher Reports of Student Engagement & Motivation in Mathematics: Findings from the ORRSEM Project, to be submitted to Journal of Teacher Education. (expt. Sept 2023).
Skilling, K. & English, L.D. (Eds). Contemporary issues in Mathematics Education within a STEM Climate. (Special Issue for Research in Mathematics Education journal – call prepared for Oct 2023).

CURRENT PHD SUPERVISIONS

Current

Shuyan Liu, University of Oxford, Negotiating Identity in Social Interaction and Communities of Practice: an ethnographic study of English language teachers in Chinese urban schools
Reem Alqahtani, University of Oxford, Investigating the role of teacher professional development in developing teacher professionalism in Saudi Arabia
Amy O’Brien, King’s College London, The origins and development of numeracy and related terms (initial 2 years)

Completed in 2021

Sandra Takei, King’s College London, Subject choice at secondary school: Comparing the factors which influence post-16 participation in physics and modern foreign languages

AWARDS

Visiting Fellow at King’s College London (2019 – current)

HEA Fellow since August 2016

Nominations: Most Outstanding Contribution to Student Experience at King’s College London (2015, 2016, 2017)

Postdoctoral Research Fellowship: Department of Education, University of Oxford (2013-14)

Australian Postgraduate Award (Industry) (APAI): funded PhD role attached to MYTEAM Project awarded by Australian Research Council (2008 –2012)

CONFERENCE PAPERS AND PRESENTATIONS (selected)

Skilling, K. (2023) Conceptualising the relationship between student engagement and motivation: teacher reports from the ORRSEM Project, EDULEARN23 Proceedings, pp. 356-362.

Skilling, K. (2023). Constructing purposeful vignettes as credible representations of practice for use with pre-service teachers. Joint Conference if Mathematics Subject Associations. Warwick University, Warwick, England, April 3-4.

Skilling, K. (2022). Vignettes representing practice to support mathematics teaching. In J. Bobis & C. Preston (Eds.), Proceedings of the 7th International STEM in Education Conference (STEM 2022), The University of Sydney, Sydney, Australia, November 23-26. The University of Sydney.

Kuntze, S., Friesen, M., Erens, R., Krummenauer, J., Samková, L., Fernández, C., Ivars, P., Llinares, S., Skilling, K., & Healy, L. (2022). Helping learners – Pre-service Mathematics teachers’ conceptions of learning support through the lens of their situated noticing – a vignette-based study. Research Report submitted for Proceedings of the 45^th Conference of the International Group for the Psychology of Mathematics Education.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2022). Support for mathematics teachers through representations of practice – Vignette-based approaches in the project coReflect@maths. In J. Morska & A. Rogerson (Eds.), Building on the Past to Prepare for the Future. Proceedings of the 16^th International Conference of The Mathematics Education for the Future Project, King’s College, Cambridge, Aug 8-13, 2022. Münster: WTM.

Friesen, M., Skilling, K., Fernández, C., Ivars, P., Llinares, S. & Kuntze, S. (2021). Using vignettes in Mathematics teacher education and research: The role of knowledge and beliefs. International Symposium 9th Biennial European Conference for Research on Learning and Instruction (EARLI2021).

Friesen, M., Kuntze, S., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Samková, L., & Healy, L. (2021). Enhancing teacher education with cartoon-based vignettes: the DIVER tool. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Healy, L., Krummenauer, J., Kuntze, S., Samková, L., & Skilling, K. (2021). Designing vignettes-based courses for teacher training. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Kuntze, S., Friesen, M., Krummenauer, J., Skilling, K., Fernández, C., Ivars, P., Llinares, S., Healy, L., & Samková, L. (2021). Aspects of teachers’ analysing competence in the domain of DPaCK – Digitality-related requirements and vignette-based approaches. Beiträge zum Mathematikuntericht 2021. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Samková, L., Skilling, K., Healy, L., Fernandez, C., Ivars, P., Llinares, S., Friesen, M., Krummenauer, J., & Kuntze, S. (2021). Enhancing teacher education with cartoon-based vignettes: the case of Concept Cartoons. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 224). Khon Kaen, Thailand: PME.

Skilling, K., Fernández, C., Friesen, M., Healy, L., Ivars, P., Kuntze, S Llinares, S., Samková, L. (2021). Vignettes as representations of practice for mathematics teacher education and research [Working Group at PME 44]. In M. Inprasitha, N. Changsri & N. Boonsena (Eds.) Proceedings of the 44th Conference of the International Group for the Psychology of Mathematics Education, Vol. 1 (p. 99-101). Khon Kaen, Thailand: PME.

Ivars, P., Fernández, C., Llinares, S., Friesen, M., Krummenauer, J., Kuntze, S., Healy, L., Samková, L., & Skilling, K. (2020). A digital tool to support teachers’ collaborative reflection on mathematics classroom situations: The Erasmus+ coreflect@maths project. 13^th annual International Conference of Education, Research and Innovation (ICERI 2020).

Krummenauer, J., Kuntze, S., Friesen, M., Fernández, C., Healy, L., Ivars, P., Llinares, S., Samková, L., & Skilling, K. (2020). Developing a digital tool for vignette-based professional development of mathematics teachers – the potential of different vignette formats. In A. Donevska-Todorova, E. Faggiano, J. Trgalova, Z. Lavicza, R. Weinhandl, A. Clark-Wilson & H.-G. Weigand (Eds.), Proceedings of the 10^th Annual ERME topic conference (ETC10) on Mathematics Education in the Digital Age (MEDA) (pp. 69-76). Linz, Austria. https://hal.archives-ouvertes.fr/hal-02932218/document

Kuntze, S., Krummenauer, J., Friesen, M., Skilling, K., Fernández, C., Ivars, P., Samková, L., Llinares, S., & Healy, L. (2020). Vignettes in mathematics pre-service and in-service teachers’ professional development – Background, empirical findings and an outlook on the European project coReflect@maths. ECER 2020, Glasgow. [Paper accepted, conference cancelled].

Schukajlow, S., Gómez-Chacón, IM., Haser,C., Liljedahl, P., Skilling, K., and Viitala, H.(2019). Eleventh Congress of the European Society, Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019, p. 1389-1392, article id hal-02409908.

Skilling, K. (2019). Distinguishing engagement from achievement: understanding influential factors for engaged and disengaged low achieving mathematics students. Eleventh Congress of the European Society for Mathematics Education 2019. Proceedings of the Eleventh Congress of the European Society for Research in Mathematics Education (CERME11) / [ed] Uffe Thomas Jankvist, Marja van den Heuvel-Panhuizen, Michiel Veldhuis, Utrecht, the Netherlands: ERME, 2019.

Skilling, K. (2019) Shifting and shaping student STEM beliefs: learning from a transdisciplinary robot project. 5th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2018), Queensland: Queensland University of Technology.

Zhang, D., Skilling, K., Bobis, J. (2016). Autonomy supportive teaching practices: International perspectives. 4th International Science, Technology, Engineering and Mathematics in Education Conference (STEM 2016), Beijing: Beijing Normal University Publishing Group.

Skilling, K. & Stylianides, G.J. (2015). Promoting cognitive engagement in secondary mathematics classrooms. In K. Krainer & N. Vondrová (Eds.), Proceedings of the Ninth Conference of the European Society for Research in Mathematics Education (CERME9, 4-8 February 2015) (pp. 1280-1286). Prague, Czech Republic: Charles University in Prague, Faculty of Education and ERME.

Skilling, K., Bobis, J., & Martin, A. (2015). The Engagement of students with high and low achievement levels in mathematics. In Beswick, K., Muir, T., Wells, J. (Eds.), Proceedings of the 39^th Psychology of Mathematics Education conference (Vol. 4, pp. 185-192). Hobart, Australia: PME.

Way, J., Bobis, J., Anderson, J., Skilling, K., & Martin, A. (2015). Focusing on individuals: an investigation of student engagement. NCTM Research Conference. Boston, USA.

Skilling, K. (2014). Teacher practices: How they promote or hinder student engagement. In Anderson, J., Cavanagh, M., & Prescott, A., Curriculum in Focus: Research guided practice. (Proceedings of the 37^th annual conference of the Mathematics Education Research Group of Australasia, pp. 589-596). Sydney, NSW: MERGA. Skilling, K. and Mason, J. (2014) Spaces and Values: What is Available to be Adopted by Students. In Helenius, O., Engström, A., Meaney, T., Nilsson, P., Norén, E., Sayers, J., & Österholm, M. (Eds.), Development of Mathematics Teaching: Design, Scale, Effects. Proceedings from MADIF9: The Ninth Swedish Mathematics Education Research Seminar, Umeå, February 4-5, 2014. Linköping: SMDF. ISBN: 978-91-973934-9-2, ISSN: 1651-3274.

David Mills is Associate Professor (Pedagogy and the Social Sciences) at the Department of Education at Oxford. He is Deputy Director of the Oxford Centre for Global Higher Education (CGHE) and a Co-Investigator on CGHE’s Research Programme on Supranational Higher Education. He is also Governing Body Fellow at Kellogg College.

Trained in Anthropology, David uses ethnographic methods to study higher education, and his current research interests include the impact of the global research economy on institutional research and publishing cultures in African universities. This work seeks to question the concept of ‘predatory publishing’, and the way the term occludes the reputational inequalities of global knowledge ecosystems.

He is also interested in contrasting conceptions of ‘capacity building’, the changing place of scholarly journals within knowledge cultures and academic mobility.

Liam Francis Gearon (BA, Hons, MA, MPhil, Cert He, PhD, FHEA, FRSA, Docent) is Associate Professor in Religious Education in the Department of Education, Senior Research Fellow at Harris Manchester College, University of Oxford; Docent, University of Helsinki, Finland; Honorary Senior Research Fellow at the School of Education, University of Birmingham, UK; Conjoint Professor at Newcastle University, Australia; Visiting Professor at the Irish Centre for Catholic Studies, MIC, Limerick, Ireland; Extraordinary Professor, North-West University, South Africa.

Liam Francis Gearon is Founder-Convenor of the Philosophy, Religion, Education Research Group, providing a unique interdisciplinary contribution to the research culture of the Department of Education at the University of Oxford. The Philosophy, religion and education Research Group specifically forges theoretical and empirical interconnections between the arts, humanities, philosophy and the social sciences through the common focus of education. Contributions of this research group have been made to matters such as: theories of research policy and impact; the cultural value of research in the arts and humanities; research ethics; the intersection of epistemological and ethical domains in research in schools; religion, radicalisation and counter-terrorism in schools and universities; and the creation of distinctive sub-field of study at the interface of education, security and intelligence studies.

A specialist in the interdisciplinary study of religion in education, and particularly noted for the systematic philosophical and history of ideas analysis on the epistemological foundations of religious education, his framing of the paradigms of religion in education – scriptural-theological; phenomenological; psychological-experiential; philosophical-conceptual; social-cultural; political-historical – has contributed new insights to secularisation theory in numerous, some award-winning, monographs, such as MasterClass in Religious Education (Gearon, 2013); On Holy Ground (Gearon, 2015) [2016 Society of Education Studies Book Prize]; Religious Authority and the Arts: Conversations in Political Theology (Gearon, 2015); and State Religious Education and the State of the Religious Life (Gearon and Prud’homme, 2018).

His theorisations of the politicisation and securitisation of religion in education have been the subject of intense international debate for several years. Landmark publications on security in education – ‘The Counter-Terrorist Classroom’ (2013); ‘The Counter-Terrorist Classroom’ (2017); ‘Terrorism and Counter-Terrorism Policy and Research in UK Universities’ (2018): ‘Research Ethics in the Securitised University’ (Gearon and Parsons, 2019) and ‘The Kill Chain’ (Gearon, 2020) – have enabled empirical, methodological and theoretical advances on elites’ theory, the ethics of security and radicalisation research (Gearon and Kuusisto, 2018; Kuusisto and Gearon, 2017; Benjamin, Gearon, Kuusisto, Koirikivi, 2021).

With cognate research interests in security across all phases of education, Liam has over a decade collaboratively developed an interdisciplinary sub-field at the boundary of universities, security and intelligence studies, including research ethics in the securitised university (Gearon and Parsons, 2019). One of the defining outcomes here is Liam’s quarter of a million-word edited collection arising from the international Colloquium at Oriel College he convened in 2017, the Routledge International Handbook of Universities, Security and Intelligence Studies (Gearon, 2019). Interdisciplinary and inter-agency work in this area has included the Nuffield Foundation funded Universities and National Security: Research and Policy Collaborations 2019-2020, with a cross-disciplinary research team of 14 distinguished Co-Investigators.

With a significant Academy of Finland research grant (2018-2022) with Arniika Kuusisto (Stockholm/Helsinki/ Oxford), we oversee the research of two highly productive early career, post-doctoral researchers on radicalisation. This includes notable social and policy impacts such as the development of a national strategy around extremism through education for the Ministry of Justice in Finland (Activities | Growing up radical? | University of Helsinki). With substantial quantitative and qualitative data gathered, the project has already produced a substantial number of quality research outputs (Publications | Growing up radical? | University of Helsinki).

With a doctorate in English literature, Liam has also drawn on arts and humanities theoretical knowledge and methodological approaches to advance what are now intense cross-disciplinary debates around ‘decolonising the curriculum’ in religious education. From a series of foundational papers addressing the relationship between religious education and postcolonial theory – Gearon (2001a) ‘The Imagined Other: Postcolonial Theory and Religious Education’; Gearon (2001b) ‘A Spirituality of Dissent: Religion, Culture and Postcolonial Criticism’; Gearon (2002a) ‘Human Rights and Religious Education: Some Postcolonial Perspectives’ – he has recently led an international team (UK, Finland, Sweden, South Africa) as Guest Editor of the British Journal of Religious Education, for a high profile special issue on religion and education in postcolonial context (Gearon, Kuusisto, Matemba, Benjamin, Du Preez, Koirikivi, and Simmonds, 2020).

As Principal Investigator, Liam has led funded research projects with the Academy of Finland, the Arts and Humanities Research Council, the British Academy, the Leverhulme Trust, the Nuffield Foundation, the Philosophy of Education Society of Great Britain, and the Society for Educational Studies, a career total of funding exceeding £5,000,000, including a £4.5 million grant to establish a centre for citizenship and human rights at the University of Surrey Roehampton.

Doctoral supervision and Graduate teaching

PGCE Religious Education (Subject lead)

Masters in Learning and Teaching (Subject lead)
Comparative and International Education

EXTERNAL POSTS

2020- Docent, Helsinki University, Finland

2020- Extraordinary Professor, Faculty of Education, North-West University, South Africa

2019-2021 Visiting Professor, Irish Institute of Catholic Studies, MIC, Limerick, Ireland

2012-2020 Conjoint Professor, Newcastle University, Australia

2019-2023 Honorary Senior Research Fellow, School of Education, University of Birmingham

PREVIOUS EXTERNAL POSTS

2011-2018, Adjunct Professor, Australian Catholic University, Australia

2010-2011, Visiting Professor, Faculty of Education, University of Plymouth

2008-2010, Research Professor, Faculty of Education, University of Plymouth

2006-2008, Professor of Education, University of Roehampton

2000-2006, Reader in Education, University of Surrey Roehampton

2006-2008, Senior Fellow, Centre of Excellence in Human Rights, University of Surrey Roehampton

2005-2008, Vice-President, International Human Rights Education Consortium, New York, USA

2001-2005, Director, Centre for Research in Human Rights, University of Surrey, Roehampton

1996-2000, Senior Lecturer, Faculty of Education, Roehampton, London

UK RESEARCH COUNCIL PEER REVIEW COLLEGES

AHRC Expert Group on Covid Research Group and Research Grant Panel ‘Introducer’

AHRC Peer Review College (2019 Gold Standard award, for ‘Recognition of significant contributions to the AHRC Peer Review College’)

ESRC Peer Review College

Universities UK Peer Review College Global Challenges Research Fund (GCRF)

INTERNATIONAL RESEARCH COUNCIL PEER REVIEWER

Academy of Finland

Austrian Science Fund (FWF)

EU 7th Framework Program for Research
Hong Kong Research Grants Council’s Public Policy Research Fund (PPR)

Irish Research Council

John Templeton Foundation

National Research Foundation, South Africa

PROFESSIONAL AND RESEARCH ASSOCIATIONS

Association of University Lecturers in Religion and Education (AULRE, co-founder and former Chair)

British Educational Research Association (BERA)

European Educational Research Association (EERA)

International Seminar on Religious Education and Values (ISREV)

Philosophy of Education Society of Great Britain (PESGB)

Society for Research in Higher Education (SRHE)
Society for Educational Studies (SES)

Also:

Executive (2019-2022) Oxford Intelligence Group, Nuffield College, University of Oxford

Fellow, Higher Education Academy (FHEA)

Fellow, Royal Society of Arts (FRSA)

Cambridge Intelligence Seminar

OTHER ADMINISTRATIVE ROLES AT OXFORD

Elected by Congregation to the University of Oxford Prevent Steering Group

Social Sciences Divisional representative of the Permanent Private Halls Supervisory Committee (PPHSC), a senior committee of the University of Oxford overseeing governance of Blackfriars; Campion Hall; Regent’s Park College; St Benet’s; St Stephen’s House; Wycliffe Hall.

Member, Central University Research Ethics Committee (CUREC)

Chair, Department of Education Research Ethics Committee (DREC)

Member, Inter-Divisional Social Sciences and Humanities Research Ethics Committee (IDREC)

Chair, Bodleian Library Education Committee

Member and occasional Chair Social Sciences Divisional Library Committee

Education Advisory Group, Christ Church College, Oxford

EDITORSHIP OF INTERNATIONAL JOURNALS

Gearon, L. (Guest editor) (2021) Literature and Security, Special Issue, Text Matters: A Journal of Literature, Theory and Culture, with a planned formal launch at Lodz, Poland.

Gearon, L., (Lead Guest Editor with editorial team) Kuusisto, A., Matemba, Y., Benjamin, S., Du Preez, P., Koirikivi, P., Simmonds, S. (2020) Decolonising the Religious Education Curriculum: International Perspectives in Theory, Research, and Practice, Special Issue, British Journal of Religious Education.

Gearon, L. (Guest Editor) (2019) Special Issue of Religions 10 (1) on Religion, Security, Education.

Gearon, L. and Williams, E. (Guest Editors) (2019) Special Issue of the British Journal of Educational Studies, Writers and their Education, 67 (3), 283–289.

Gearon, L. and Williams, E. (Guest Editors) (2018) Special Issue of Journal of Philosophy of Education on Philosophy, Literature and Education, 52 (4), 577-777.

Gearon, L. (Guest Editor) (2015) British Journal of Educational Studies, Special Issue, Education, Security and Intelligence Studies, 63 (3) 263-411.

Tirri, K., (Finland) Campbell, E. (Canada), Gearon, L. (UK), Lovat, T. (Australia) (Guest Editors) (2012) The Moral Core of Teaching, Education Research International.

Gearon, L. (Guest Editor) (2008) Citizenship, Human Rights and Religion, British Journal of Religious Education, 30 (2) 93-108.

Gearon, L. (Guest Editor) (2006) Children’s Spirituality and Children’s Rights, International Journal of Children’s Spirituality, 11 (2) 193-310.

Simon Marginson is Professor of Higher Education at the University of Oxford, Director of the ESRC/RE Centre for Global Higher Education (CGHE), and Editor-in-Chief of the journal Higher Education.

CGHE is a research partnership of six UK and eight international universities with £6.1 million in funding for 16 projects on global, national and local aspects of higher education. Simon’s research is focused primarily on global and international higher education, higher education in East Asia, the public and social contributions of higher education, and higher education and social equality. He is currently preparing an integrated theorisation of higher education. His scholarship is widely published and cited (Google h-index 67 in September 2019). Books include Higher Education and the Common Good (Melbourne University Publishing, 2016); Higher Education in Federal Countries, edited with Martin Carnoy, Isak Froumin and Oleg Leshukov (Sage, 2018); and High Participation Systems of Higher Education, edited with Brendan Cantwell and Anna Smolentseva (Oxford University Press, 2018).

Selected Publications

Books

Marginson, S. (2016).The Dream is Over: The crisis of Clark Kerr’s California Idea of higher education. Berkeley: University of California Press.
Marginson, S. (2016).Higher Education and the Common Good. Melbourne: Melbourne University Publishing.
Tran, L. & Marginson, S. (eds.). (2018).Internationalisation of Vietnamese Higher Education. Dordrecht: Springer Nature.
Carnoy, M., Froumin, I., Leshukov, O. & Marginson, S. (eds.). (2018) Higher Education in Federal Countries. New Delhi: Sage.
Cantwell, B., Marginson, S. & Smolentseva, A. (eds.). (2018) High Participation Systems of Higher Education. Oxford: Oxford University Press.

Journal Papers

Marginson, S. (2016). High participation systems of higher education.The J. Higher Education, 87 (2), 243-270
Marginson, S. (2016). The worldwide trend to high participation higher education: Dynamics of social stratification in inclusive systems.Higher Education, 72 (4), pp. 413-435.
Marginson, S. (2017). Higher education, economic inequality and social mobility: Implications for emerging East Asia.International J. Educational Development, http://dx.doi.org/1016/j.ijedudev.2017.03.002
Marginson, S. (2017). The world-class multiversity: Global commonalities and national characteristics.Frontiers of Education in China, 12 (2), pp. 233-260.
Marginson, S. (2017). Limitations of human capital theory.Studies in Higher Education, http://dx.doi.org/10.1080/03075079.2017.1359823
Marginson, S. (2017). Obschestvennye blaga, proizvodimye v vysshikh uchebnykh zavedeniyakh Rossii [The public good created by higher educational institutions in Russia]. Вопросы образования [Educational Studies Moscow], 3, pp. 8-36. (2017)
Marginson, S. (2018). And the sky is grey: The ambivalent outcomes of the California Master Plan for Higher Education.Higher Education Quarterly, 72 (1), pp. 51-64
Marginson, S. (2018). Private/public in higher education: A synthesis of economic and politicalStudies in Higher Education, 43 (2), pp. 322-337
Marginson, S. (2018). Global trends in higher education financing: The United Kingdom.International J. Educational Development, 58, pp. 26-36

Maia Chankseliani is Associate Professor of Comparative and International Education at the University of Oxford where she leads a flagship master’s course in Comparative and International Education. She convenes the Comparative and International Education Research Group at the Department of Education.

Within comparative and international education, Maia Chankseliani works at the intersection of tertiary education and development. She researches societal, institutional, and policy forces that shape tertiary education and the potential of tertiary education and research for transforming societies.

Methodologically, she utilises both qualitative and quantitative methods. Her work often combines secondary data analysis with insights gathered through semi-structured interviews and contextualised case studies.

Maia Chankseliani has published four books in the field of comparative and international education: What Happened to the Soviet University? (2022), Building Research Capacity at Universities: Insights from Post-Soviet Countries (2022), Comparing Post-Socialist Transformations: Purposes, Policies, and Practices in Education (2018), and Fairness in Access to Higher Education in a Global Perspective: Reconciling Excellence, Efficiency, and Justice (2013).

She currently leads a major research project examining the impact of international mobility on world development (funded by the U.S. Department of State). Maia Chankseliani has worked on a number of externally funded research projects and consultancies involving the UK Government agencies responsible for education and skills, UKRI/ESRC, British Council, World Bank, Qatar Foundation, the European Commission.

With a background in education research, teaching, policy-making, leadership, and consultancy, Maia Chankseliani brings to her role extensive experience in diverse international settings. This breadth of experience informs her research and enables her to bridge theory and practice.

Maia Chankseliani engages with governments and gives academic and policy-relevant talks nationally and internationally. Her research regularly features in national and international media.

She holds a BA in Philology from Tbilisi State University (Georgia), an Ed. M in International Education Policy from Harvard University (USA), and a PhD in Education from the University of Cambridge (UK).

Maia Chankseliani serves as the Editor-in-Chief of the International Journal of Educational Research.