Skip to content

Department of Education

Viewing archives for Comparative and International Education

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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
Publications

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.

Publications
  • 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.

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.

Claire (郝煜) is a DPhil student in Applied Linguistics and a China Oxford Scholarship Fund (COSF) scholar.

Claire holds a BA in Education and Physics from the University of Cambridge, an MA in Applied Linguistics from UCL Institution of Education, and an EdM in International Education Policy from Harvard University. She is passionate about exploring and supporting the transnational experiences of bi-/multilingual students in studying abroad contexts. Her research and professional interests include bilingualism, language and identity, international education, professional development, and school leadership.

Since 2015, Claire has served as the Director of International Education at Beijing Xinxuedao Education Group, a non-profit organisation that operates 31 schools with over 30,000 K-12 students in China. She has also worked as a high school counsellor and a teacher of Physics and Psychology.

Publications

Hao, Y. and Lantsman, G. (2022). Motivation in MOOCs: a qualitative study on the design and evaluation of an online IELTS course. The 7th IAFOR International Conference on Education.

Hao, Y. (2020). Education without borders: sojourner trips in students’ holistic development. In Wang, J. (Ed.). Family, Society, and Education. Tsinghua University Press.

Hao, Y. (2020). Learning how to learn: the role of metacognition and self-regulation in learning. In Wang, J. (Ed.). The Virtue of Thinking in Learning. Tsinghua University Press.

Hao, Y. (2019). Chinese students at a UK university: how linguistic repertoire mediates language and sojourner identity construction. Linguistics and Applied Linguistics Conference. Beijing Normal University.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2018). Examining Linguistic Diversity as a Resource for Higher Education in the Anglophone World. In Tong, V. C., Standen, A., & Sotiriou, M. (Ed.). Shaping Higher Education with Students: Ways to Connect Research and Teaching (pp.288-293). UCL Press.

Preece, S., Griffin, A., Hao, Y. and Utemuratova, G. (2016). Making the most of linguistic diversity: the views and practices of bi/multilingual postgraduate students. The Multilingual University. ESRC Seminars.

Hao, Y. (2012). A Transformative Journey: China-US exchange student studying at an American high school. New World Press.

Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass macro-level education policy, students’ self-formation and political identity development in the context of international higher education.

Prior to her DPhil studies at Oxford, Jiayi worked as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). Jiayi 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.

Her current doctoral research explores how international students from ambiguous territories (Taiwan, Hong Kong and Macau) develop civic consciousness and political identity in Chinese universities with “Chinese characteristics”.

Joonghyun Kwak is a postdoctoral researcher in quantitative social science for the project International Student Mobility and World Development.

Joonghyun is a quantitatively oriented, comparative sociologist with a focus on globalisation, international migration, social and educational inequality and survey research methods. Through his research, he strives to contribute to a deeper understanding of how structural and policy changes in the global economy shape social institutions and individual behaviours and attitudes. His current research focuses on three key areas: (1) the impact of international student mobility and migration on social mobility and inequality; (2) backlash against globalization in public attitudes toward immigration and trade policies; and (3) the methodology for ex-post survey data harmonization for cross-national comparative research.

Prior to joining Oxford, he studied for a PhD in Sociology at the University of Connecticut (USA) and worked as a postdoctoral researcher in sociology at The Ohio State University (USA) and as a Senior Research Officer at the Institute for Social and Economic Research at the University of Essex (UK).

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.

Publications
  • 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.

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</