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.
- 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.
Lorena is a Postdoctoral Researcher for the International Student Mobility and World Development project.
Lorena holds a BA in English (Universidad Autónoma de Tamaulipas, Mexico), a joint MA in Lifelong Learning: Policy and Management (University College London, UK and Universidad de Deusto, Spain), and a PhD in Education and International Development (University College London, UK).
Her doctoral research explored the role and meaning of literacy in the context of an Indigenous language education programme for adults in Mexico. In 2022, she received the Gail P. Kelly Award for Outstanding Doctoral Dissertation from the Comparative and International Education Society.
Her work focuses on education and international development, particularly in Latin America, including issues of educational access and equity, critical pedagogy, lifelong learning, education for sustainable development, and the impact of international mobility on global development. She has extensive teaching experience across themes of education and globalisation, gender and international development, and qualitative research methods.
TITLE OF THESIS
Educational Exclusion in Zimbabwe
Thomas is studying part-time towards his DPhil and is planning a multi-level mixed-methods study looking at the exploring educational exclusion in Zimbabwe. Analysis of national datasets and population surveys will be complemented by school-level studies and qualitative research with excluded youth to provide a detailed and multi-level picture of exclusion in Zimbabwe.
After an undergraduate degree in Physics, Thomas retrained as a teacher and worked as a classroom teacher and in school leadership for 8 years, both in England and in Zambia. During this time, he also worked for an EdTech start-up looking to improve access to electricity through education. In 2020 Thomas stepped out of the classroom to study for an MSc in Comparative and International Education and since then he has worked as an associate lecturer at Goldsmith’s on their secondary science PGCE programme, as a research assistant and teaching assistant for the University of Oxford and as a freelance researcher.
Thomas is currently a doctoral teaching fellow on the master’s in educational assessment. Alongside this Thomas is a research assistant on the Standards in Welsh Qualifications project and the BrainWaves Project. Outside of his work with the University, Thomas is a research associate with UNICEF Innocenti office for research, on their Learning is For Everyone (LiFE) inclusive education project.
- Hayward, L., Baird, J.-A., Allan, S., Godfrey-Faussett, T., Hutchinson, C., MacIntosh, E., Randhawa, A., Spencer, E., & Wiseman-Orr, M. L. (2023). National qualifications in Scotland: A lightning rod for public concern about equity during the pandemic. European Journal of Education, 58(1), 83–97. https://doi.org/10.1111/ejed.12543
- Godfrey-Faussett, T. (2022). Participatory Research and the Ethics of Anonymisation. Education Sciences, 12(4), 260. https://doi.org/10.3390/educsci12040260
Research reports and other non-peer reviewed publications
- Sims, S., Fletcher-Wood, H., Godfrey-Fausset, T., & Meliss, S. (2023). Modelling evidence-based practice in initial teacher training: causal effects on teachers’ skills, knowledge and self-efficacy. Ambition Institute. Available at: ambition.org.uk/modelling-evidence-based-practice-in-initial-teacher-training/
- Baird, J.-A., Godfrey-Fausset, T., Hayward, L., Hutchinson, C., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Focus Groups with Stakeholders. 30.
- Baird, J.-A., Godfrey-Faussett, T., Hayward, L., Randhawa, A., Spencer, E., & Wiseman-Orr, L. (2022). Overview of the Perceptions of Assessment Standards in Scotland Project. 23.
- Baird, J.-A., Godfrey-Faussett, T., Randhawa, A., Hayward, L., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Questionnaire with Stakeholders. 75.
- Randhawa, A., Godfrey-Faussett, T., Baird, J.-A., Hutchinson, C., Spencer, E., & Wiseman-Orr, L. (2022). Perceptions of Assessment Standards in Scotland: Employer Survey Report 4 of 4. 25.
- Godfrey-Faussett, T. (2021). What does success mean to you? Perceptions from across the English education system [MSc, University of Oxford]. https://ora.ox.ac.uk/objects/uuid:837757d5-3fc2-4290-84bb-5f1291fcc776#tweet
- Wijetunga, M. & Godfrey-Faussett, T. (2021), Freirean dialogue in a digitised learning environment, The Post-pandemic University Special Collection celebrating 100 years of Paulo Freire. https://postpandemicuniversity.net/2021/11/08/freirean-dialogue-in-a-digitalised-learning-environment/
Jiayi Li is a doctoral student in the Department of Education. Her research interests encompass education policy implementation, teachers’ and students’ mobility, self-identity construction, subjectification and socialisation in the context of international higher education.
Jiayi also works as a research assistant with the Rees Centre on policy mapping and local authority data analytics projects in the UK (PI: Professor Leon Feinstein). The focus is on how to improve measurements in the existing Early Years Systems to understand and ensure children’s success.
Prior to her DPhil studies at Oxford, she holds a MSc degree in Comparative and International Education from University of Oxford and a BA degree (double major) with high honours in Educational Studies and Economics from Colgate University in the US.
Her current doctoral research employs a comparative case study to explore self-identity construction and socialisation of international students from ambiguous territories (Taiwan, Hong Kong and Macau) in mainland Chinese universities.
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.
- 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
- Wang, Z. (2021). Cityzenship: a study of transnational Chinese student returnees in three megacities in mainland China. PhD thesis. University of Oxford.
- Waters, J. and Wang, Z. (forthcoming, 2022) Families in educational migration: strategies, relations and emotional investments. In Handbook on Migration and the Family, eds. Waters, J. and B. Yeoh. Edward Elgar.
- Wang, Z. (2022) Chinese students at UK universities: transnational education mobilities as a stepping-stone to adulthood. Population, Space and Place.
- Wang, Z. (in peer-review) Inflation of UK Masters Degrees? Evaluation of One-year UK Postgraduate Taught Programmes by International Chinese Middle-class Students. Globalisation, Societies and Education.
- Wang (2018) ‘Non-traditional’ International Mainland Chinese Students in the UK: An Exploratory Study of Factors Influencing Their Choice of International Higher Education. The Network for Research into Chinese Education Mobilities (NRCEM).
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.