Skip to content

Department of Education

Viewing archives for Researcher

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement and attitudes towards L2. In L. Salas, & E. Ager, Creating Quiet reflective Spaces: Language Teacher Researches Professional Development (pp. 61-62). IATEFL publications.

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

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

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

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

Aliya is accepting DPhil students interested in these areas:

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

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

Gates Cambridge Biography

 

Research Group Membership

 

Research Projects

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

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

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

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

Antonin is currently Doctoral Teaching Fellow on the MSc in Comparative and International Education, teaching Foundations of Educational Research. Antonin is also a Research Assistant for the Centre for Global Higher Education on the ‘Research on Research: the research function and mission of higher education’ project.

Alongside his teaching and research roles, Antonin is completing a Doctoral study on the European Universities Initiative, the European Commission’s flagship higher education programme that seeks to set up European Universities through transnational university alliances.

Yousef is a research affiliate with the Rees Centre, advising UK local authorities on strategic planning, financial management, and data systems management for enhanced delivery of child and youth services, and with TalkTogether, a UKRI GCRF-funded research programme on child development in the Global South.

Yousef completed their DPhil in Education at Oxford, where they wrote on the educational resilience of unaccompanied and separated children (UASCs) by investigating the educational trajectories, outcomes, and experiences of UASCs in Jordan and Greece. Yousef was supervised by Professor Leon Feinstein and Professor Sonali Nag at the Department of Education.

Prior to their doctoral studies, Yousef worked in research, policy, and data analytics for various NGOs, governments, and United Nations agencies internationally. Yousef also holds a Master of Education from Harvard University, a Master of Public Administration from Columbia University, and a Bachelor of Arts in International Studies from the American University of Sharjah.

  • Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees’ gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), e3441. https://doi.org/10.1002/rev3.3441
  • Aleghfeli, Y. K. (2023). Examining socio-ecological factors contributing to the promotion and protection of education for unaccompanied and separated children in Jordan. Children and Youth Services Review, 107182. https://doi.org/10.1016/j.childyouth.2023.107182
  • Aleghfeli, Y. K., & Hunt, L. (2022). Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors. Educational Research Review, 100433. https://doi.org/10.1016/j.edurev.2022.100433
  • Feinstein, L., Aleghfeli, Y. K., Buckley, C., Gilhooly, R., & Kohli, R. K. (2021). Conceptualising and measuring levels of risk by immigration status for children in the UK. Contemporary Social Science, 16(5), 538-555. https://doi.org/10.1080/21582041.2021.2007279
  • Aleghfeli, Y. K. (2021). Conceptualizing educational resilience during the COVID-19 pandemic. Indian Journal of Career and Livelihood Planning, 10(1). https://jivacareer.org/?page_id=2801

Mercedes Crisóstomo is an interdisciplinary social science researcher with expertise in anthropological and historical methods, along with extensive teaching experience.

She completed her PhD at the Institute of the Americas at University College London. Before joining Oxford, she taught at King’s College London and the Pontificia Universidad Católica del Perú and worked as a researcher and consultant for Peruvian and international academic and research institutions. Mercedes’ primary research is dedicated to understanding and explaining the challenges women face within societies shaped by racism, colonialism, exclusion, violence, and conflict. Specifically, her research focuses on women who have been erased from historical narratives, sources, and archives. By employing interdisciplinary approaches and methods, she has contributed to making women visible as historical and political actors and to rewriting established historical and political narratives.

 

Publications  

Peer-Reviewed Journal Articles  

Crisóstomo, Mercedes. ‘Las Mujeres En Los Movimientos Campesinos. La Experiencia de La Confederación Campesina Del Perú: 1947-1987’. Interdisciplinary Studies of Latin America 33, no. 1 (2022): 138–62. https://eial.tau.ac.il/index.php/eial/article/view/1757.

Crisóstomo Meza, Mercedes. ‘El Estado es el Otro: La Atención de La Violencia Contra las Mujeres en las Zonas Rurales del Perú’. Politai 12, no. 22 (2021): 1–29.

https://doi.org/10.18800/politai.202101.003

Crisóstomo, Mercedes. ‘Memories between Eras: ANFASEP’s Leaders before and after Peru’s Internal Armed Conflict’. Latin American Perspectives 46, no. 5 (2019): 128–42.
https://doi.org/10.1177/0094582X19856901

Crisóstomo, Mercedes. ‘ANFASEP En Perspectiva Comparada. Género y Justicia Transicional En América Latina’. Revista Memoria, no. 24 (2017): 1–20.

https://idehpucp.pucp.edu.pe/revista_memoria/dossier-6

Crisóstomo, Mercedes, and Rosa Mújica. ‘Women’s Rights in Peru: Insights from Two Organizations’. Global Networks (Oxford) 9, no. 4 (2009): 485–506. https://doi.org/10.1111/j.1471-0374.2009.00265.x

Crisóstomo, Mercedes, and Rosa Alayza. ‘Doing Vernacularization: The Encounter between Global and Local Ideas about Women’s Rights in Peru’. In Feminist Strategies in International Governance, edited by Calgar Gülay, Elisabeth Prugl, Susanne Zwingel, Sally Engle Marry, and Peggy Levitt, 127–42. London: Routledge Ltd, 2013.

 

Monographs 

Crisóstomo, Mercedes, ed. Género y Conflicto Armado Interno En El Perú. Testimonio y Memoria. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes, ed. Urin Parcco y Hanan Parcco. Memorias sobre el Tiempo de la Hacienda y la Reforma Agraria: Testimonios de sus Protagonistas. Lima: Pontificia Universidad Católica del Perú, 2017.

Crisóstomo, Mercedes. Legítimos y Radicales. Una Aproximación al Estudio del Frente de Defensa del Pueblo de Ayacucho. Lima: Escuela de Gobierno y Políticas Públicas, 2012.

Crisóstomo, Mercedes, and Rosa Alayza. Sociedad Civil y Proceso de Reconciliación. Diferentes Miradas. Lima: Centro de Estudios y Publicaciones, 2007.

Crisóstomo, Mercedes. Memorias de Mujer en el Conflicto Armado Interno. Lima: Consejería en Proyectos, 2004.

 

Peer-reviewed book chapters  

Crisóstomo, Mercedes. ‘Mujeres Campesinas Indígenas en la República’. In Nación y República en el Pensamiento Social Peruano, Hitos y Voces en el Bicentenario, edited by Narda Henríquez and Gisela Canepa, 361–98. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘Experiencias de Independencia y Alteridad en la Reforma Agraria de Juan Velasco Alvarado’. In Nuevas Miradas sobre la Reforma Agraria Peruana, edited by Alejandro Diez and María Luisa Burneo. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2022.

Crisóstomo, Mercedes. ‘La Micropolítica de la Reforma Agraria en Huancavelica: Narrativas y Memorias Campesinas sobre el Patrón, el Estado y Velasco’. In Perú El Problema Agrario En Debate. SEPIA XVIII, 145–82. SEPIA, 2020.

Crisóstomo, Mercedes. ‘Cuestionando Estereotipos: Las Presidentas de ANFASEP y sus Espacios Plurales de Acción Antes Del Conflicto Armado en el Perú’. In Género y Conflicto Armado Interno en el Perú. Testimonio y Memoria, edited by Mercedes Crisostomo, 109–52. Lima: Fondo Editorial de la Pontificia Universidad Católica del Perú, 2018.

Crisóstomo, Mercedes. ‘Las Mujeres y la Violencia Sexual en el Conflicto Armado Interno’. In Violencia Contra la Mujer durante el Conflicto Armado Interno. Warmikuna Yuyariniku. Lecciones Para No Repetir La Historia, edited by Ricardo Portocarrero, 11–29. Asociación Pro Derechos Humanos, 2005.

 

Reviews  

Review of the Rural State: Making Comunidades, Campesinos, and Conflict in Peru’s Central Sierra by Javier Puente. Hispanic American Historical Review, 2023, 173–76.

https://doi.org/10.1215/00182168-10942961

Review of Reflexiones Sobre el Perú: Más allá del Bicentenario by Mariela Noles Cotito (Ed.). Journal of Latin American Studies 55, No. 2, 2023, 356–57.

https://doi.org/10.1017/S0022216X23000500

Review of Beatriz Allende: A Revolutionary Life in Cold War Latin America by Tanya Harmer. Trama Critica, 2022.

https://tramacritica.pe/author/mercedes_crisostomo/ 

 

Working papers  

Crisóstomo, Mercedes, and Patricia Ames. ‘Formas de Prevención y Atención de la Violencia Contra los Niños y Niñas en Zonas Rurales: Revisión Comparada y Estudio de Caso en Huancavelica, Perú’. Instituto de Estudios Peruanos, 2019. http://repositorio.iep.org.pe/handle/IEP/1153

Crisóstomo, Mercedes. ‘Violencia Contra las Mujeres Rurales. Una Etnografía del Estado Peruano’. Departamento de Ciencias Sociales. Lima: Pontificia Universidad Católica del Perú, 2016. https://repositorio.pucp.edu.pe/index/handle/123456789/69766

Crisóstomo, Mercedes. Mujeres y fuerzas armadas en un contexto de violencia política: los casos de Manta y Vilca en Huancavelica. Instituto de Estudios Peruanos, 2002. http://repositorio.iep.org.pe/handle/IEP/15

Crisóstomo, Mercedes, Patricia Ames, Ursula Aldana, and Sarita Oré. ‘La Violencia Infantil En El Entorno Doméstico: Puntos de Partida Para Una Propuesta de Intervención En Huancavelica’. Instituto de Estudios Peruanos, 2015.

http://repositorio.iep.org.pe/handle/IEP/964

Dr Ahmad Akkad holds a PhD in Education (University of Warwick, UK), an MA in Global Education and International Development (University of Warwick), an MA in Linguistics (University of Aleppo, Syria), and a BA in English Language and Literature (University of Aleppo).

His interdisciplinary research lies broadly within the field of International Higher Education and Development and within different areas of Education Studies. He is particularly interested in the interplay between higher education, conflict, and

Reconstruction in conflict settings, displacement and displaced populations, mobility and knowledge exchange, and the promotion of EDI and social justice in education contexts.

He has teaching experience across different themes of education and international development, with interest in qualitative research methods and diary research.

Publications

   Akkad, A. & Henderson, E. F. (2023) “Just another email?: The role of supervisors in Pre-Application Doctoral Communications (PADC)”  SupervisingPhDs

Akkad, A. (2023) “Academics in Exile: Networks, Knowledge Exchange, and New Forms of Internationalization” (Book Review), Journal of Refugee Studies

Akkad, A. & Henderson, F. E. (In progress) “Using diary method with busy professionals: Methodological insights from three diary studies with academics”

Akkad, A. (2022) “Displaced Syrian academics: Unheard voices in academia”, Forced Migration Review (70), Refugee Studies Centre, University of Oxford

Akkad, A. & Henderson, E. F. (2021) “Exploring the role of HE teachers as change agents in the reconstruction of post-conflict Syria”, Teaching in Higher Education DOI: 10.1080/13562517.2021.1965571

Akkad, A. & Abdulkader, A. (2015) “Gender-related differences in ‘hedges’ and ‘intensifiers’ as used by EFL learners at the Higher Institute of Languages, Aleppo University”, Research Journal of Aleppo University, Arts and Humanities Sciences, Series No. 100, pp. 100-115

Research Projects Publications

Henderson, E. F., Akkad, A., Kier-Byfield, S., Burford, J., and Dangeni (In review) “Seeking supervisability: The inclusivity implications of doctoral supervisors’ engagement with prospective applicants prior to formal admissions”

Hanley, N., Tyson, L., Zhe, W., Akkad, A., Kwak, J., Vari-Lavoisier, I., M., & Chankseliani, M. (In review) “The impact of international mobility programmes for professionals: A systematic literature review 1960-2022”

Burford, J., Henderson, E. F., Kier-Byfield, S., Dangeni, and Akkad, A., (2023). Pre-Application Doctoral Communications (PADC) Projects: Final Report. Coventry: Department of Education Studies, University of Warwick. Available at: https://wrap.warwick.ac.uk/178943/

Zhe, W., Hanley, N., Kwak, J., Vari-Lavoisier, I., Al Hussein, M., Tyson, L., Akkad, A., & Chankseliani, M. (In review) “How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis”

Burford, J., Kier-Byfield, S., Dangeni, Henderson, F. E., Akkad, A. (In review) “Conceptualising pre-application doctoral communications: A missing dimension in research on doctoral admissions”

Burford, J., Henderson, E. F., Akkad, A., Dangeni, Kier-Byfield, S. (In progress). The Role of the Supervisor in Pre-Application Doctoral Communications: Final Project Report. Coventry: Department for Education Studies, University of Warwick

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) Pre-admissions doctoral communications: professional development activity kit for working with PGR supervisors. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the institution in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

Burford, James, Henderson, Emily F., Akkad, A., Dangeni, and Kier-Byfield, S. (2022) The role of the supervisor in pre-application doctoral communications: project brief. Coventry: Department of Education Studies, University of Warwick. Available at: www.warwick.ac.uk/PADC

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
  • Wang, Z., Hanley, N., Kwak, J., Vari-Lavoisier, I., Hussein, M.A., Sanchez Tyson, L., Akkad, A. (accepted) ‘How do international student returnees contribute to the development of their home countries? A systematic mapping and thematic synthesis.’ International Journal of Educational Research.
  • Hanley, N. (release in February 2024). Examination of the financial sustainability of NGO’s education programmes: Kazakhstani case study. In Durrani and Thibault (Eds.) Political Economy of Education in Central Asia: Evidence from the Field. https://link.springer.com/book/9789819985166
  • Hanley, N. (2023). Global Citizenship Education in Kazakhstan. In D. Bourn (Ed.), Research in Global Learning. London: UCL Press. https://doi.org/10.14324/111.9781800083080
  • Hanley, N., Ospanova, U., Baimakhanbetov. (2022) ‘Development of Functional Literacy in Secondary Education: Thematic Discourse Analysis’. KazNUU. 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, McCloskey, S. International Journal of Development Education and Global Learning. International Journal of Development Education and Global Learning, 14(1), 12-14. https://doi.org/10.14324/IJDEGL.14.1.02
  • 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. DOI: https://doi.org/10.14324/IJDEGL.13.2.02.
  • Hanley, N. (Forthcoming). Empathy and Global Education. In D. Bourn & A. Pasha. ’Global Education’. Bloomsbury Encyclopaedia of Social Justice in Education, Volume 10.
  • Hanley, N., Sanchez Tyson, L., Wang, Z., Kwak, J., Akkad, A., Vari-Lavoisier I. (Submitted) ‘Impact of Professional Mobility Programs: A Systematic Literature Review.’ Educational Research Review.
  • Hanley, N. and Shvetsova, Y. (Submitted) ‘Exploring Educator Agencies in NGO education within the conflict-affected context of Kazakhstan.’ Education and Conflict Review, UCL Press.

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

Reem is DPhil student from Saudi Arabia.

Prior to coming to Oxford, she worked as a Teacher, Professional Developer, then, became a Supervisor and Researcher in the Ministry of Education where she received a scholarship to pursue her DPhil education at the University of Oxford. Her research interests lie in the area of Teacher Education and Professional Learning Policy and Practice.

Publications
  • Alqahtani, Reem (2020). Saudi Universities Role in Developing Teacher Professional Development Programs: Elite Universities Experience. Journal of Educational Sciences. King Saud University.
  • Alqahtani, Reem. (2020). The effect of implementing UDL-based activities in improving EFL learners’ academic achievement a