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Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Supervisors

Dr Steven Puttick and Dr Aliya Khalid

Zak Devey is a passionate advocate for youth-led educational advocacy and equity – both within academia and in his work as co-founder of charitable trust Youth Arts New Zealand. In 2024, Zak continues to explore community conceptualisations of educational equity and their intersections with present and historic educational policy.

Zak also holds a deep care for youth-wellbeing, and its systemic determinants in the 21^st century. His first publication, in the New Zealand Journal of Sociology, interrogates the ‘2021 World Happiness Report’ and that ways in which it constructs what it means to be happy.

Zak would be happy to hear from anyone looking to undertake a research journey in the Department, as well as scholars interested in educational equity, community-based participatory research, sociologies of well-being, and education in the political context of Aotearoa New Zealand.

Having a background in political science, international relations and history, Alina obtained an MA in Developmental Psychology. Alina is a DPhil student and intends to research prosocial behaviour.

Supervisors

Liam Gearon and Maia Chankseliani

Schooled in the discipline of Public Administration at the University of Dhaka and with an experience of over five years of lecturing graduate and post-graduate students at two reputed public universities in Bangladesh, I am interested in research works related to education, gender, public policy, social studies and have multiple publications.

Apart from my current lecturing position, I worked as a news editor and contributor for the Dhaka Insider, an online news portal, in 2015. I also served as the Head of the Department (Department of Public Administration) and Assistant Proctor at the Bangabandhu Sheikh Mujibur Rahman Science and Technology University (BSMRSTU) and as an elected member of the Teachers’ Association there. During my post-graduation (MA. Public Policy) at the University of Nottingham, a qualitative research focus helped me characterize patterns of gender gap in primary education access.

Selected Publications

• Dutta,  P.  (2020).  Democratic  Decentralization  and  Participatory Development:  Focus  on  Bangladesh.  Journal  of    Contemporary  Governance  and  Public Policy, 1(2), 82-91. Permalink/DOI: https://doi.org/10.46507/jcgpp.v1i2
• Dutta, P., 2021. • Towards Sound Integrity Management in Bangladesh: Challenges and Issues in Public Administration and Law Enforcement. In: S. N. Khanom, ed. Governance, In the 21st Century in the Sounth Asia: Challenges and Ways Forward. Dhaka: Hakkani Publishers, pp. 541-560.

Gia-Yen is a doctoral student in the Department of Education. Her doctoral research focuses on support for early career teachers and the development of policy frameworks for the system-wide implementation of mentoring and induction as a mechanism for teacher retention and teaching quality.

Gia-Yen holds an MSc in Education (Comparative and International Education), a Masters in Teaching (Secondary)(Research), a Bachelor of Laws (First Class Honours) and a Bachelor of Science (Distinction) with a major in Neuroscience. Gia-Yen is a secondary Mathematics and Science teacher and has previously worked across education policy and not-for-profit sectors with an overarching aim of addressing educational inequity in Australia.

Khansa is a disability rights activist, researcher, and independent consultant with a professional background in Culture, Politics, International Development, and Inclusive Education. Over the past few years, Khansa has collaborated with both international and local organizations to develop strategies for fostering inclusion and addressing various Equity, Diversity, and Inclusion (EDI) issues.

Supervisors

Aliya Khalid and Ann Childs

Zhuohan (Johanne) has a BA in English from Dalian Maritime University, China, and has won China National Scholarship. She then graduated with a Distinction in MSc in Applied Linguistics and Second Language Acquisition from University of Oxford. Before her DPhil, Zhuohan worked for the organizing committee for the Harvard Summit for Young Leaders in China, an initiative that brought liberal arts education from Harvard to China’s top-performing high school students. She also helped evaluate the UNICEF China Child-Friendly School Programme as an RA, focusing on the socio-emotional learning among the Dong ethnic minority groups in Guangxi, China. She also teaches IELTS, TOEFL, and English phonics.

Her MSc research centres on linguistic relativity, specifically the effect of French grammatical gender system on both French speakers’ and learners’ perception of objects. Her DPhil research focuses on English pronunciation teaching and learning among young Chinese kids, particularly emphasising the influence of their mother tongue, Mandarin.

Supervisors

Robert Woore and Faidra Faitaki

Emmanuel Edudzie is a Doctoral Researcher at the University of Oxford and a member of the Comparative and International Education Research Group in the Department of Education. He is affiliated with the Centre for Skills, Knowledge, and Organisational Performance (SKOPE), also in the Department of Education.

Emmanuel’s doctoral research is at the confluence of education policy, skills, and school-to-work transition in Africa, with a specific focus on the effect of secondary education on the employability skills of school-leavers in Ghana. When completed, the research will contribute to strengthening learning ecosystems across Africa so that they are more focused on and effective in fostering foundational skills and socioemotional learning.

Claire is passionate about breaking down the historical and spatial boundaries between higher education institutions and the communities excluded from these establishments.  She is a Talloires Network Next Generation Leader and hopes to orientate her research and practice towards the construction of a more just education system in South Africa.

Claire holds a MSt in Women’s, Gender, and Sexuality Studies, and MPhil in Economics. She previously worked at the Rhodes University Community Engagement Division, responsible facilitating an engaged research group and a community engagement short course for high schools. Her research interests include community/public engagement, African higher education, feminist and engaged research methods, and community histories.

Claire is eager to hear from anyone thinking about pursuing doctoral study in education, and especially from those with similar research interests.

Supervisors

Dr David Mills and Dr Aliya Khalid

Warda Arif is a doctoral student at the Department of Education. Her research aims to operationalise Critical Realist conceptions and methods to study Cultures of Higher Education in select Indian universities.

She completed her Master’s in Education and International Development from University College London’s – Institute of Education (UCL-IOE) as a Commonwealth Scholar and holds a B.Sc. in Biochemistry form Aligarh Muslim University (AMU).

Over her brief career, Warda has worked in the social development and impact sector in South Africa, India and Saudi Arabia, in teaching, research and advisory roles.

Superviso