Catherine Kelly
Education, Student Rep
PhD Researcher in Education (ESRC 1+3)
University of Bristol, Graduate School of EducationStart date: October 2018
Research topic: The Influence of Widening Participation Evaluation on Practice and Policy Decision Making in English Higher Education
My MSc and PhD project seeks to explore the influence of widening participation evaluation practices within English Higher Education on practice and policy decisions. The research will use multiple-methods including documentary analysis of policy documents and semi-structured interviews with policy-makers, widening participation managers, practitioners and evaluators to pragmatically develop plausible theories of evaluation influence within the higher education sector. My research is conducted with support from the Office for Students and seeks to build collaborative partnerships with higher education institutions and policy-makers to ensure findings are practically significant and add value to existing guidance to improve evaluation practice in the sector.Research supervisors: Professor Sally Thomas, Dr Jo Rose
Professional memberships/Positions held:
SWDTP Student RepEmail: catherine.kelly@bristol.ac.uk
Cecile Jagoo
Education
PhD Researcher in Education (ESRC 1+3)
University of Exeter, College of Social Sciences and International StudiesStart date: September 2014
Research topic: Language Socialization and Minority Communities. A comparison of language socialization in the Somali heritage community in the UK and in Italy
Research supervisors: Dr Gabriela Meier
Email: cj304@exeter.ac.uk
Celine Garbutt
Education
1+3
University of Exeter, School of EducationStart date: September 2023
Research topic: Language education and translation and interpretation (TI): how do teachers feel about crossing disciplinary boundaries?
Advances in AI and Machine translation are making headlines. But we still need human linguists, translators and interpreters (TI). Adapting language and TI education to this technological shift is crucial to avoid deepening the current ‘language crisis’. Part of that adaptation will depend on undergraduate language teachers who teach at the boundary between humanities and TI. Adopting a cross-national mixed methods approach, my inquiry asks: How can teacher voices and cross-disciplinary knowledge contribute to the creation of innovative tools for language teacher development with and for TI in a post-AI era?Publications:
(Based on MSc module assignment ‘Designing and communicating research’ (DCR))
Published in: The Linguist (summer edition), CIOL magazine.
“Is research working? Better use and understanding of translation are key to improving global research”
https://www.ciol.org.uk/sites/default/files/TheLinguistSummer24-website.pdf
Book translation:
one of a series of 4 books in English on ‘Shanghai Culture’.
Title: Shanghai Women,
Author: MA Shanglong,
Translator: Celine Garbutt.
Publisher: Shanghai University Press
ISBN 978 – 7 – 5671 – 4647 – 1
Research supervisors: Dr. Gabriela MEIER, Dr. Richard MANSELL
Email: cg559@exeter.ac.uk
LinkedIn: https://www.linkedin.com/in/celine-garbutt-5344421a
Dan Northover
Education
PhD Researcher in Education (ESRC 1+3)
University of Exeter, Graduate School of EducationStart date: September 2015
Research topic: Progression in Learning Skills: Developing a formative assessment framework to track, support and inform planning for the progression of Learning Skills in primary education
My research will primarily seek to create a formative assessment framework for tracking the progress of ‘Learning Skills’ (a term used in a number of schools and LAs to describe the skills or dispositions necessary for learning to learn, developing positive learning dispositions, metacognition and self-regulated learning) across primary school. This will take the form of a practical, teacher-friendly formative assessment framework that can be used by teachers and children to assess development in Learning Skills, in order to support children to make sustained and informed progress throughout their primary years.Research supervisors: Dr Shirley Larkin
Email: dn271@exeter.ac.uk
Twitter: https://twitter.com/dan_northover
Deepti Bhat
Education
Education 1+3
University of Bristol, Graduate School of EducationStart date: September 2021
Research topic: Creating relevance and inclusion for students from tribal communities in formal education: A study with Soliga community in India
My research aims to study the inclusion and exclusion of indigenous ways of knowing in the curriculum and pedagogy of formal education. I aim to address the epistemic injustice faced by marginalised communities and the research draws inspiration from literature on decolonizing methodologies. I will be working collaboratively with children and adults from Soliga community in India to make the curriculum epistemically just and develop pedagogies that are relevant for the students.Research supervisors: Professor Leon Tikly, Dr Angeline Mbogo Barrett
Email: Deepti.rbhat@bristol.ac.uk
LinkedIn: https://www.linkedin.com/in/deeptibhat/
Twitter: https://twitter.com/Deepti_UoB
Website/Blog: https://ujiretolinkoping.blogspot.com
Fatma Sabet
Education
PhD Researcher in Education (ESRC +3)
University of Exeter, Graduate School of EducationStart date: October 2019
Research topic: Food Education for Health and Sustainability; a unique opportunity to align food education with health and sustainability goals in primary education.
This study is driven by the growing evidence of the direct link between diet and childhood obesity, and diet and climate change, and aims to explore ways to adapt current school lunches, food education curriculum, and other food related extra-curricular activities in two primary school settings in order to develop and enact a Food Education for Health and Sustainability (FEHS) partnership.FEHS refers to the mobilization of partners within the school community as well as experts in the civil society to promote a healthy and sustainable school food culture by identifying and using available opportunities, overcoming challenges through creative collaborative thinking and finally enacting a durable and sustainable change.
Research supervisors: Professor Justin Dillon, Professor Brahm Norwich
Email: fs374@exeter.ac.uk
LinkedIn: https://www.linkedin.com/in/fatma-sabet-278476174/
Twitter: https://twitter.com/SabetFatma
Gopika Gopakumar Moothedath
Education
ESRC 1+3
University of Bath, Department of EducationStart date: October 2022
Research topic: Drama-based Pedagogy for Marginalised Children in Indian Preschools: Research, Intervention, and Impact
My research aims to draw on ideas from anthropology and education to explore the possibility of using drama as an art-based pedagogy in early childhood education among marginalized communities. I would be conducting an ethnographic research using visual and other methods on the early years classroom practice and children’s experiences in the selected state preschools of India. In the next stage, by working with an NGO, a drama based pedagogical intervention will be facilitated and developed in collaboration with the early year education teachers. In the final phase I intend to explore the impact of the intervention.Research supervisors: Dr Rita Chawla-Duggan, Dr Andrea Abbas
Email: ggm35@bath.ac.uk
LinkedIn: https://www.linkedin.com/in/m-gopika-gopakumar-1b53b2111
Harriet Hand
Education
PhD Researcher in Education (ESRC 1+3)
University of Bristol, Graduate School of EducationStart date: October 2019
Research topic: Legible Thinking: Maps as Visual Frameworks for Nurturing Creative Thinking
My research will investigate the use of mapping for nurturing creative thinking skills among students age 15–18. Working collaboratively with both teachers, students as well as industry specialists, a form of mapping based on spatial notations –and inspired by Kevin Lynch’s legibility work– will be developed and tested through workshop sessions and in the classroom context.Research supervisors: Professor Jennifer M K Rowsell, Dr Matt A Kedzierski
Email: harriet.hand.2019@bristol.ac.uk
LinkedIn: https://uk.linkedin.com/in/harriet-hand-98218114
Jessica Bowyer
Education
PhD Researcher in Education (ESRC +3)
University of Exeter, Graduate School of EducationStart date: September 2016
Research topic: Closing the attainment gap in rural and coastal schools
The attainment gap between disadvantaged students and their peers is persistent. Recent research suggests that the gap is largest in rural and coastal schools. My research explores the attainment gap from three perspectives:- Secondary analysis of the National Pupil Database;
- The use of Pupil Premium funding in secondary schools in the South West and the strategies schools employ to the close the attainment gap;
- The ways in which students in rural and coastal areas construct and mediate their identities as learners and young people, drawing on hybridised theories of identity, rooted in the the work of Bauman and Bourdieu.
Research supervisors: Dr Alexandra Allen, Dr James Hall
Email: jb865@exeter.ac.uk
Twitter: https://twitter.com/jessbowy
Website/Blog: https://www.researchgate.net/profile/Jessica_Bowyer
Jill Noakes
Education
PhD Researcher in Education (ESRC 1+3)
University of Exeter, Graduate School of EducationStart date: September 2015
Research topic: Understanding teachers’ and pupils’ perspectives on participation in project-based science activities
The emphasis on STEM in schools has led to conflicting pressures on science teachers to deliver high-stakes exam performance and to foster enthusiasm and career aspirations by making science relevant and meaningful to pupils. Some teachers run project-based activities spanning weeks or months, generally in addition to the standard curriculum and often in the ‘gaps’ or neglected spaces of the school timetable. I am using cultural-historical activity theory to understand how such activities develop, the various motives teachers and pupils bring to the activities, why difficulties arise and how (if) they are resolved. Agency is a key theme in my research.Research supervisors: Dr Nasser Mansour, Dr Lindsay Hetherington
Professional memberships/Positions held:
Member of BERAMember of the Institute of Physics (MInstP)
PGCE Tutor in Secondary Science at Exeter University (GTA position)
Email: jn326@exeter.ac.uk
Jordan Maynard
Education
PhD Researcher in Education (ESRC +3)
University of Bristol, Graduate School of EducationStart date: September 2016
Research topic: Facilitating inclusive identity discourse through coauthored personal writing in the primary classroom: an empowerment inquiry in collaboration with Bristol City Council’s Gypsy Roma Traveller Support Team.
In collaboration with Bristol City Council’s Gypsy, Roma, Traveller Team, I am investigating the potential benefits of identity discourse between Gypsy Roma Traveller pupils and their teachers through the production of coauthored inclusive literature. Cooperative and creative projects that facilitate identity discourse through story-sharing could offer an opportunity to develop important cultural understanding between pupil and teacher and, importantly, offer Gypsy Roma Traveller pupils a chance for their voice to be heard in the education system from which they are too often excluded.Research supervisors: Dr Sue Timmis, Mrs Helen Knowler
Email: jm15578@bristol.ac.uk
Twitter: https://twitter.com/j_maynard_ed
Kristi Dingwall
Education
PhD Researcher in Education ESRC (+3)
University of Exeter, Graduate School of EducationStart date: October 2019
Research topic: Mobilising SDG4 in middle/low-income countries.
This is an exploratory project aiming to understand how inclusive education policy travels through and between countries, the contextual dimensions that influence the adoption of global inclusive education policies in low/middle-income countries, and the role of multi/bilateral organisations in that process.Research supervisors: Prof. David Hall, Prof. Brahm Norwich
Professional memberships/Positions held:
SEND Research Centre @ the University of Exeter: production of newsletter and website maintenanceEmail: kd403@exeter.ac.uk
LinkedIn: https://www.linkedin.com/in/kristi-dingwall-02825b109/
Twitter: https://twitter.com/DingwallKristi
Lauren Hennessey
Education
ESRC 1+3
University of Bristol, School of EducationStart date: September 2022
Research topic: Developing a youth-centered methodology for the co-creation of Climate Change Education through collaborative, interdisciplinary approaches
In my research, I plan to develop a methodology for the co-creation of Climate Change Education (CCE) through collaboration between young climate activists (YCAs) and in-service teachers. For me CCE is not a topic which should eb left to Science or Geography – I am interested in every aspect of climate change, in particular issues of climate justice and how they intersect with other issues of epistemic justice. I am heavily influenced by critical theory and ideas from critical pedagogy, from thinkers such as Paolo Freire. In my project, teachers and young people will be positioned as co-creators of pedagogy, with the young people bringing the specialist knowledge of climate justice, as well as their own experience and understanding of pedagogy. The research will examine both the experiences of the participants in this collaborative, youth-led process of curriculum making in relation to CCE, as well as the outcomes of that process in the form of novel pedagogical approaches.Research supervisors: Prof. Julia Paulson, Dr Tracy Helliwell
Professional memberships/Positions held:
Climate Change Education Research Network (CCERN)TLC Research Centre
Educational Futures Research Network
Email: loz.hennessy@bristol.ac.uk
Twitter: https://twitter.com/CCE_research
Website/Blog: https://www.ed-climate.net
Luke Graham
Education
PhD Researcher in Education (ESRC+3)
University of Exeter, College of Social Sciences and International StudiesStart date: January 2019
Research topic: Investigating school focused interventions led by universities aimed at increasing HE participation in STEM subjects by socio-economically disadvantaged young people
Research supervisors: Prof David Hall, Dr Anna Mountford-Zimdars
Email: L.Graham@exeter.ac.uk
Martin Preston
Education
PhD Researcher in Education (ESRC+3)
University of Bristol, Graduate School of EducationStart date: September 2018
Research topic: Fatherhood and Social Context: Exploring the Impact of Material Factors in Men’s Fathering
Research supervisors: Professor Leon Tikly, Dr Julia Paulson
Email: mp15468@bristol.ac.uk
Matt Jenkins
Education
Education 1+3
University of Exeter, Graduate School of EducationStart date: September 2020
Research topic: Does learning a Sign Language Orthography (SLO) support deaf children’s bi-literacy development? An investigation into the relationship between SLO acquisition and British Sign Language and English development.
Key researchers have identified challenges for deaf children with literacy, and found a gap between deaf learners’ cognitive abilities and their language learning levels. Deaf children struggle with depicting English sounds in writing because British Sign Language (BSL) does not have a written orthography. My study would enable me to conduct an investigation to explore a deaf child’s bi-literacy potential by using BSL in its written form – SLwrite (Sign Language Write).The overall aim is to examine whether deaf children, if taught a representational, written form of their native visual-gestural sign language (L1), may better develop improved cognitive abilities in order to regenerate literacy skills in their second language, English (L2).
Research supervisors: Dr Hannah Anglin-Jaffe, Professor Dongbo Zhang
Email: mj461@exeter.ac.uk
LinkedIn: https://www.linkedin.com/in/matt-j-733a312b/
Twitter: https://www.twitter.com/mattdjenks
Nick Gray
Education
PhD Researcher in Education and Film (ESRC 1+3)
University of Bristol, School of EducationStart date: October 2019
I intend to establish an emancipatory and inclusive pedagogy as a context for digital storytelling in an attempt to capture the essence of young people’s literacy practice and explore the links between culture, identity and technology.I will work with a culturally diverse group of teenage participants making digital stories at an after-school club, culminating in the collaborative production of a short film entitled “Our Bristol Stories”. By establishing points of intersection between cultural practices I hope to open up educational third spaces that may foster new forms of literacy practice through negotiation of meaning and hybridity.
Research supervisors: Dr Helen Manchester, Dr Nariman Mansouri
Email: ng17991@bristol.ac.uk
Olivia Copsey
Education
ESRC 1+3
University of Bath, Department of EducationStart date: October 2022
Research topic: The Competence Based Curriculum and Education for Sustainable Development in Rwanda: Understanding the dynamics of environmental and epistemic justice and the opportunities for education transformation in six Rwandan Eco-Schools.
This research focuses on the urgent global call for education systems to be reimagined into a ‘new social contract’ that can repair injustices while transforming the future. Based in Rwanda where, despite challenges, there is strong political support for education transformation, this doctoral research seeks to explore the dynamics of environmental and epistemic justice and the potential for structural and transformative change through the integration of transgressive Education for Sustainable Development (ESD) methodologies into the newly introduced Competence-Based Curriculum (CBC). Collaborating with the Albertine Rift Conservation Society (ARCOS) and involving a research team of teachers, students, and parents, with NGO, ministry and district representatives, and academics in six Rwandan Eco-Schools, the research will use transdisciplinary knowledge co-creation approaches to explore and co-produce new learning approaches, pedagogical tools and curriculum guidance to support the integration of Sustainable Development Goals 13 (Climate Action) and 4 (Quality Education) in the CBC.Research supervisors: Dr Lizzi O Milligan, Elizabeth Barratt-Hacking
Email: ofpc20@bath.ac.uk
LinkedIn: https://www.linkedin.com/in/olivia-copsey-47556b93/
Rachel Griffiths
Education
1+3
University of Exeter, School of EducationStart date: Sep-23
Research topic: Compassionate pedagogies for supporting neurodivergent students in higher education
I work as a senior educator developer specialising in inclusive education teaching and learning practice. My participatory neurodivergent-led research project examines the phenomenology of neurodivergent learner shame. It aims to unpick the messages that neurodivergent young people starting university have internalised about their ability to succeed in education, reflect on how stigmatised academic identities are managed, and think about what educators can do to nurture a healthier academic identity. I am working with Tourette’s Action charity and University of Exeter’s Neurodivergent and Disabled Students’ Society on creative ways to engage a wider variety of neurodivergent people in participatory research.Research supervisors: Dr Hannah Anglin-Jaffe, Dr Darren Moore
Email: rg655@exeter.ac.uk
LinkedIn: https://www.linkedin.com/in/rachelcgriffiths
Twitter: https://twitter.com/RachelGExeter
Rebecca Clarkson
Education
PhD Researcher in Education (ESRC 1+3)
University of Exeter, Graduate School of EducationStart date: September 2015
Research topic: Is the combination of a grammar test and teacher assessment at the end of Key Stage 2 a valid and reliable assessment of writing?
Given the changed policy context in England for the assessment of writing over the past five years, and the high-stakes assessment context in which it occurs, I want to investigate the validity and reliability of the current assessment of writing at the end of KS2. Currently, this combines an external test of grammar and teacher assessment of writing.Key theoretical thinking from assessment research will be used to consider writing assessment. The research will be routed in a sociocultural perspective of writing.
Data collection will consist of interviews with teachers, observations of moderation meetings, and statistical analysis of the relationship between the KS2 test results and the teacher assessment results. The statistical analysis will look at the correlation between the teacher assessment results and KS2 results. A qualitative analysis of ten pupils’ teacher assessed writing portfolios and their KS2 test results to investigate the relationship between the two will also be conducted.
Research supervisors: Professor Debra Myhill, Dr Susan Jones
Email: rc474@exeter.ac.uk
LinkedIn: https://uk.linkedin.com/in/rebecca-clarkson-85909237
Richard D’Souza
Education
PhD Researcher in Education (ESRC 1+3)
University of Exeter, Graduate School of EducationStart date: September 2018
Research topic: The Creative and the Critical: Effective Assessment of Creativity in Writing
I have been fascinated by the ‘creativity question’ since re-entering education as a teacher-researcher. With rapid changes in technology, economics, politics, and globalized societies, there has been increasing interest in the role of education in shaping the knowledge and skills of our future citizens in a more applied and purposeful way. Yet, there is little consensus as to how to define, assess, and ultimately achieve ‘progress’ in the classroom with regard to creativity. My research brings together the processes and attitudes of professional writers, lecturers, and teachers to illuminate ways forward for formative assessment and feedback for creativity in writing.Research supervisors: Dr Anthony Wilson, Dr Susan Jones
Email: rsc214@exeter.ac.uk
Website/Blog: https://www.scoop.it/t/primary-education-7
Roseanne Chantiluke
Education
University of Bristol, Graduate School of EducationStart date: September 2024
Research topic: How do teachers build self-efficacy in teaching identity and belonging through English Literature? A study of English and North American secondary literature teaching post the 2020 ‘Black Spring’
Since the Black Lives Matter protests of 2020, English literature teachers have been challenged to diversify their reading lists and to teach in ways that celebrate and support minoritised students. I will study how literature teachers in London and New Orleans manage to teach about racial and ethnic identity, and feel confident in doing so, while navigating anti-Critical Race Theory pressures ad discourses. The project will involve me conducting case studies – on both sides of the Atlantic — to identify the practical skills that confident English teachers use compared to those who are less confident in teaching about identity through literature. My aim is to co-design training materials to support British and American teachers to build confidence in teaching about identity and belonging through literature curriculums.Publications
Elliott, V., Nelson-Addy, L., Chantiluke, R. & Courtney, M. (2021) Lit in Colour Diversity in Literature in English Schools. London: Penguin & Runnymede Trust
Chantiluke.R, Kwoba.B, Nkopo.A, Rhodes Must Fall: The Struggle to Decolonise the Racist Heart of Empire (London: Zed Books), 2018
Research supervisors: Dr Rafael Mitchell, Dr Lorna Smith
Email: nz24843@bristol.ac.uk
LinkedIn: https://www.linkedin.com/in/roseanne-chantiluke
Twitter: https://twitter.com/RChantiluke
Samira Moradi
Education
Education 1+3
University of Bristol, School of Education, Faculty of Social Sciences and LawStart date: September 2021
Research topic: A mixed method approach to English as an additional language through understanding the specific linguistic features of students' writing
In this research, I will focus on an under-represented group of young people classified as ‘EAL’ (English as an additional language). There are 1.7 million EAL students in our secondary schools in the UK (17.1%). These students are required to learn the majority language, English, so that they can access the curriculum; they face the double challenge of learning English while learning through English. By investigating students’ writing in GCSE exams, I aim to cut through the socioeconomic and demographic factors and to identify linguistic features that are indicative of higher grades. I will investigate exam corpora to understand what works in highly graded papers and find out the extent to which EAL students’ grades are affected by their linguistic characteristics, after controlling for socio-economic and demographic characteristics.Research supervisors: Professor Guoxing Yu, Dr Robert Sharples
Email: eg21268@bristol.ac.uk
LinkedIn: https://www.linkedin.com/in/samira-moradi-291a6133/
Twitter: https://twitter.com/SamiraMoradi18
Website/Blog: http://www.runracereach.com/
Sian Ephgrave
Education
PhD Researcher in Education (ESRC 1+3)
University of Bristol, Graduate School of EducationStart date: September 2015
Research topic: Teacher wellbeing: an arts-based exploration with secondary teachers of English in England
Having been a secondary school teacher for about ten years, I am interested in finding ways to meaningfully involve teachers in educational research. My work explores the connection between sustainability, wellbeing and participatory approaches to research. I believe teacher wellbeing is an important area of investigation in and of itself and not only because its cultivation has been linked to improved exam results. I aim to work with and develop methodologies that allow for the meaningful inclusion of stakeholders at each level of the research process. My most recent work involved the use of poetic inquiryThis research will critique the notion of teacher wellbeing in order to yield insights into how teachers can be well in ways that are meaningful to them. It will collaboratively explore, with a small number of teachers of English in England, our conceptualisations of teacher wellbeing, based on our lived experiences. The project will be partly conducted in collaboration with the National Writing Project, through writing workshops with NWP groups, as well as with individual teachers. This is an arts-based inquiry that recognises the importance of teachers’ experiential knowledge.
Research supervisors: Professor Justin Dillon, Dr Angeline Mbogo Barrett
Email: se1675@bristol.ac.uk
Suzannah Runnacles
Education
PhD Researcher in Education (ESRC 1+3)
University of Exeter, Graduate School of EducationStart date: October 2018
Research topic: Metalinguistic modelling of writing: Re-framing classroom talk about writing
My research will focus on the emergent concept of ‘metalinguistic modelling’, seeking to conceptualise it theoretically and to explore how it is operationalised pedagogically in the primary classroom. The research has the potential to change teachers’ practice in the management of talk about writing, and through this to make a material difference to children’s achievements in writing.The principal objectives of my study will be, firstly, to generate a theoretical conceptualisation of the term ‘metalinguistic modelling’, and secondly, to develop effective pedagogical practices in metalinguistic modelling which can be shared across the profession.
Research supervisors: Professor Debra Myhill, Dr Annabel Watson
Email: sf469@exeter.ac.uk
LinkedIn: https://uk.linkedin.com/in/suzannah-runnacles-10278133
Twitter: https://twitter.com/suffolkgirl26
Tanya Tothill
Education
PhD Researcher in Education (ESRC +3)
University of Exeter, Graduate School of EducationStart date: October 2019
Research topic: Understanding the Identification of Special Educational Needs in England: The Current Reality from Classroom to Policy Level.
My research focuses on the understanding of the identification of special educational needs in England, with the aim of facilitating a greater common understanding of special educational needs and so contributing to improving the effective use of limited educational resources. I am focusing particularly on three categories of special educational need: moderate learning difficulties (MLD), autistic spectrum disorder (ASD) and social emotional and mental health (SEMH) within three English local authorities. I plan to follow an examination of local authority data trends with an exploratory survey of those involved in special educational needs identification.Research supervisors: Professor Brahm Norwich, Dr Hannah Anglin-Jaffe
Email: tt365@exeter.ac.uk
Thomas S. Avery
Education
PhD Researcher in Education (ESRC 1+3)
University of Bath, Department of EducationStart date: October 2018
Research topic: Refugee Children’s Experiences of Integration and Education through Language and Literacies
I’m interested in the knowledges and literacies refugee-background children bring with them and how these are (not) used within our monolingual, monocultural curriculum, which often views non-English speakers as running at a “deficit”. Within this, I focus on how these assumptions affect refugee integration into society, their sense of belonging, and their developing identities within the label of refugee.At a broader level, I explore discourses of migration, particularly how mediatised political narratives of the migrant and the “refugee crisis” affect the influence of research on policy, pedagogy, and the interplay between these.
Research supervisors: Dr Xiao Lan Curdt-Christiansen
Professional memberships/Positions held:
Volunteer @ Bath Welcomes RefugeesEmail: tsa36@bath.ac.uk
LinkedIn: https://www.linkedin.com/in/thomas-avery-33a08237/
Twitter: https://twitter.com/Toms_elt
Website/Blog: https://tomsavery.wordpress.com/
Warren Speed
Education
PhD Researcher in Education (ESRC +3)
University of Exeter, Graduate School of EducationStart date: September 2017
Research topic: Exploration into the interpretation and implementation on the current values education agenda (fundamental British values) in schools in England (working title)
Since 2014 all school in England are required to actively promote ‘fundamental British values’ in line with the Counter-terrorism and Security Act and Ofsted inspections. Previous research highlights that the introduction of these “values” has led uncertainty and uneasiness about how they might be actively promoted.My research will take a bricolage approach and will:
- Critically examine the values education discourse in its relation to delivering character and moral education in schools in England.
- Apply Goodlad’s Curriculum framework and empirically explore how schools interpret and implement ‘fundamental British values’.
- Apply a critical lens to the current values education agenda to highlight the complexity in enacting values in school system and the implications with Ofsted Inspections.
Research supervisors: Professor Rob Freathy , Dr Deborah Osberg
Professional memberships/Positions held:
- Equality Officer for the National Association of Schoolmasters and Woman Teachers
- Graduate Teaching Assistant
Email: w.speed@exeter.ac.uk
LinkedIn: https://www.linkedin.com/in/warren-speed-b19b04169/
Twitter: https://twitter.com/WarrenSpeed1
Website/Blog: https://www.researchgate.net/profile/Warren_Speed
Yusuf Damilola Olaniyan
Education
PhD Researcher in Education (ESRC+3)
University of Bath, Department of EducationStart date: October 2022
Research topic: Decolonising Nigerian Higher Education Curriculum: Re-examining the Philosophy, Policy and Structure for Inclusion and Narrative Transformation
My research explores inclusion and exclusion issues within the Nigerian higher education system. I have selected an ethnography design to contribute to the decolonial discourse, its struggle and transformation of higher education, especially in the global south, and bring to the fore the issues around Inclusion and exclusion raised by the admission policy and selection into higher education. Finally, I hope my research will give the oppressed or marginalised students the avenue to share their everyday experiences of inequity and inequalities in the university.Research supervisors: Dr Michael Donnelly, Dr Arif Naveed
Email: ydo22@bath.ac.uk
LinkedIn: https://www.linkedin.com/in/yusuf-damilola-olaniyan-31b1a0142
Twitter: https://twitter.com/olaniyanyusuf4
South West Doctoral Training Partnership
