جستجوی استاد راهنمای دانشگاهی

Sandra Ajapsمشاهده پروفایل

مدرس

• Sustainability Education
• Critical Pedagogy
• Decolonising Education
• +۷ مورد دیگر

Sandra Ajaps is a Lecturer in Education at the Manchester Institute of Education (MIE), University of Manchester, with a strong research focus on sustainability education, critical pedagogy, and decolonising education. She actively contributes to the academic community through teaching, research, and leadership in specialized research groups. Her educational background includes: PhD in Environmental Conservation Education from New York University (awarded 2021) MPhil in Psychology and Education from the University of Cambridge (2014) BSc(Ed) in Geography Education from the University of Nigeria (2010) Ajaps' research interests center on transforming educational approaches to address environmental challenges through decolonial frameworks. Her work explores how indigenous knowledge systems can inform sustainability education, particularly in Nigerian contexts, while examining the intersections of civic engagement, environmental conservation, and critical pedagogy. She investigates how educational institutions can better integrate place-based knowledge and decolonial methodologies to address climate change and sustainability challenges. Her research output reveals a strong trajectory in examining sustainable development through decolonial lenses, with particular emphasis on indigenous knowledge systems, environmental education, and civic engagement in Nigeria. Her publications demonstrate an interdisciplinary approach that bridges education, environmental science, and social justice. Her notable awards include: New York University Steinhardt PhD Fellowship (2015-2019) New York University Doctoral Research Grant (2018) Simms Prize for best results in Education, University of Cambridge (2014) Cambridge Assessment and Santander Award for Master's Program (2013-2014) University of Nigeria's Prizes for top graduating student in both the Faculty of Education and Department of Social Science Education (2010) Ajaps supervises graduate students, including ten MA students and two PhD students as co-supervisor during the 2021/2022 academic year. She teaches across multiple programs including International Education, Education for a Sustainable Environment, and Sustainability Education on the BSc Education programme. Her research is closely tied to the UN Sustainable Development Goals, particularly those related to quality education and sustainable communities. Within the Manchester Institute of Education, she is an active member of both the Green Research in Education Group (GRiEG) and the Power, Inequality, and Activism research group, contributing to collaborative research initiatives focused on environmental sustainability and social justice in educational contexts.

Marguerite Mullerمشاهده پروفایل

مدرس

• Social Justice in Education
• Decolonisation in Education
• Arts-Based Inquiry
• +۳ مورد دیگر

Dr. Marguerite Muller is a Lecturer in Education and Society at King's College London, leading the MA Education Management program. She holds degrees including a PhD in Higher Education Studies (University of the Free State, 2016) and a BA in Fine Arts (University of Pretoria, 2004). Her research focuses on arts-based methodologies, educator subjectivity, and social justice in education, employing post-qualitative, narrative, and participatory approaches. Teaching Responsibilities include modules on Education Leadership, Gender, Power, and Inequality in Education Leadership (MA level), and 'Education for the 21st Century: A Global Perspective' (BA level). She actively supervises PhD students exploring arts-based research, decolonial education, and social justice. Key affiliations include the Centre for Public Policy Research at King's College London and prior roles at the University of the Free State (South Africa). Her work emphasizes interdisciplinary collaboration, global South perspectives, and accessible, socially engaged scholarship. Notable recognitions include the NRF South Africa Y Rating (2023). Current research projects explore educator identity, participatory arts-based inquiry, and decolonization in higher education.

Laraib Niazمشاهده پروفایل

پژوهشگر

• Inclusive Education
• Disability
• Gender and Development
• +۵ مورد دیگر

Dr. Laraib Niaz is a Research Associate at the Faculty of Education, University of Cambridge, where she contributes to the independent evaluation of the Girls' Education Challenge II initiative. She holds an MSc in Development Management from the London School of Economics (LSE) and a PhD in Education from University College London (UCL). Previously, she served as an education consultant at the World Bank and has taught at LUMS and University College London. Her research focuses on inclusive education, disability studies, gender and development, national identity construction, and decolonizing research practices. She is affiliated with the Cambridge Network for Disability and Education Research (CaNDER) and the REAL Centre. Her research interests include exploring the role of religion in education, particularly in Pakistan, and analyzing media narratives during pandemics. She examines how textbooks construct national identity and investigates the impact of pseudoscience in educational systems. Her work also addresses academic freedom in higher education institutions in India and Pakistan. Laraib has extensive experience in supervising students and collaborating with international organizations such as the World Bank on inclusion-focused projects. Laraib has supervised students during her academic roles at LUMS and UCL. While specific grants are not detailed here, her current work involves evaluating 41 GEC II projects across 17 countries to assess support for girls with disabilities. Her research often intersects with global development and educational equity initiatives. She is part of the Cambridge Network for Disability and Education Research (CaNDER) and the REAL Centre , focusing on equitable access and learning in education systems.

• Education
• Social Justice
• Epistemic Justice
• +۱۲ مورد دیگر

Shona McIntosh is a Senior Lecturer in the Department of Education at the University of Bath, affiliated with the Centre for Qualitative Research. She holds a PhD in Education and is actively supervising doctoral students. Her work bridges theory and practice in education, with a strong commitment to social and epistemic justice. Research Interests: Climate and Sustainability Education Decolonising Education and Research Methods Global Citizenship and International Education Teacher and Professional Learning Participatory and Feminist Qualitative Research Teaching-Research Nexus in Higher Education Her research is grounded in decolonial, feminist, and sociocultural theories, emphasizing co-construction of knowledge with participants. She employs experimental and mixed methods to explore equity in educational contexts. Recent Research Trends: Her recent publications (2022–2025) reflect a sustained focus on justice-oriented education, particularly in climate change, teacher development during crises (e.g., school closures), and methodological innovation in collaborative and reflexive research. There is a clear trajectory toward developing frameworks for epistemically-just and equitable research practices, often in international and interdisciplinary contexts. Scientific Awards: Jeff Thompson Research Award from the International Baccalaureate Organization (2017) Grants and Supervision: She has secured funding from the British Academy and the British Council for projects on the teaching-research nexus and youth climate concerns. She is Principal Investigator (PI) on multiple projects and a Co-Investigator on international collaborations. She currently accepts doctoral students and has supervised several research outputs and theses. Labs and Research Groups: She is a core member of the Centre for Qualitative Research at the University of Bath, where she contributes to advancing innovative qualitative methodologies and fostering equitable research practices.

• Urban Design Theory
• Inclusivity in Built Environments
• Critical Urban Studies
• +۵ مورد دیگر

Dr. Hooman Foroughmand Araabi is a Senior Lecturer in Urban Planning and Design at the University of the West of England (UWE) , affiliated with the Faculty of Environment and Technology and the Department of Architecture and the Built Environment . His work bridges critical theory and creative urban design, focusing on the alignment of criticality and creativity to enhance public spaces. Research Interests: Urban design theory, inclusivity in the built environment, decolonising urbanism, beauty in urban design, and governance of design. He also explores urbanism in Iran and the Middle East, emphasizing sociopolitical frameworks and localized design knowledge. Publication Trends: His 15 most recent articles (2011–2025) highlight themes like urban design theory, critical methodologies, participatory design, and regional urbanism. Notably, he develops a Deleuzoguattarian approach for urban design and examines the ethics of beauty in public spaces.

• Migration Studies
• Urban Sociology
• Brexit and Migration
• +۶ مورد دیگر

Professor Michaela Benson is Professor of Public Sociology at Lancaster University's School of Social Sciences. She is internationally recognised for her leadership in Migration Studies and Urban Sociology, with her work critically examining Brexit and migration, lifestyle migration, class, space and place, and self-build housing. Since 2022 she also serves as Chief Executive of The Sociological Review , a charitable foundation advancing public sociology. Education & Recognition: Michaela holds a PhD and was elected Fellow of the Academy of Social Sciences (FAcSS) in 2025. Research Interests: Her research agenda centres on the intersections of migration, citizenship, and urban life, with a particular focus on how these phenomena are reshaped by Brexit. She explores lifestyle migration as a lens on class, coloniality, and identity, and interrogates the meanings of home and housing through self-build practices. Her work is marked by a commitment to reflexive, empirical methodologies and public engagement. Scholarly Output: Across more than 60 publications, her recent articles span critiques of post-Brexit bordering practices, the colonial legacies shaping UK migration regimes, and innovative pedagogies in sociology. A consistent theme is the biopolitical and geopolitical dimensions of migration governance, analysed through ethnographic and multi-sensory methods. Awards & Fellowships: Fellow of the Academy of Social Sciences (FAcSS) – 2025 British Academy Mid-Career Fellowship – 2020-2021 Research Funding & Projects: Brexit, citizens’ rights and British Citizens in the EU-27 5 years on – ESRC consultancy (2025) Rebordering Britain and Britons after Brexit (MIGZEN) – ESRC (2021-2024) BrExpats: Freedom of Movement, Citizenship and Brexit in the lives of Britons resident in the European Union – ESRC (2017-2019) PhD Supervision & Research Groups: She welcomes doctoral researchers working on migration and citizenship, Brexit, class, home and housing, and urban sociology, especially those employing qualitative or ethnographic methods. She is affiliated with the Centre for Alternatives to Social and Economic Inequalities and the Centre for Health Futures .

• Social Justice
• Educational Inequalities
• Diaspora Studies
• +۷ مورد دیگر

Spencer Swain is an Associate Professor in Social Sciences at York St John University, leading the School of Education, Languages and Psychology as its Research Lead and directing postgraduate taught programmes. He co-leads the Inclusion, Society and Education research group and serves as Associate Editor for the International Journal of the Sociology of Leisure . His research focuses on identity, migration, and inequality, particularly the British-Somali diaspora and educational disparities linked to class, decoloniality, and place. His work has influenced national/international policies (e.g., House of Lords, WHO) and is disseminated through journals, books, and media outlets like The Guardian and BBC Radio. He emphasizes anti-racist pedagogy, equitable teaching practices, and has received student nominations for inclusive practice awards. Research projects include examining barriers to higher education for coastal communities and service children, funded by NCOP, Office for Students, and others. He investigates leisure’s role in social justice, including goalball’s community value and grime music’s cultural significance. Professional roles include Secretary of the Leisure Studies Association, Race Equality Charter representative, and Decolonising the Curriculum coordinator. His teaching spans sociology, politics, and cultural studies, with a focus on gender, race, migration, and social justice. Key achievements include a four-star REF 2021 rating for research on British-Somali males’ experiences and contributions to anti-racist curriculum reform. He actively engages in public talks, media commentary, and interdisciplinary collaborations to bridge academic and community spheres.

• Sociology of Music Education
• Gender Studies
• Cultural Diversity
• +۴ مورد دیگر

Clare Hall is a Senior Lecturer in Performing Arts at the School of Curriculum Teaching & Inclusive Education, Monash University. Her interdisciplinary research focuses on social justice, equity, and cultural diversity through arts engagements, particularly in music and sociology. She holds a PhD and a BA in Music Performance from the Victorian College of the Arts. Her work addresses gender, class, ethnicity, and neurodiversity in education and the arts, supported by grants from the Australian Research Council (ARC). Key Projects: Singing Indigenous Languages Collective (SILC): Revitalizing First Nations languages through song Neurocomplexity Collaboratory: Fostering neurodiversity in education Decolonising and Indigenising Music Education (Routledge, 2024) Research Interests: Intersectionality in music education Queer and feminist methodologies Neurodiversity in teaching professions Indigenous language revitalization Awards: Award for Doctoral Research in Education (2013) Mollie Holman Doctoral Medal (2013) Teaching Commitment: Courses including EDF5860, EDF3065, and EDF2078, emphasizing transdisciplinary arts pedagogies.

• International Relations
• Political Economy
• Postcolonial Theory
• +۳ مورد دیگر

Dr. Kerem Nisancioglu, a researcher at the Department of Politics and International Studies (SOAS University of London), contributes to critical international relations, postcolonial theory, and historical sociology. His work interrogates Eurocentrism, colonial legacies, and capitalism's geopolitical origins. Key research areas: International Relations, Decolonization, Historical Materialism, Critical Race Theory His scholarship spans 2013–2025 , focusing on: Decolonizing academic institutions ( Decolonising the University , 2018) Colonialism's role in capitalist development ( How The West Came to Rule , 2015) Racial dimensions of sovereignty ( Racial Sovereignty , 2019) Ottoman Empire's impact on global capitalism ( Combination as Foreign Policy , 2016) Student activism against university outsourcing ( Counter-Conduct in the University Factory , 2016)

• Multilingualism
• Decoloniality
• Educational Inequality
• +۳ مورد دیگر

Dr. Victoria Odeniyi is a Research Fellow at the University of the Arts London's Decolonising Arts Institute, where she leads institutional decolonization initiatives. Her academic journey includes a PhD in Applied Linguistics from Canterbury Christ Church University (2020) and a Master of Education from the University of Sheffield (2015). She has held senior academic roles including Senior Teaching Fellow at University College London (2016-2020) and Research Assistant on the Mellon-funded Reading Peer Review project (2018-2019). Her research focuses on multilingualism, decolonial pedagogy, and educational equity. Key projects include the Reimagining Conversations initiative (2020-2022) promoting multilingualism in arts education and editorial leadership for the In Other Words Dictionary Project . She supervises doctoral research in language studies and education, specializing in areas like colonial language structures and intercultural communication. Professional activities include committee memberships with the Professional, Work-based and Academic Literacies (PAWBL) SIG and peer review roles for journals like Language Assessment Quarterly . She is affiliated with UCL's International Centre for Intercultural Studies and actively contributes to international conferences on decolonial methodologies and linguistic equity.

• Feminist Philosophy
• Decolonisation of Philosophy
• Social and Political Philosophy
• +۳ مورد دیگر

Dr. Anne-Marie McCallion is a Lecturer in Philosophy at Manchester Metropolitan University within the Department of History, Politics & Philosophy. She holds a BA from Durham University, an MA from the University of Sheffield, and a PhD from the University of Manchester. Her research focuses on decolonising philosophy and education, with current investigations into liberal justice frameworks and critiques from Marxist, critical race, and indigenous perspectives. Her research explores: Theoretical foundations of decolonisation in academic disciplines Intersections of gender, race, and philosophical discourse Critical analyses of diversity initiatives in higher education Her publications demonstrate a consistent focus on feminist philosophy and educational reform, with recent works examining women's philosophical contributions and decolonisation methodologies. Article analyses reveal strong thematic focus on gender representation, curriculum diversity, and epistemological critiques. While no scientific awards are documented, she collaborates with AQA and the British Philosophical Association to develop educational resources promoting diversity in philosophy curricula. She convenes modules including Gender, Race and Sexuality, Philosophy of Education, and Feminist Ethics, and welcomes supervision of postgraduate research in feminist ethics, Wittgenstein studies, and Marxist philosophy. She maintains active involvement with the Diversity Reading List project and is developing a podcast on underrepresented philosophical traditions funded by the University of Manchester.

Billian Otundoمشاهده پروفایل

پژوهشگر

• Sociolinguistics
• Multilingualism
• Translanguaging
• +۱۶ مورد دیگر

Dr. Billian Otundo is a postdoctoral researcher at the Cluster of Excellence Africa Multiple and habilitation candidate at the Department of English Linguistics, University of Bayreuth (Germany). She investigates multilingual African learning spaces through translanguaging frameworks, focusing on the intersection of language, identity, and digital innovations in Kenya. Her research integrates quantitative and qualitative methodologies with tools like SPSS, R, Praat, and MAXQDA. Co-convener of Postdoctoral Working Groups at Africa Multiple Collaborating with University of Cologne’s Phonetic Laboratory on Kenyan English and Kiswahili intonation Research Interests: Sociolinguistics, World Englishes, Translanguaging, Code-switching, Sociophonetics, Decolonisation of Linguistics Curriculum, and Educational Linguistics. She examines language attitudes, variation in intonation, and inclusion policies in African education systems. Scientific Awards: DFG Postdoctoral Grant (2022) TWAS-DFG Cooperation Grant (2021) NWO-WOTRO Funding (2018) BIGSAS Doctoral Fellowship (2011-2015) Dr. Otundo actively contributes to academic service as an editorial board member of the Journal of Linguistics, Literary and Communication Studies and the Africa Multiple publication series. She founded the Philippines-Kenya Education Network and consults on inclusive policy design for Kenya’s Bungoma County Government.

Yu Lun Eve Linمشاهده پروفایل

مدرس

• Fashion Education
• Fashion Design Pedagogy
• Symbolic Violence in Academia
• +۳ مورد دیگر

Yu Lun Eve Lin is a Fashion Lecturer and Year 2 Leader in the BA Fashion Design and Development program at the London College of Fashion (LCF), part of the Decolonising Arts Institute. She is concurrently completing a PhD at the Royal College of Arts (RCA) on power dynamics in international fashion design pedagogies, focusing on symbolic violence within education-industry interactions. Her educational background includes BA and MA Fashion Womenswear from Central Saint Martins (2004–2009). As a former fashion entrepreneur, she was selected as a Taiwan NewGen Designer (2011–2014) and received Red Dot Awards for her illustration work (2014, 2018). She has taught in London, Taipei, New York, and China, and authored Practice of Fashion Drawing , a nationally adopted textbook in Taiwanese vocational schools. Her research explores cross-cultural pedagogy, as seen in her 2019 presentation on Chinese international student engagement and her 2017 Research_Alive symposium collaboration on playful learning methodologies. She contributes to CACAO art magazine as a columnist and maintains a creative portfolio at thisisevelin.co.uk .

Marie Hayمشاهده پروفایل

مدرس ارشد

• Contemporary Dance
• Dance and Speech Integration
• Practice-Based Research
• +۷ مورد دیگر

Marie Hay is a Senior Lecturer in Dance at De Montfort University (DMU), affiliated with the School of Humanities and Performing Arts within the Faculty of Arts, Design and Humanities. She is a key member of the Centre for Interdisciplinary Research in Dance (CIRID), the Institute of Drama, Dance and Performance Studies, and the Institute of Creative Technologies (IOCT). As Programme Leader for undergraduate dance programmes, she plays a central role in curriculum development, outreach, and advancing decolonising initiatives in dance education. Her educational background includes a BA (Hons) in Contemporary Dance, an MA in Dance, and a PGCertHE, all from DMU. She was awarded the DMU Teacher Fellow in 2011 and is a Fellow of the Higher Education Academy. Marie's research centers on the integration of speech and movement in contemporary dance, exploring themes of being, identity, and self-disclosure through her innovative 'speakingdance' practice. Her work bridges philosophy, performance, and pedagogy, with a strong focus on autonomy, embodiment, and feminist perspectives. She has developed frameworks for autonomous learning and assessment that have been applied across dance and media technology, influencing both higher and secondary education. The 15 most recent articles reflect a deep engagement with interdisciplinary inquiry, combining dance, philosophy, education, and somatic practices. They reveal consistent exploration of ontology, autobiographical performance, and pedagogical innovation, often grounded in Heideggerian thought and practice-based research methodologies. DMU Teacher Fellow (August 2011) Fellow of the Higher Education Academy (2006 – present) Marie has led multiple internally and externally funded research projects, including those supported by the Centre for Excellence in Performance Arts, Research in Teaching Awards, and PALATINE. She has supervised research students and collaborated with colleagues such as Dr. Lucy Mathers. Her consultancy includes advising Babington College on feedback strategies and serving as an assessor for the BBC Performing Arts Fund. She has also contributed as a reviewer for academic conferences and journals. She is actively involved in research groups such as CIRID, IOCT, and the Institute of Drama, Dance and Performance Studies, where she contributes to interdisciplinary collaborations, performance events, and knowledge exchange. Her international performances and teaching engagements—in Prague, Croatia, Beijing, and London—demonstrate the global reach of her artistic and scholarly practice.

• Macroeconomics
• Political Economy
• Development Economics
• +۶ مورد دیگر

Professor Joshy Easaw is a Professor of Economics at Cardiff Business School, Cardiff University, where he joined in October 2014 after holding permanent appointments at Bath and Swansea Universities. He is currently a Visiting Professor at the Department of Economics, University of Bologna, Italy, and serves as the decolonisation of curriculum and research lead for the CARBS Race Equality Committee, which he helped found. His research spans macroeconomics, political economy, and development economics, with specific focus on bounded rationality , microfoundations of household expectations , professional forecasters' inattentiveness , and the interaction between economic and political institutions . His work examines how households form expectations about macroeconomic variables, how voters perceive policy competence, and the relationship between democracy, institutions, and economic growth in developing economies. Easaw's recent publications reveal strong trends in uncertainty modeling, household expectation formation, and historical economic analysis, particularly regarding the long-term impacts of the transatlantic slave trade. His methodological approaches combine theoretical modeling with empirical analysis using household surveys and professional forecast data. Leverhulme Trusts Research Fellowship (2007-2008) for research on 'Microfoundations of how households form subjective macroeconomic expectations: The role of news' Professor Easaw has successfully supervised nine PhD students whose careers span academia (including positions at the University of Manchester, Taiwan, and China) and international institutions (World Bank). His research has been supported by various grants, though specific current funding isn't detailed in the provided text. He actively contributes to the academic community as a member of the Royal Economic Society and has previously been a member of the American Economic Association and Econometric Society. His scholarly work spans multiple research teams and collaborations, with recent projects examining uncertainty spillovers in the euro area, the impact of the transatlantic slave trade on contemporary institutions, and innovative approaches to election forecasting using ensemble methods.