جستجوی استاد راهنمای دانشگاهی

Carolina Alvesمشاهده پروفایل

دانشیار

• Critical Macro-Finance
• Structuralist Macroeconomics
• Decolonisation of Economics
• +۷ مورد دیگر

Carolina Alves is an Associate Professor in Economics at University College London's Institute for Innovation and Public Purpose (IIPP). She holds a distinguished position as a Fellow in Economics at Girton College, University of Cambridge, and serves on the Leadership Team of the UCL Centre for Capitalism Studies. Her academic journey spans prestigious institutions including SOAS, University of London for her PhD, and Unesp and Unicamp in Brazil for her undergraduate and master's degrees. BSc in Economic Science from Unesp (Brazil) MPhil in Sociology of Labour from Unicamp (Brazil) PhD in Economics from SOAS, University of London Joan Robinson Research Fellow in Heterodox Economics at Girton College, University of Cambridge Dr. Alves' research spans critical areas including Critical Macro-Finance, Structuralist Macroeconomics, and the Decolonisation of Economics, with influences rooted in Classical Political Economy, Latin American Structuralism, Dependency Theory, and Marxian economics. Her work critically examines the international monetary system, power relations in economic systems, and Eurocentric limitations in economic theory. Her recent publications demonstrate a strong focus on heterodox economic approaches, with particular attention to government bonds, international financial subordination, and the historical development of economic thought. Her eight most recent publications reveal a consistent research trajectory examining the intersections of political economy, financial systems, and economic theory development, with increasing attention to decolonial perspectives in economics. This work has garnered significant attention across academic and policy circles, with multiple citations and social media engagement. Joan Robinson Research Fellowship in Heterodox Economics at Girton College, University of Cambridge Co-founder of Diversifying and Decolonising Economics initiative Co-editor of The Developing Economics blog Trustee for Cambridge Trust for New Thinking in Economics As an educator, Dr. Alves serves as module leader for 'New Economic Thinking and Public Value' and co-leader for 'Rethinking Capitalism' at UCL. She is deeply engaged in initiatives aimed at transforming economics education, particularly through the Diversifying and Decolonising Economics movement which she co-founded. Her leadership extends to multiple advisory roles including the Rebuilding Macroeconomics Advisory Board, Progressive Economy Forum Council, and Positive Money Advisory Panel.

Renasha Khanمشاهده پروفایل

مدرس

• Digital Religion
• Lived Religion
• Gender and Religion
• +۳ مورد دیگر

Renasha Khan is a Lecturer in Religion, Politics and Ethics at King’s College London, based in the Department of Theology & Religious Studies within the Faculty of Arts & Humanities. She holds a PhD in the Sociology of Religion from King’s College London. Her research focuses on digital religion, examining how social media shapes narratives of British Bangladeshi Muslim women’s agency, identity, and belonging through decolonial and feminist methodologies. She co-designed decolonised pedagogical modules at King’s, emphasizing lived experiences and challenging dominant epistemologies. Her teaching spans religion, politics, ethics, sociology, race, and gender at undergraduate and postgraduate levels, employing film and digital media to foster critical thinking. Beyond academia, she is an award-winning documentary filmmaker and media consultant for BBC, Sky Arts, and National Geographic. She co-founded Forward Culture to empower South Asian women and leads the Religion, Neurodiversity and Disability Network. Publications include Living the Muslim Atlantic: Race, Gender, and the Politics of Marginality (2020) and works addressing digital activism and Muslim women’s online identities. She actively engages in policy work on digital rights and inclusive futures through her roles at the British Sociological Association and King’s College London.

• Urban Planning
• Critical Urban Governance
• Indigenous Rights in Urban Planning
• +۷ مورد دیگر

Professor Libby Porter is a leading academic and researcher in urban planning and human geography at RMIT University, Australia. As Director of the Centre for Urban Research (CUR) and Professor in the School of Global, Urban and Social Studies (GUSS), her work focuses on critical urban governance, decolonising planning practices, Indigenous rights, and urban displacement. She holds a prestigious position as a Fellow of the Higher Education Academy and has contributed extensively to international policy debates through her role as Assistant Editor for Planning Theory and Practice . Her research examines settler-colonial dynamics in urban development, public housing policy, and the intersection of planning with Indigenous sovereignty. Notable publications include Unlearning the Colonial Cultures of Planning (2010) and Planning in Indigenous Australia (2018). Libby has held academic roles in the UK and Australia and previously worked in urban planning policy for Victorian Government departments. She supervises students in Honours, Masters, and PhD programs, focusing on topics like Indigenous housing, urban displacement, and environmental policy. Her work has been featured in The Conversation , BBC News, and academic journals. Libby also leads the Critical Urban Governance Research Program and oversees the Bachelor of Urban and Regional Planning at RMIT. Awards: Fellow of the Higher Education Academy Key Roles: Director, Centre for Urban Research; Co-founder, Planners Network UK; Member, Expert Advisory Panel for Melbourne 2030 Research Themes: Property rights, urban sustainability, decolonisation, Indigenous planning, gentrification

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.

Ruth Craggsمشاهده پروفایل

استاد

• Decolonisation
• Postcolonial geopolitics
• Disciplinary histories of geography
• +۴ مورد دیگر

Dr Ruth Craggs is a Professor of Political and Historical Geography at King's College London's Department of Geography, School of Global Affairs. Her work bridges critical historical, political, and development geographies with a focus on North-South relations and decolonisation processes. Reader in Political and Historical Geography since 2013 Previous appointments at University of Hull and St Mary's University College Research spans postcolonial geopolitics, disciplinary histories of geography, urban planning legacies, and Commonwealth networks. She leads the Training Diplomats of Postcolonial African States project (2021-2024) funded by the Leverhulme Trust and contributes to the Empires and Decolonizations Research Hub at King's. Her work intersects with UN Sustainable Development Goals through decolonial lenses. Recent publications examine diplomatic training as anticolonial practice (2025), postcolonial pedagogies (2024), and disciplinary histories (2023). She supervises research on geographies of empire, urban policy mobility, and geopolitical performance at Commonwealth conferences. Scientific Awards Leverhulme Trust Research Grant (2021) Supervision Principal supervisors: Dimitris Venizelos, Nirali Joshi, Jacob Fairless-Nicholson Secondary supervisors: Peter Waring, Lee Butcher

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.

Mustapha Sheikhمشاهده پروفایل

استاد

• Islamic Thought
• Muslim Societies
• Islamic Law and Legal Theory
• +۱۳ مورد دیگر

Professor Mustapha Sheikh is Chair in Islamic Thought and Muslim Societies at the School of Languages, Cultures and Societies, University of Leeds. He is Co-Director of the Iqbal Centre for Critical Muslim Studies and actively contributes to interdisciplinary research on Muslim intellectual history, Islamic law, and contemporary socio-political issues affecting Muslim communities globally. His educational background includes a DPhil in Theology and Religion from the University of Oxford, an MSt in the Study of Religions (Oxford), a BA in Arabic and Islamic Law, and a BSc in Project Management from University College London. His academic journey reflects a deep integration of traditional Islamic scholarship and rigorous Western academic training. Sheikh's research is centered on two interrelated strands: first, Islamic intellectual and legal history, particularly revivalist and reformist movements in the Ottoman and early modern Islamic world; second, the socio-scientific analysis of contemporary Muslim societies, including Islamophobia, Islamic finance, food and water security, and decolonial studies. His seminal work Ottoman Puritanism and Its Discontents (Oxford University Press, 2016) has significantly reshaped scholarly understanding of the Qadizadeli movement and Taymiyyan influences in Ottoman thought. He is a pioneer in advancing Critical Muslim Studies as a post-Orientalist framework for rethinking Islamic tradition. His recent publications reveal a strong interdisciplinary trend, combining Islamic legal theory with social justice, environmental security, and political economy. Themes such as intersectional oppression, decoloniality, and ethical finance recur across his work, reflecting a commitment to justice-oriented scholarship. He frequently collaborates with scholars across disciplines and geographies, particularly in the Global South. Member, British Society for Middle Eastern Studies (BRISMES) Member, British Association of Islamic Studies (BRAIS) Board Member, (In)Justice International Professor Sheikh actively supervises PhD students and has successfully guided over 20 doctoral candidates to completion. His research is supported by collaborations across institutions, including the University of Punjab (where he is a Visiting Professor) and Harper Adams University. He is currently co-editing volumes on global injustice and Islamic finance, and working on a book about healing racial trauma from an Islamic psycho-spiritual perspective. He leads and participates in numerous research groups, including the Arabic History group and the Centre for Religion and Public Life, and is deeply involved in public engagement through talks, webinars, and podcasts addressing Islamophobia, women’s rights under Shari’a, and decolonising knowledge.

• 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.

Mark Harrisمشاهده پروفایل

استاد

• Historical Anthropology
• Ethnohistory
• Latin American Studies
• +۴ مورد دیگر

Mark Harris is a Professor at Monash University's School of Philosophical, Historical and International Studies (SOPHIS). His research focuses on historical anthropology, ethnohistory, and Latin American societies, particularly in the Amazon region. He has held academic positions in the UK, US, Brazil, and Australia, and his work emphasizes interdisciplinary approaches to Indigenous studies, colonialism, and decolonization. Education: PhD in Anthropology (London School of Economics and Political Science, 1998), BSc in Anthropology/Psychology (University of London). Research interests include the intersection of environment and society in Amazonian contexts, Indigenous knowledge systems, and transatlantic histories. Recent projects include studies on Brazilian Amazonian cultures and Jesuit documentary sources. He has contributed to over 30 research outputs since 1998, emphasizing riverine societies, seasonal rhythms, and Indigenous histories. Notable awards include the British Academy Postdoctoral Fellowship (1996), Phillip Leverhulme Prize (2004), and Warren Dean Memorial Prize (2011). His funded projects explore Indigenous experiences in Brazil and Australia, aiming to create socially responsible knowledge communities. Advising and grants focus on fostering global interdisciplinary collaboration. His work aligns with UN SDGs related to education and sustainable development, emphasizing socially responsible research practices.

Helen Verranمشاهده پروفایل

استاد پژوهش

• Ethnography
• Indigenous Knowledge Systems
• Science and Technology Studies
• +۷ مورد دیگر

Helen Verran is a Professorial Research Fellow at Charles Darwin University's Northern Institute within the Faculty of Arts and Society. An accomplished ethnographer with a distinguished career spanning seven universities across four continents, she has dedicated her academic life to exploring cross-cultural knowledge work, particularly with Indigenous communities. Before joining Charles Darwin University, she spent twenty-five years teaching and researching in History and Philosophy of Science at the University of Melbourne, where she collaborated extensively with Yolngu Aboriginal knowledge authorities. University of Melbourne (25 years in History and Philosophy of Science) Nigeria (8 years in the 1980s working with Yoruba teachers) Charles Darwin University (current position at the Northern Institute) Verran's research centers on ethnographic approaches to knowledge production in an era dominated by numerics, algorithms, and big data. She investigates how first-person experience and Indigenous knowledge systems can inform policy and governance, preventing crucial aspects of human experience from being lost in purely quantitative approaches. Her work spans Indigenous knowledge traditions, philosophy of science, comparative philosophy, and decolonizing practices, with particular focus on Yolngu Aboriginal Australian knowledge systems and Yoruba knowledge from Nigeria. She has developed innovative 'Ground Up' research methods that enhance Indigenous sovereignties and has made significant contributions to Science and Technology Studies (STS), especially regarding numbers and enumeration in cross-cultural contexts. Her recent publications reveal a sustained engagement with decolonizing methodologies, museum epistemology, Indigenous knowledge systems, and the philosophical implications of cross-cultural knowledge exchange. Verran's work consistently examines the tensions between different knowledge systems while developing practical approaches for working across these differences respectfully. She has made notable contributions to understanding Indigenous mathematics and the role of numbers in different cultural contexts, as evidenced by her award-winning book 'Science and an African Logic' (2001). Vice Chancellor's Award for Research Impact (2023) International prizes for 'Science and an African Logic' (2001) Referenced in Wikipedia pages Verran actively supervises postgraduate research and shares her expertise through 'Espresso Yourself!' sessions for Higher Degree by Research students. Her current projects include 'Design and evaluation as strategies/practices for exploring organisational sustainability' and 'Hope and a Decolonising Pedagogy,' reflecting her commitment to developing practical applications of her theoretical work. She has established collaborative research frameworks with Indigenous communities in Arnhem Land, particularly focused on digital technologies, environmental management, and education in remote settlements. As an active participant in academic networks, Verran organizes conferences and workshops on STS and Indigenous methodologies, including the 'Making and Doing Top End Science and Technology Studies together' event in 2024. Her work contributes significantly to Sustainable Development Goals related to quality education, reduced inequalities, and peace, justice and strong institutions.

Erika Tanمشاهده پروفایل

دانشیار

• Postcolonial Studies
• Transnational Art
• Decolonial Theory
• +۴ مورد دیگر

Erika Tan is a Reader in Contemporary Art Practice and Course Leader of MA Fine Art at Central Saint Martins, University of the Arts London. With a multidisciplinary background spanning social anthropology, archaeology, and film directing, her research-led practice investigates postcolonial narratives, transnational identities, and decolonial methodologies through moving image, archival interventions, and curatorial projects. Education includes: M.A Fine Art - Central Saint Martins (1997) B.A (Hons) Social Anthropology and Archaeology - University of Cambridge (1991) Advanced Diploma in Film & Video - Central Saint Martins (1995) Film Directing - Beijing Film Academy (1994) Her research focuses on three primary domains: postcolonial museum practices examining colonial collections and restitution; transnational material histories exploring cultural exchange and identity formation; and decolonial methodologies challenging canonical art histories through archival reexamination. Current projects include SOAS-led research on Southeast Asian restitution paradigms and AHRC-funded work on decolonizing national collections through machine learning applications. Publication trends reveal sustained engagement with archival reinterpretation, particularly through the recurring 'Forgotten Weaver' project examining Malayan craft histories. Recent works demonstrate increased focus on participatory sound installations (e.g., Sonic Soundings ) and feminist knowledge-sharing frameworks like Slideshow Party developed for Singapore Biennale 2023. Significant recognitions include: Arts Foundation Digital Arts Fellowship (1998) ACME 5-year Fire Station Residency (2001) Samsung Digital Art Plus Prize Nomination (2012) Stanley Picker Fine Art Fellowship (2018-2020) As Research Associate with UAL's Decolonising Arts Institute, she contributes to major grants including the AHRC's 'Transforming Collections' initiative. She leads the Moving Image research group and has curated geo-locational projects like Sonic Soundings across international contexts.

• Peacebuilding
• Memory Politics
• Legacies of Violence
• +۵ مورد دیگر

Professor Stefanie Kappler serves as Professor in Conflict Resolution and Peacebuilding at Durham University's School of Government and International Affairs since 2015, following her directorship of the Archbishop Desmond Tutu Centre for War and Peace Studies at Liverpool Hope University. Her research examines contested memories of violence and peacebuilding through extensive fieldwork across Bosnia-Herzegovina, South Africa, Northern Ireland, Cyprus, Brussels, Kosovo, and the Basque Country. Education: PhD from University of St Andrews Research Interests: Kappler investigates memory politics and legacies of violence in peacebuilding, with groundbreaking work on artists' roles in addressing justice demands amid ongoing inequality. Her scholarship explores decolonising peace education and spatial dimensions of peace formation , challenging liberal peacebuilding paradigms through critical analysis of cultural heritage and resistance practices in post-conflict societies. Publication Trends: Her 2021-2025 publications reveal increasing focus on arts-based peace formation , with soundscapes and curation emerging as key methodologies for decolonial memory work. Kappler consistently connects spatial reparations to structural violence while advancing intersectional frameworks that integrate feminist theory with critical peace studies, particularly in Western Balkans and Southern African contexts. Projects and Grants: Kappler leads externally-funded initiatives including: Peace and Memory : Analyzing memory politics-cultural heritage-peacebuilding intersections The Art of Peace : Investigating arts' role in peace formation processes Decolonising Peace Education : Transforming curricula through critical pedagogy Labs and Teams: She collaborates with international research collectives including University of Manchester's Art of Peace network and Aspen Institute Germany, evidenced by her 2024 Western Balkans reconciliation report, though no dedicated physical lab is specified in her profile.

Stefan Vogenauerمشاهده پروفایل

استاد

• European Legal History
• Comparative Law
• Transnational Private Law
• +۳ مورد دیگر

Professor Stefan Vogenauer is the Managing Director and Head of the Department of European and Comparative Legal History at the Max Planck Institute for Legal History and Legal Theory in Frankfurt am Main. He previously held the Chair of Comparative Law at the University of Oxford (2003–15) and served as Director of the Oxford Institute of European and Comparative Law and a Fellow of Brasenose College. Education Law, University of Kiel Law, University of Paris Law, University of Oxford (MJur, 1995) Vogenauer’s research focuses on European legal history , comparative law , and transnational private law , with a particular emphasis on legal transfers in the common law world , the history of EU law , and the comparative history of legal methodology . His work explores cross-border legal influences and the evolution of legal systems through historical and comparative lenses. His recent projects include analyzing legal scholarship within the Max Planck Society, mapping Asian contract laws, and studying post-colonial legal transitions in Asia. These reflect his broader interest in transnational legal studies and historical comparative analysis . Scientific Awards: Humboldt Award (2012) for lifetime achievements Max Weber Prize (2002) Otto Hahn Medal (2002) Prize of the German Legal History Conference (2008) Vogenauer chairs Max Planck Law , a network of nine Max Planck Institutes focused on legal studies. He has held visiting positions at institutions such as New York University , University of Texas at Austin , and National Law University Delhi , and his work has been recognized internationally.