Accepting PhD Students

PhD projects

Vanessa Ozawa, 2025, "Learning to Become Uzbekistani: Schooling and Youth Discourses of National Identities through the Intersections of Ethnicity, Gender and Religion" (NUGSE); Zhanna Izekenova, 2024, "Overcoming gender-based barriers: Experiences of female principals in Kazakhstani mainstream schools" (NUGSE); Akmaral Karabay, 2024, "The sense-making and enactment of English Medium Instruction (EMI) policy in a national and a state university in Kazakhstan: A multi-level, multi-actor perspective" (NUGSE);Akiko Hanaya, 2021, "Teacher education quality assurance policy making in India: the construction of the teacher education accreditation policy" (Sussex)James William, 2019, "The Nature of Science in Science Education: A case study of the development of the nature of science in the national curriculum for science 1988 – 2010" (Sussex);Gunjan Wadhwa, 2019, "They are like that only”: Adivasi identities in an area of civil unrest in India” (Sussex);Albert Tarmo - completed 2017, "Secondary science school teachers’ engagement with constructivist pedagogies in Tanzania" (Sussex); Susan Delali Doe Berdie, 2017, "Facilitation of adult literacy: a case within the Ghana National Functional Literacy Programme (Sussex); Tsuyoshi Fukao, 2016, "Teacher Motivation and incentives in Cambodia (Sussex); Evelyn Oduro, 2015, "Assessment in mathematics classrooms in Ghana: a study of teachers' practices (Sussex); Peter Wright, 2015, "Teaching mathematics for social justice: translating theories into practice (Sussex); Jane Gerrard , 2014, "What does “quality” look like for post-2015 education provision in low-income countries? An exploration of stakeholders’ perspectives of school benefits in village LEAP schools, rural Sindh, Pakistan (Sussex).