Research group: Education and global futures
Our group takes a global perspective on the most pressing education policy challenges.
Education research
About our research
Our central concern is the role that education plays in preparing people for uncertain futures shaped by technological, economic, political and environmental changes.
Our research asks: How do global trends impact local educational contexts, and how do local contexts respond to global trends?
We employ critical and futures-oriented approaches in our theoretical and empirical studies of education policy and practice, and we value ethically-engaged and pluralising approaches.
Through collaborative projects, group members conduct studies of:
- classrooms
- schools
- school systems
- education policies
- higher education institutions
- informal education settings
- transitions from education to work
Our research takes account of interconnections between these contexts and across local, national and global scales.
We are especially interested in the ways that local and global interactions support or compromise equality and justice.
Our expertise
Our research expertise includes:
- education politics, policy and leadership
- global citizenship education
- democratic education
- comparative, international and development education
Our members work with teachers, schools, education leaders, international organisations, professional bodies, governments, civil society and non-governmental organisations, and multi-sectoral networks.
Connected with Dr Karen Pashby
Karen talks about her research in global citizenship education - the colonialisation of the curriculum and the steps that she thinks can be taken to build a more equal society.Selected projects
-
Key publications
- Dennis, J. (2019) The logic of the marketplace and the ethic of co-operation: a case study of a co-operative school, International Journal of Inclusive Education, 23(11), pp. 1196-1207
- Hammersley-Fletcher, L., Kılıçoğlu, D. and Kılıçoğlu, G. (2020). Does autonomy exist? Comparing the autonomy of teachers and senior leaders in England and Turkey, Oxford Review of Education
- Ingram, N. and Allen, K. (2019) ‘Talent-spotting’ or ‘social magic’? Inequality, cultural sorting and constructions of the ideal graduate in elite professions The Sociological Review, 67(3), pp.723-740
- McDonnell, J. (2020) How do you promote ‘British Values’ when values education is your profession? Policy enactment of FBV amongst teachers of Religious Education, Citizenship Education and Personal, Social and Health Education in England, Cambridge Journal of Education
- Menendez Alvarez-Hevia, D. and Castilla, R. (2021) The marketisation of higher education through the English university model: Key elements, criticisms and possibilities Spanish Journal of Comparative Education, 37, pp. 234-255
- Pashby, K., da Costa, M., Stein, S., and Andreotti, V. (2020) A meta-review of typologies of global citizenship education Comparative Education, 56(20), pp. 144–164
- Sant, E.; McDonnell, J.; Pashby, K. and Menendez, D. (2020). Agonistic Democracy and Citizenship Education. Education, Citizenship, and Social Justice. (1–18)
- Sellar, S., and Gulson, K. N. (2019) Becoming information centric: The emergence of new cognitive infrastructures in education policy Journal of Education Policy, 1-18
- Sant, E. (2019) Democratic education: a theoretical review (2006-2017). Review of Educational Research, 89(5), pp. 655–696
- Thiel, J. (2019) The UK National Student Survey: An amalgam of discipline and neo‐liberal governmentality British Education Research Journal, 45, pp. 538-553
- Underhill, H. (2019) ‘Agonistic possibilities for global unlearning: Constraints to learning within global citizenship education and social movements’ International Journal of Development Education and Global Learning, 11(2), pp. 204–218
Contact us
Contact us
You can contact individual members of the team through their staff profiles.
For general enquiries, please contact research group leads: