Examples of theses from the ESJ programme

Mona Abdelfattah Ahmed Younes (2020) Blended learning and Syrian refugees' empowerment through a capability approach lens.

Elaine Allen (2019) Supporting a school in Kathmandu, Nepal on its drive for excellence: A case study.

Dahlia Valrose Bateman (2022) Transforming Learning : Police Officers’ Perspectives on Social Justice Pedagogy in Mental Health Crisis Intervention Training. 

Deborah Binns (2020) "Living On The Island But Staging the World": Can drama help children to understand how they belong in the world? A joint exploration of values and identity by primary aged children and their teacher.

Alicia Blanco-Bayo (2022) “CARIÑO IS THE PEDAGOGY” : Assessing 4-year-olds whilst making sense of their behaviours An analysis of policy and practice. 

Olivia Boukydis (2025) The Knowing of Undergraduate Social Work Students : Understanding Preparedness for Practice. 

Carla Briffett Aktas (2017) Listening to young learners: Applying the Montessori method to English as an Additional Language (EAL) education.

Andy Brown (2019) Identity, influence and interconnections: Ethos and the N. Ireland Controlled education sector.

Andrea Bullivant (2020) From Development Education to Global Learning: Exploring Conceptualisations of Theory and Practice Amongst Practitioners in DECs in England.

Gemma Campion (2019) Our voices, our images, our story: Children’s lived experience in DEIS (Delivering Equality of Opportunity in Schools) primary schools in Ireland.

Kathy Chandler (2022) Students' experiences of synchronous online tuition in health and social care. 

Yinka Chinery (2025) Exploring and Empowering Transition Stories : A narrative inquiry of students’ transition experiences into an International Baccalaureate Middle Years Programme Mathematics classroom. 

Joshua Curnett (2021) Poetry and Pose: Heterosexual Male Teachers’ Presentation of Gender Identity In the Secondary School English Classroom.

Janet De Vigne (2025) ‘I remember the smell of darkness’ : a Deleuzean exploration of learning from secondary school negative lived experience among present day academics. 

Anita Devi (2022) SENCOs in England: career trajectory, CPD and a leadership model through identity and agency. 

Caitlin Downie (2024) Doing the work? : The role of local government diversity, equity, and inclusion plans in addressing white supremacy. 

Helen Dring-Turner (2022) Recognition, representation, and relationships: how the UK Relationships and Sex Education Curriculum (2020) can meet the needs of and offer representation to young disabled and neurodivergent or neurodiverse people with LGBT+ identities. 

Leo Edwards (2020) Perception, knowledge and experience of caregivers supporting Autistic individuals or persons that may be Autistic in Grenada: An exploratory study.

Chidi Ezegwu (2020) Masculinity and Access to Basic Education in Nigeria.

Karen Foster (2024) Teachers’ attitudes to risk-taking in the secondary school classroom. 

Anthony Foody (2019) Teachers’ awareness of Pupil Premium students through their lesson planning and delivery.

David Golding (2021) Governing a Sri Lankan higher education institution across the colonial difference.

Metrice Harris-Weedman (2023) Exploratory Case Study of Students of Color in US Study Abroad & Village-style Programmatic Support. 

Jenny Hatley (2018) The values of global citizenship education and implications for social justice.

Jonathan Hay (2024) Autism and Internationalised Schools : The Search for a Socially Just Education in the People’s Republic of China. 

Joanne Hynie (2022) Responding to Individual Needs or Inclusion for All : Dilemmas of Practice in Provision for Young People with English as an Additional Language. 

Evelyne Jackman (2022) Being rooted and living globally : A critical approach to the (re)presentation of history in Social and Modern Studies textbooks. 

Hannah Jones (2024) Is "Enough is Enough", enough? : experiences of teaching and implementing college sexual assault prevention education programming. 

Ben Johnson (2020) Towards a post-heteronormative habitus: Teachers’ perspectives on embedding LGBT+ inclusive education in UK primary schools.

Emma Jordan (2023) Towards a Post-Heteronormative Society : Exploring the Interpretation and Negotiation of Gender Equity in the Uniform Policies of English Primary Schools. 

Sophia Kapcia (2024) How Can Teachers of English Achieve Equity in their English Classrooms? A case study on how teachers use intersectionality and intersectional pedagogy in the English classroom to address educational inequalities and facilitate their pupils' differing needs. 

Thomas Kral (2025) Confronting English at a women’s college in the Indian periphery : a capability approach to empowerment and decoloniality. 

Matthew Lee (2022) Exploring experiences of ‘inclusive’ education in international schools from the perspective of parents who have children labeled with SEN/D. 

Emma Lough (2024) Power, agency and rights : a critical participatory action research study on the transformational potential of human rights education. 

Halcyon Louis (2021) Youthspeak : Using a data-driven approach to explore secondary school students' perspectives on school violence in Trinidad and Tobago. 

Lee Mackenzie (2021) A Critical Exploration of the Effects of English Language Instruction in Colombian Higher Education on Low-income Students’ Capability Formation.

Simon Macklin (2024) Three essays on education, epistemic legitimacy, and their relationship with social justice.

Jennifer Majka (2022) In Defence of Social Justice : A Qualitative Study on an Intergroup Dialogue Programme in American Higher Education. 

Lindsay Malone (2024) Mind the Ladder : An exploration into the lived experiences of women in senior leadership roles in higher education in Ireland. 

Jo Matiti (2022) The Three Muscateers: An exploration of how the convergence of three elements: critical pedagogy, living theory and participatory action research spark students’ epistemological curiosity to support their primary-secondary mathematics transitions in Muscat, Oman.

Lusanda Mayikana (2023) Striving and thriving : Students of color activating agency to negotiate place, position, and relevance at an elite U.S. independent school. 

Talisia Mchugh (2023) Black Female Student Experience and White Supremacy Historicity in HE : An Intersectional Analysis of the Black Female Student Experience from Access to Career. 

Chris Nitsche (2025) Do secondary school teachers understand the needs of LGBT students, and do they feel equipped to support these needs? 

Derek Oakley (2020) What is the relationship between the situated learning of Unarmed Civilian Protection workers and gendered power dynamics?

Antone Juma Osindi (2022) The case for an egalitarian education system in England: What is stakeholder opinion on abandoning classist structures?

Nathaniel Pickering (2024) English higher education policy in uncertain times : An argumentative exploration of political speeches during the Global Financial Crash, Brexit, and COVID-19 crises. 

Luke Ramsdale (2025) How far has the cosmopolitanism of the IB become subverted by neoliberalism? : A case study of an international school in Thailand viewed through the lens of Bourdieu. 

Paul Sherman (2017) The Emergent Global Citizen: Cultivating Global Citizenship Identity and Engagement Within Soka Education.

Kay Sidebottom (2021) Rhizomes, assemblages and nomad war machines – re-imagining curriculum development for posthuman times.

Pamela Marie Spiteri (2022) The Capability of Being Educated in Relation to ELET : Developing an equity-based SBAF policy opportunity, to target the unjust case of family disadvantage in Malta and within the EU. 

Nneka St Rose (2022) "I Need to Teach My Own Children" : A Constructivist Grounded Theory Study of Home-schooling in Trinidad and Tobago. 

Dawn Storti (2018) Promoting motivational needs to improve academic engagement in the primary classroom: Using homework completion rates to measure the efficacy of classroom behaviour management strategies.

Miranda Rathmell (2023) I am more than a piece of paper. Listening to young people as they reflect on their lived experience of being in care and attending school. 

Daniel Talbot (2025) Literary Studies, Knowledge and Social Justice in Education: A Capabilitarian Conception of Powerful Knowledge in School Subject English.

Kamil Tilyabaev (2025) Exploring the emotional dimension of Uzbek language decolonisation : insights from the experiences of learning Uzbek as a second language. 

Barbara Turner (2022) The best days of our lives? Experiencing literacy inequalities : The continuing impact of literacy inequalities on a group of individuals, who failed to reach their desired level of literacy at school. 

Jonathan Vincent (2017) Being and becoming: Transition from higher education for emerging adults on the autism spectrum.

Thomas Wartenweiler (2020) Teachers’ experiences of spirituality in Swiss secular high schools: An Interpretative Phenomenological Analysis.

Emily Watson (2021) An Integrated Mixed-Methods Study of Contract Grading’s Impact on Students’ Perceptions of Stress, Self-Worth Protection Behaviors, and Academic Performance in High School English Courses. 

Sally Welsh(2024)  HE in FE mature students' experiences of labour, learning and lockdowns : A feminist narrative inquiry. 

Megan Whobrey (2024) Learning Beyond the Binary in the Bible Belt : Supporting Transgender and Non-binary Students in Higher Education in the Heartland. 

Jessica Wren Butler (2022) ‘These little things blossom and then they die because they don’t fit the world’ : Inequalities, the subtle cruelties of unbelonging, and the “true academic” in “neoliberal” English academia.