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.
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.
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.
Joshua Curnett (2021) Poetry and Pose: Heterosexual Male Teachers’ Presentation of Gender Identity In the Secondary School English Classroom.
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.
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.
Jenny Hatley (2018) The values of global citizenship education and implications for social justice.
Ben Johnson (2020) Towards a post-heteronormative habitus: Teachers’ perspectives on embedding LGBT+ inclusive education in UK primary schools.
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 (2020) Three essays on education, epistemic legitimacy, and their relationship with social justice.
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.
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?
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.
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.
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.