Global Grace: Global Gender and Cultures of Equality
Employing artistic interventions, curatorial research practice and public exhibitions to investigate and enable gender positive approaches to wellbeing internationally.
This theme focuses on research that considers how the many layers of our identities (sometimes referred to as our intersectional identities) – including our gender, ‘race’, ethnicity, class, age, dis-abilities or sexualities – can affect our life experiences with a particular focus on our experiences of education.
In particular, we think about issues of equality and diversity in the contexts of people’s access to, achievement within, experiences of, and approaches to both formal and non-formal education in different global contexts. We are interested in exploring how our identities affect different ways of knowing, learning, and our measures of success in a range of educational contexts. This includes a focus on both formal schooling such as primary, secondary and tertiary education, as well as informal educational contexts such as community-based, indigenous, peripheral or NGO-based education.
Hence, rather than our focus being on a specific kind of educational setting, we are interested in how who we are, our identities, and where we are, our global positionalities, can impact on access to, experiences of, and achievement within different forms of education.
We investigate how successful and more equitable learning can happen in all kinds of spaces and places, and in creative ways both in and beyond the classroom. We consider issues of power in educational contexts, asking, for example:
We are interested in working collaboratively with and learning from people, groups and organisations who are creatively and critically exploring alternative spaces and models of education that foreground questions of in/equality and social justice.
If you wish to find out more about this theme, please get in contact with Professor Suzanne Clisby.
Within the Gender, Equality and Diversity research theme we bring together three focused areas of expertise and interest:
Within this specialism we conduct research and supervise postgraduate research and learning that considers questions of gender, in/equalities and identities in the context of education in global contexts.
We might think, for example, about issues of access, inclusion and equity of attainment in formal and non-formal education; about how we could engender inclusivity and equity in education, particularly with regard to intersectional gender and sexual identities, ethnicity, disabilities or socioeconomic disadvantage; or about the challenges to and solutions for achieving more equitable and inclusive education in global contexts.
Our researcher considers, for example, educational experiences through analyses of gender, race, ethnicity, power and positionality in formal and non-formal education. We focus on bringing an intersectional gender analysis to issues of knowledge sharing and experiences of learning in marginal spaces such as indigenous knowledges, community-based education or non-formal education.
Some of the research questions we are interested in include:
Our Gender, Sexualities and Education focus engages with research and pedagogies which propose inclusive modes and methods of participation for and with women, men and gender-diverse people in institutional and community settings. With the self-determined body and its desires in the foreground, we encourage the decolonization of ourselves as individuals, as teachers and as learners across intersections of inequality in contemporary educational encounters.
Drawing on examples and experiences from both the Global South and Global North, from formal and informal educational spaces, our research questions include, for example:
Our Diversity, Discrimination and Education research specialism interrogates the relationships between ‘race’, power, knowledge, and access and attainment in education and spaces of learning in global contexts.
Drawing on a multi-disciplinary approach to research investigating issues of diversity, discrimination, inclusion and exclusion within education policy and practice, we consider who has the power to know through the lenses of ethnicity, whiteness, masculinities and femininities, differentiating forms of discriminations that affect experiences of education, teaching, and learning.
Here we think about unlearning bias, entitlement as an identity, the generational permanence of discrimination, and bringing a Global South/Global Majority lens to unpacking systemic discrimination in Western education.
We are interested in research with a purpose; to engage those with a vision of learning for all. Hence, thinking about experiences of diversity and discrimination in education in global and local contexts, we ask:
Name | Title | |
---|---|---|
Dr Jaya Jacobo | Assistant Professor | jaya.jacobo@coventry.ac.uk |
Steve Raven | Research Assistant | steve.raven@coventry.ac.uk |
Dr Emmanuel Johnson | Postdoctoral Research Fellow | emmanuel.johnson@coventry.ac.uk |
Our research is interested in how who we are, and where we are, can impact on access to, experiences of, and achievement within different forms of education.
Find out more about some of our projects:
Employing artistic interventions, curatorial research practice and public exhibitions to investigate and enable gender positive approaches to wellbeing internationally.
As part of the Gender, Equality and Diversity theme, we invite self-funded or sponsored applications in the following research areas:
Within this specialism we invite applicants who would like to conduct research that considers questions of gender, in/equalities and identities in the context of education in global contexts considering the Gender, Equality and Diversity theme focus. We might think, for example, about issues of access, inclusion and equity of attainment in formal and non-formal education; about how we could engender inclusivity and equity in education, particularly with regard to intersectional gender and sexual identities, ethnicity, disabilities or socioeconomic disadvantage; or about the challenges to and solutions for achieving more equitable and inclusive education in global contexts. Researchers could investigate educational experiences through analyses of gender, race, ethnicity, power and positionality in formal and non-formal education or focus on bringing an intersectional gender analysis to issues of knowledge sharing and experiences of learning in marginal spaces such as indigenous knowledges, community-based education or non-formal education. With this in mind, some of the research questions doctoral researchers may want to ask could include:
The Gender, Sexualities and Education PhD specialism engages with pedagogies which propose inclusive modes and methods of participation for and with women, men and gender-diverse people in institutional and community settings. With the self-determined body and its desires in the foreground, we encourage the decolonization of ourselves as individuals, as teachers and as learners across intersections of inequality in contemporary educational encounters. We invite postgraduate researchers from all contexts and practices to contribute to this stimulating conversation. Drawing on examples and experiences from both the Global South and Global North, from formal and informal educational spaces, research questions within the Gender, Sexualities and Education specialism could include, for example,
The Diversity, Discrimination and Education PhD specialism interrogates the relationships between ‘race’, power, knowledge, and access and attainment in education and spaces of learning in global contexts. We offer the opportunity to use a multi-disciplinary approach to research investigating issues of diversity, discrimination, inclusion and exclusion within education policy and practice. Doctoral researchers might explore the power to know through the lenses of ethnicity, whiteness, masculinities and femininities, differentiating forms of discriminations that affect experiences of education, teaching, and learning. Potential areas for research can include unlearning bias, entitlement as an identity, the generational permanence of discrimination, interrogating the diversity bargain, bringing a Global South/Global Majority lens to unpacking systemic discrimination in Western education, asking, for example, ‘whose inclusion?’. This specialism is interested in research with a purpose; to engage those with a vision of learning for all. Hence, thinking about experiences of diversity and discrimination in education in global and local contexts, research questions may include:
If you are interested in applying for Doctoral study within any of the above specialisms you should start by developing your own research proposal. Please read our guidance on completing a research proposal.
Once you have developed your proposal, you should make a formal application through Coventry University’s Doctoral College. Find out how to apply.