Global Education and Society
Our research embraces the European Declaration on Global Education to 2050: The Dublin Declaration.
"Global education is education that enables people to reflect critically on the world and their place in it… empower(ing) people to understand, imagine, hope, and act to bring about a world of social and climate justice, peace, solidarity, equity and equality, planetary sustainability, and international understanding”.
Focus of our research
Global Education and Society is committed to examining how education can drive societal transformation at local and global levels. Our research highlights the interconnectedness of teaching and learning pedagogies, practices, and strategies in diverse spaces that foster learner agency. We prioritise diversity, social justice and inclusive education, working to challenge and remove barriers that hinder the active engagement of students, staff and communities in quality education experiences.
We recognise the importance of inclusive research practices where underrepresented communities are heard and empowered to influence decisions and effect change. Our work embraces co-creation and creativity with our local and global partners for mutual understanding and promotion of reciprocal learning, which requires reflecting on our practices, positionalities, situatedness and concerns.
Our enquiry brings forth a range of robust approaches including hybridised forms of (community-led) participatory methodologies.
Drawing on our research projects to date, we aim to embed impact throughout our work, that is:
- Enriching: research that serves to influence education practices, cultural growth and exchange, quality of life and wellbeing; improving educational experiences, equalities, and inclusion for diverse and marginalised communities.
- Conceptual: transforming evidence-based policy into practice, shaping professional and practitioner approaches, and, enhancing public awareness and understanding of social and cultural educational issues, locally and globally.
- Influential: contributing towards evidence-based educational policy making and influencing public policies at a local, national, and international level, supporting positive change within organisational cultures and educational practices.
If you wish to find out more about this theme, please get in contact with Professor Katherine Wimpenny.
Our research has three distinct subthemes:
Key researchers
| Name | Title | |
|---|---|---|
| Professor Katherine Wimpenny | Theme Lead | katherine.wimpenny@coventry.ac.uk |
| Dr Dimitar Angelov | Assistant Professor | dimitar.angelov@coventry.ac.uk |
| Dr Farzana Aslam | Associate | farzana.aslam@coventry.ac.uk |
| Dr QueAnh Dang | Assistant Professor | queanh.dang@coventry.ac.uk |
| Dr Alun DeWinter | Research Fellow | alun.dewinter@coventry.ac.uk |
| Dr Virginia King | Research Fellow | virginia.king@coventry.ac.uk |
| Dr Luca Morini | Assistant Professor | luca.morini@coventry.ac.uk |
| Professor Marina Orsini | Professor | m.orsini@coventry.ac.uk |
| Ken Fero | Assistant Professor | ken.fero@coventry.ac.uk |
Projects
The interest of our research goes beyond the influence of the classroom to consider a diversity of learning spaces which interweave to impact on educational opportunities and outcomes.
A record of our current projects can be found in the university's research project directory.
PhD opportunities
We welcome self-funded or sponsored applications in areas which align with our theme narrative and sub-themes.
