BERA Doctoral Thesis Award
Every year BERA recognises academic excellence and rigour in research by a Doctoral student. This underscores BERA’s commitment to developing capacity, advancing quality and methodological originality within the field of educational research.
- The applicant should be a fully paid up member of BERA at the time of nominations.
- The institution at which the student submitted their dissertation should have confirmed the degree awarded by 31st December 2018; i.e this award is awarded to education students who have completed their doctorate in the previous year (2018).
- A 1,000 word double page spread to be featured in Research Intelligence.
- A complimentary registration at BERA Conference 2019.
- A BERA Blog
Application for the award should consist of
- A submitted nomination on the BERA website below
- Supporting documents
- An abstract of the thesis
- The thesis
- A supporting statement emailed directly to BERA from your supervisor (600 words)
- A headshot we can use on the BERA website
After submitting your application below please email these documents to email@example.com. PDFs will not be accepted.
Nominations will be scored by a BERA selection panel. The panel’s judgement will be framed by the following criteria:
- Research quality, including rigour, transparency and validity
- New area of research
- Methodological originality
- Significant conceptual or theoretical contribution to its field
- (Potential) impact for policy-makers, practitioners and other research users
The deadline for applications is 5pm January 12th, 2019
The 2018 Winner of the BERA Doctoral Thesis Award is Arunthathi Mahendran (Goldsmiths’ College, University of London) for her thesis Surgeon Education, Engaging with the Immanence of Events Of Practice: An Exploration of the Ontological and Ethical Dimensions of Surgical Training and Practice.
The abstract for her thesis is below:
“This thesis contrasts the construction of medical knowledge that surgeons must acquire to practice with the kind of knowing that arises unpredictably, through actual events of surgical practice. Such knowing is demonstrated through the research process in which surgeons discuss events of practice and their strategies for coping. As such, the thesis argues that this kind of knowing is central to the onto- epistemological task of becoming a surgeon and is therefore, a crucial pedagogic dimension of such becoming.
In actual situations of practice, surgeons may be forced to respond, act and think in ways that exceed the approved teachings of surgical knowledge and technical skills. This is not to diminish or disregard the structured programmes of education and training. Instead, I advocate reconfiguring the dominant models of surgical teaching and learning to include pedagogies that are sensitive to the immanent nature of clinical relations and practice. Whilst established clinical knowledge may be said to be abstracted from actual occasions of practice, knowing that emerges through the contingencies of such occasions is grounded in the ‘thisness’ of practice. In this practical immediacy, affective experiencing is a critical precursor to clinical strategies.
The thesis draws upon theories of affect and becoming from Alfred North Whitehead, Gilles Deleuze, Brian Massumi and Gilbert Simondon. In analysing the policy documentation and training materials, the thesis draws from the theories of Michel Foucault, Judith Butler and Pierre Bourdieu. This investigation identified affective relations that form and develop within the local flows of experiencing of an event of practice. These forms of ‘thinking-feeling’ contribute to the entangled subjectivities and heterogenous obligations that can expand surgeons’ capacities of becoming. A pedagogy of the surgical event attempts to engage with a learner’s ideas and intensities of experience, triggered by the affective connections that arise when coping with the thisness of contingent events of practice. These immanent relations express how an event of practice comes to matter to a surgeon, how it attains significance.”
Jennifer Farrar (University of Glasgow) “I didn’t know they did books like this!” An inquiry into the literacy practices of young children and their parents using metafictive picturebooks”
Nicola Sim (University of Nottingham) “Like oil and water”? Partnerships between visual art institutions and youth organisations”
The 2017 Winner of the BERA Doctoral Thesis Award is Sophina Choudry (University of Manchester) for her thesis: Mathematics Capital in the Classroom and Wider Educational Field: Intersections of Ethnicity, Gender and Social Class.
The abstract for her thesis is below:
“The problem addressed by this thesis is manifold: (a) how to model the ‘found’ relationships between intersecting categorical variables and academic mathematics attainment, and how these affect policy (e.g. on ethnicity and EAL); (b) theorising these models in relation to Bourdieu’s theory of practice and capital, especially, in classrooms and peer groups; and (c) negotiating the meaning of student’s social backgrounds (i.e. interactions of ethnic, gender and social class) in school and classroom policy discourses and practices and so the relation between students’ backgrounds and relationships with mathematics in classrooms.”
Many congratulations to Sophina and keep an eye on the BERA Blog and Research Intelligence for summaries of her research.