2017 BERA Award Winners Announced
11 May 2017
We are pleased to announce the winners of the BERA 2017 Master Dissertation Award and the BERA 2017 Doctoral Thesis Award.
Both Winners have received:
- A 1,000 word double page spread of their paper to be featured in Research Intelligence.
- A complimentary registration at BERA Conference 2017.
- A BERA Blog
BERA 2017 Masters Dissertation Award
The 2017 Winner of the BERA Masters Dissertation Award is Jonathan S James (UCL Institute of Education) for his dissertation: Civil disorder, domestic terrorism, and education policy
The abstract for his dissertation is below:
“This dissertation seeks to identify the ways in which occurrences of Islamic terrorism and outbreaks of civil disorder have impacted on approaches to migrant incorporation and education policy in England and France. Since 2001, England and France have experienced outbreaks of rioting in which young people of immigrant origin have been implicated. Both have also been the target of Islamic terrorist attacks committed by their own citizens. The two countries have had similar experiences of immigration since the Second World War, but are considered to have taken divergent approaches to migrant incorporation. Whilst Britain has tended towards a ‘multicultural race relations’ model, France has tended towards an assimilationist Republican model. Through the analysis of policy discourse, policy documents, and secondary sources, this dissertation seeks to establish whether, given the common challenges faced by the two countries, these distinct approaches to migrant incorporation have been maintained. It finds that the policy traditions continue to frame political discourse and feed into the policy response. At the same time, commonalities in the challenges faced, as well as processes at super-national level appear to have led to convergence in some areas.”
BERA 2017 Doctoral Thesis Award
The 2017 Winner of the BERA Doctoral Thesis Award is Sophina Choudry (University of Manchester) for her dissertation: 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 Jonathan and Sophina and keep an eye on the BERA Blog and Research Intelligence for summaries of their research.