Our research

Our research broadly focuses on the global-local nexus which we feel is implicitly and explicitly present within educational policymaking and appropriation processes. We seek to explore how locally valued forms of education may contradict and/or align with global education policies and ideals.

Pedagogical Policymaking and Implementation in Ghana

This research looked at the interface between local and western priorities in implementing an international education Aid project. It examined power relations and the subsequent negotiation and collaboration between global and national education stakeholders. The research also inquired into the influence of these interactions on the process of implementing the aid project.

Locally Valued Pedagogies in Ghana, Kenya, Tanzania and Mexico

This study seeks to compare local beliefs about pedagogy in Ghana, Kenya and Tanzania. It aims to find out more about the relationship between locally valued and western pedagogies in teaching and learning practices.

In Mexico, we are looking at the recent pedagogical reform – the Nuevo Escuela Mexicana – which aims to revitalise indigenous values, knowledge and practices through education. The research is looking at how teachers navigate the contextualisation of curriculum and pedagogy within their localities.