Centring Joy and Resilience in Pedagogical Spaces

FERSA Blog is in conversation with MPhil Arts and Creativity in Education alumni (2022) Bella Cavicchi about the place of joy in learning and pedagogical spaces.

Chalk Dust; Pixabay

What brought you to the Arts, Creativity and Education MPhil Program? What was your experience through the three terms of the MPhil and how did it change you?

I came to the Arts, Creativity and Education program (ACE) just after finishing my undergraduate degree at Brown University, where I focused my studies on the relationship between literacy, teaching and learning, and theatre. As an artist, I was (and still am!) fascinated by how we find and create meaning through live storytelling, and so I applied to the ACE program because I couldn’t shake my interest in how that meaning-making might translate into pedagogy.

And I don’t want to be dramatic, but my year at ACE was transformative. Throughout the year, my thinking was challenged and enhanced by the other brilliant artists I had the privilege of learning alongside. My work grew too as I delved deeper into the literature on the “post-human child.” My final dissertation was about young people and their experiences of consent and agency in the drama classroom. It was also for young people in that I wrote it for children as my audience, using language appropriate for a nine-year old reader. Relatedly, and most importantly, ACE had me realise just how much joy and energy I derive from working with kids—and so while I never previously imagined myself as a classroom teacher, I’m not surprised it’s where I’ve ended up!

What have you taken forward into your own teaching practice from the MPhil in Arts, Creativity and Education?

My MPhil research centred on the intersection of children’s agency, devised theatre, and schooling, all of which are relevant to my job as a drama teacher. What I came to argue in my thesis is what I look to change through my teaching practice today: schooling—at least, schooling as we traditionally know it—restricts children’s abilities to express agency, favouring instead the authority of the adult(s) in the room. That said, I also believe that the drama classroom is a space where we see that power dynamic altered, a difference I really try to embrace!

What are your thoughts on the place that joy holds in teaching and educational spaces? Especially in our contemporary context, coming out of a disconnected pandemic teaching model, which arguably has impacted motivations or attention spans amongst students but perhaps also a teaching faculty’s pedagogical model.

I think so much of school is built on systems of control and fear: students are to obey authority or risk punishment and learn only that which has been deemed “important” and “rigorous,” while teachers are locked in an endless stream of data collection to prove pupils’ progress. In that light, joy becomes rather radical, an injection of warmth in a space that can otherwise be cold, impersonal, and divorced from the fact that teaching, at its core, is an act of creation (an art form in its own right!).

But perhaps we can go ever further. I’m paraphrasing here, but one of my favourite authors and poets, Ross Gay, writes in his recent essay collection Inciting Joy that we frequently talk about joy as if it’s a privilege (as in, how lucky are you to be so joyful in a time of such despair) when instead, we can and should advocate for joy as a human right. I’ve latched onto that idea because I believe joy is entangled with our ability to make meaning of ourselves and the world around us, and so if my job as an educator is to help my students learn, I too have a responsibility to foster a space for them to experience and express joy.

Learning; Free Stock Image

What does ‘joy’ mean to you, and what does it mean in the educational space? What is a favourite ‘joyful’ memory from when you were in school?

I find this question hard because I feel it’s easier to define joy by what it is not. Joy is not a fleeting moment of happiness—I think it’s something deeper and more substantial, perhaps happiness paired with the recognition that you’re connected to something larger than yourself. And if joy is this deeper embodied happiness, then it’s intertwined with how we learn, learning being an encounter with understanding. To separate joy from teaching and learning is to make knowledge something abstract and outside of ourselves, something we “possess” (and therefore deposit) rather than collectively witness, construct, and experience. This, to me, would be a disservice to students!

Thinking about my own time in school, what immediately comes to mind as joyful memories are the instances in which I was able to create on my own accord. The fact that I fell in love with drama is no shock when I reflect on how my theatre teachers empowered me and my peers to make—and make with abandon at that. I also remember fondly my time in my yearbook class, and even moments in subjects like History and Math, where I had the agency to raise and follow my curiosity and find laughter in the process.

Do you think there is a correlation between joy and resilience, and could this be explored as something that can be cultivated in classrooms?

What I love most about joy is that it’s a means of connection, a reminder of the community (however largely you want to define it) in which we exist. I think there’s a lot of pedagogical advice out there about how we educators have a responsibility to prepare students for reality after school, a reality that is typically portrayed as harsh and unforgiving (I’m thinking here of stricter classroom practices that offer no leeway to students in order to prepare them for the “real world”). When I read this, I’m taken aback by what we accept as the status quo, resilience here becoming an individual necessity for survival. In my practice, I’m more interested in inviting students to build and embrace a different reality that positions joy at the forefront and resilience as a communal practice. Celebrating and prioritising joy in students’ school experiences now, I believe, is a step towards this.

Stage; Creative Commons License

How do you cultivate joy in your teaching practice?

I look to cultivate joy in two ways. One, I plan my teaching with joy as a priority. As I often tell my students, I want them to enjoy drama because I don’t know otherwise why we do it! I believe that joy and the learning of this practical creative subject go hand in hand, and so I’m always thinking about how students can access joy through theatre-making, even (or especially) in ways that may not immediately present themselves/are not as obvious as acting onstage.

Two—and this is less subject-specific—I am also receptive to joy. I want school to be a more joyful place, just as I want the world to be a more joyful place. It’s a big and idealistic ask, but I have to think that it starts with opening oneself to moments that exist outside of routine, and all the more so when one (like a teacher!) is in a position of authority.

What are the spills in learning spaces that stem from joyful teaching practices and what according to you would be their pedagogical implications?

I’d argue that we are inclined to learn more when we see learning as joyful. It’s why I’m so preoccupied with the idea of agency: if one feels they have some control and power over their experience in the classroom, I think the more meaningful their learning becomes. And joy is connected to that, providing us a new lens through which to understand ourselves, our place in the world, and the knowledge that teaching and learning fosters. And so, the very obvious pedagogical implication is that joy can motivate learning.

I find that we are often wary of mentioning joy outright in curriculum or in policy because it’s not necessarily something you can quantify. But in doing so, I also fear we fail students because we don’t acknowledge their humanness; school merely becomes a transaction of facts and knowledge, and we forget that each student is deserving of joy.

What are some ways in which we can foster more joy in learning spaces for both teachers and students?

I think the short answer here is to be ourselves. So much of my recent teacher training has been about developing your “teacher persona,” which I can understand from a classroom management perspective. But I’ve found young people (and, let’s be honest, most people) forge an easier connection when one is genuine. And so, to reject old adages like “Don’t smile until Christmas,” I look to be my very real human self in the classroom: I laugh when I find things funny, I share stories about my life, and I’m honest about my desire to make drama a source of joy for my students. All of which is also to say that joy begets joy: when I model how I experience, delight in, and share joy in my own life, I create an opportunity for others—younger or older—to feel joy too.

Although, I’d be remiss if I didn’t also mention a very practical note, which is to offer teachers more money and more time. Joy becomes harder to access when you’re underpaid and overworked (!), and we’d do well to remember that on behalf of teachers and students alike.

About the Author

Bella Cavicchi is a theatre producer, educator, and researcher, currently working full-time as a drama teacher at a secondary school outside of London. She is an alumna of Brown University, where she graduated with a B.A. in Literacy and the Performing Arts, and the University of Cambridge, where she graduated with an MPhil in Arts, Creativity, and Education, taking a particular focus at both institutions on the radical possibilities of devising theatre with young people. Her current research interests include the pedagogical implications of our memories of school(ing), as well as students’ experiences of consent, agency, and joy in the classroom.

How can early career researchers contribute to Inclusive Teaching and Learning?

You are in class, listening in with your thoughts drifting, you turn your head to a window nearby from which you spot the shimmering sea far away: it conjures ideas of adventure, freedom, and mystery, but also as an educator, you would think of the breadth, the vastness, the all-encompassing inclusion of life above and under the sea – then your mind returns to the classroom and you cannot help but ponder the metaphor: can our classroom be as inclusive as the sea?

A Seascape (Source: Pixabay)

This year, I organised a series of events on inclusive teaching and learning such as a talk, seminar and panel with researchers discussing the student experience in the Oxbridge teaching system, at the University of Cambridge, where inclusive teaching and learning is considered as a core idea in the UK and overseas Higher Education Institutions (HEIs). Inclusivity in HEIs is “the umbrella term used in Cambridge for initiatives that seek to secure participation and learning success for all students within Cambridge” and “addresses the teaching, learning and assessment needs of students from a range of protected characteristics” and is a pillar of the teaching system and the student experience.

Working within these roles and in these spaces where the conversation around inclusive education models was explored from multiple angles, it triggered stimulating discussion and re-emphasised the importance of implementing and promoting this idea. In this blog, I hope to share insights from my time in research, teaching, and supporting students as well as in mentoring practices and observations. I share reflections on inclusive teaching and learning where early career researchers (i.e. research students and postdocs) act as “instructors”. The experience might interest colleagues with teaching and/or learning-support duties, e.g. teaching assistants and librarians.

Thinking along the practice of inclusive educational spaces, how can early career researchers contribute to inclusive teaching & learning? I have explored this with the “3R-P” action-based viewpoints which are given below as ‘reviewing-positionality’, ‘realising-process’ and ‘reflecting-peers’.

1. Reviewing teaching motivations and positionality

People teach (in)formally in HEIs for various reasons and it cannot be denied that in different cultural/institutional contexts the standards or expectations of being a “teaching model” can vary significantly. A  well-loved  instructor benefits from having a good mindset and respect for their students, so if someone has a heavy research workload or other priorities, they might want to take a break, make room for rest and recuperation or ask senior colleagues for advice on managing one’s time whilst juggling a difficult workload – instructors’ wellbeing cannot be neglected either.

This brings us to rethink the idea of “Positionality” and building inclusiveness as a “sense of belonging” or “shared identity” in teaching; student performance can be influenced by a student’s education, history or gender (e.g. in Oxbridge-featured supervisions) and instructors’ race, sex, and age. Notwithstanding challenges to inclusive teaching and learning caused by these differences, do not imply that inclusiveness is impossible. Early career researchers can share their “specific” experience – for example, based on their research or their time living in developing countries – for students to understand the realities of infrastructure in “slums” or the complexities of “inequalities”. They can design classroom interactions to encourage students to talk about their stories on lecture topics – even if students’ narrative/practice can be at an entry level because of their age or other factors, it is unique to them and to their context and contributes to in-class discussion with the participation boosting their confidence in inclusive learning atmospheres.

2. Realising inclusive teaching is about the process

It fosters appropriate teaching practice if we realise that inclusive teaching and learning is the delivery of teaching or monitoring student learning, but also taking a long-term perspective is about a whole process of “teaching” in and of itself. The inclusiveness can be highlighted from the design of a curriculum to its assessment and feedback provision: considering non-English native speakers, the cost of research, dissemination and so on, we can include material from non-English sources and from non-English/developing countries – this can broaden students’ knowledge base too. Performing inclusive assessment and feedback is an interesting journey, where instructors can also stimulate students’ peer feedback apart from teachers.

In inclusive assessments, for instance, the designer can think of whether the questions asked are clear enough and consider the cultural context and the student’s previous knowledge (is it a meaningful question if you ask a cow how a fish tastes?) but more importantly, assessors’ respect for students’ needs doesn’t mean indulgence – being inclusive in teaching and learning is more than a target but a recommended avenue for quality teaching and student experience. This journey can be unique and challenging since it demands cooperation between students and instructors but also instructors and colleagues for coordination, feedback analysis and so on and thus it means they would never be lonely! This self-evaluation e-tool can in a concrete way guide inclusive assessment and feedback.

The e-tool on inclusive assessment and feedback self-evaluation (source: the author)

3. Reflecting on teaching practices with peers

Last but never the least, I think regular self-evaluation of teaching practice and communication with classmates, friends, or mentors (advisors/seniors in research groups) is essential for an early career researcher’s professional development. There are a range of activities in whatever formats. I did peer observation in social sciences where colleagues identified my strengths such as the inclusive language used in supervisions and where I could have done more. My colleagues mentioned they would use inclusiveness in their small-group teaching, which by last year has positively influenced over 40 students in several modules. I sought advice in College social events from postgraduates on teaching humanities and natural science and shared this peer learning in a workshop with senior colleagues teaching maths who agreed it was encouraging and they could learn more from peers. Look! Good teaching practices and ideas break disciplinary and structural boundaries, they are a style of inclusiveness as well.

The ‘3R-P’ can help inclusive teaching/learning of early career researchers who might carefully assess and adjust their expectations of and strategies in teaching, to passionately learn from and interact with colleagues for long-term teaching plans and ordinary teaching practice, and exert impact on building inclusive communities for themselves and more junior individuals – as the sea, which incorporates countless flows, entertains diverse flourishing creatures and celebrates the cohabitation in conviviality.

Other suggested resources

Research-led teaching and learning: In search of meaning

Factors influencing teacher self-efficacy for inclusive education: A systematic literature review

Engaging Students Using an Arts-Based Pedagogy: Teaching and Learning Sociological Theory through Film, Art, and Music

Acknowledgements: I would like to thank my editor Giri Singh without whose help this blog wouldn’t have been possible. I would like to thank all the students/teachers/colleagues as inspirations to my teaching practices, especially Ms Xing, Dr Ramsden, Mr Love and Professor Gandy. This blog is particularly dedicated to my Supervisor Professor Amin.

About the Author:

Susan Qu is lecturing digital and social science at the University of Cambridge, teaches natural, medical and geographical science and holds FHEA.

From Cambridge to Nairobi: Insights from Fieldwork

How to navigate cultural dynamics in cross-cultural research? In this blog, I will share insights from my fieldwork experiences in Kenya.

For many researchers, fieldwork is the pinnacle of their research projects, and I am no exception to this. One of the things I like most about fieldwork is the willingness of people to open up to you and share their inner lives and thoughts. It provides you with an opportunity to visit places outside of your ordinary life. I was also excited about the opportunity to work with other institutions, coming off a lengthy period of working independently. After a year of preparation for my fieldwork in Kenya, which included the important process of formalising permissions from all involved institutions, I was eagerly looking forward to the collaboration.

My supervisor warned me about the loneliness that can often be experienced during data collection, and while it did dampen my high expectations of the fieldwork phase of my research journey, I didn’t think this would apply to me. I didn’t remember having similar experiences when I undertook fieldwork for my undergraduate and master’s degrees, in Uganda and Zambia respectively. However, during my time in Kenya, I did experience the forewarned loneliness and looking back, I’m able to recognise similar feelings from my time in Uganda and Zambia. After my return from the field, I felt called to reflect on how important it is for a researcher to be prepared to deal with this particular kind of loneliness and all the feelings that go with it.  

Feeling lonely cannot be distilled down to just missing friends and families, it can also involve emotions of alienation and confusion due to cultural dynamics. These cultural dynamics shape the perceptions of researchers and our communications with persons in the field in complex ways. By writing this blog, I hope to contribute to researchers’ personal preparations for fieldwork, an area which is often overlooked by researchers, including myself. I draw on literature and my own experiences to provide practical tips and advice to help researchers prepare for the emotional and cultural challenges they may face while conducting fieldwork. I start by examining the key dynamic which lies at the heart of these experiences – culture shock.

The dynamics of culture shock

When you immerse yourself as a researcher in a new cultural context, you are likely to experience culture shock. You could feel out of place because the cultural context, defined by different traditions and customs, is different to what you are used to. As a consequence, you could potentially be challenged by feelings of depression, anxiety, homesickness, sleeplessness, and irrational fears, amongst other things. However, symptoms may vary per person. Culture shock is something that occurs over time, and everyone can experience it to a certain degree, regardless of the duration of their stay in a cross-cultural context.

Culture shock consists of four stages– honeymoon, crisis, recovery, and adjustment.

• Honeymoon Stage: First, the unfamiliarity of the new environment makes everything, including the ordinary, intriguing and thrilling. This stage could take from a few weeks up to six months.
• Crisis Stage: Then, you are confronted with some challenging circumstances, and you realise not everything is as perfect as you thought. You might feel disappointed, frustrated and like you do not know how to deal with these occurrences. This stage can bring a set of ethical dilemmas which you might have to negotiate.
• Recovery Stage: You may start with the process of developing coping mechanisms to deal with the challenges. Slowly you are able to undertake action without help, and so you are recovering from the crisis you experienced.
• Adjustment Stage: Finally, you adjust to the new environment, and you can now look at the differences with fresh eyes and experience. You might even enjoy the foreign experience.

Culture shock not only affects you as a researcher but might also have an impact on your interactions with local partners. You may experience difficulties in social interaction because of the absence of familiar cultural cues and social norms. I share my own experiences with culture shock here in the hope that it might help you to recognise similar symptoms when you are conducting fieldwork in an unfamiliar context.

Personal experiences

In the first month of my fieldwork, I was wearing rose-tinted glasses. Everything was new, exciting, and endlessly fascinating to me. I found it difficult to pace myself because I did not want to miss out on any of the activities. However, after a month or so, I realised I was finding it difficult to cope with the blurring lines between my private life and my work life. I was staying in a guest house on the university campus and thus every moment of the day I saw new opportunities which might be relevant to my fieldwork. As a result, I developed a fear of missing out, overworking myself and taking less time out for relaxation. So overall, I found it difficult to relax and as a result, I felt overworked.

I also experienced challenges in the various interactions I had with people at the university. These encounters made me realise how much your own norms and customs are engrained in you physically, even though you might be aware of the differences on an intellectual level. I learned it is so important to double-check my own assumptions. For example, I was in a long-awaited meeting with a high-level administrator and in the middle of our conversation he took a phone call which took about five to ten minutes. In my culture of origin, which is Dutch, this is considered as a sign of disinterest towards your guest. Consequently, in subsequent meetings where similar instances occurred, I adopted a more guarded demeanour with my conversation partners, assuming they lacked interest in my research. However, I later discovered that the availability of these high-level administrators was crucial due to their seniority and their colleagues’ dependence on their advice and permission, and so it had nothing to do with me as a researcher or my research.

On another occasion, I was interested in joining a delegation from the university, consisting both of students and lecturers who represented different sub-communities within the university, to pay respects to the deceased mother-in-law of a university leader. I considered this occasion as an opportunity to understand more about the university’s culture and how they deal with such losses. However, I thought my request could be interpreted as inappropriate because in my culture only close family and friends are invited to a funeral. I learned that contradictory to my assumptions, in Kenya, people appreciate it when you make the effort to attend a burial, because mourning is a communal act, one often experienced by an entire community. It was because of this reason that representatives of the university sub-communities embarked together on a ten-hour journey to the western part of Kenya.  

Additionally, there was also a recurring dilemma about how best to deal with the many questions I received regarding financial assistance or networking opportunities. I found this very challenging, firstly because of the enormous need, and secondly, due to the privileged position I held as a graduate student from the University of Cambridge. An important principle of ethics in research is to be considerate with financial compensation and the potential impact it has on the voluntary choice of a person to participate. During my research, I sometimes wondered why participants chose to participate. Some asked if I could connect them to particular people or organisations in the UK and others asked for financial assistance in particular matters. I understood their requests, but I also felt constrained by my position as a researcher. Would honouring my participants’ requests not be indirectly a financial compensation for their participation?

I hope these examples can provide you with an understanding of how culture shock may occur in real-life situations. However, it is important to remember that your experience with this phenomenon is highly individual and dependent on specific circumstances. The question then remains of the   kind of strategies you as a researcher might employ to deal with these cultural differences and their effects on interactions with local partners.

Strategies to manage culture shock and bridging communication challenges:

After a few weeks, I realised this way of living would not be sustainable throughout my fieldwork and I decided to take a few days off to go to a safari park. This short holiday felt like a reset, and I tried to come up with strategies and a plan to prevent myself from falling into the same trap on my return. I started joining an American couple, who were also working at the university, for walks with their dog. This gave me the opportunity to share some of the struggles I was experiencing and to ask for advice where needed. On the weekends, I would go to Nairobi City for a change of scene and to ensure more of a separation between my public and private lives. It was still not always easy, but developing strategies which helped me to cope with stress enabled me to complete my fieldwork in good time. I also started consulting with Kenyan friends who had experienced living abroad when I encountered situations where I was unsure of the appropriate response. One of these suggestions around financial requests was not to entertain individual financial requests from participants because of ethical constraints. However, I did choose to facilitate connections between organisations at an institutional level because it benefited the entire institution and thus everyone involved. Many of the strategies I have shared so far are also employed by other researchers.

Additional useful strategies to employ are immersing yourself in the historical and cultural context of the place you’ll be visiting. This can be done by reading historical accounts or novels about the place you are visiting and to consult with people who have visited it before. I would also inquire about the ways in which you can ensure your personal well-being in your daily life and how to best cope with the stress of a strenuous fieldwork process. Write down a plan for this and check if the resources you need to achieve this are also available in the country you are going to. If not, consider what alternatives you can come up with to still prioritise your well-being. During fieldwork, it might be helpful to keep an ‘emotional diary’, which will give you the space to process your everyday life. Your emotions could be defined ‘as embodied social and relational processes’ and could therefore have a high potential to provide you with a lot of valuable insights about yourself, your relationships with participants and partner institutions. A formatted example (p. 286) might be helpful to make a good start because an empty white page might seem very daunting when you try to write down your emotions.

Overall, I want to encourage you to enjoy your fieldwork, even though challenges might be ahead. Looking back, certain aspects of Kenyan culture have enriched me in ways I did not expect, and I also learned much about myself, my own cultural background, and of course my research topic!

About the Author:

Naomi van Rijn, is a PhD candidate at the Faculty of Education, University of Cambridge. She investigates the impact of personal religious ontologies on the educational journeys of both lecturers and students. Her interdisciplinary research takes place at the nexus of education, theology, and anthropology, with a particular interest in decolonising African religious university education.

Gaining Research Permissions in Rwanda and Tanzania: Engaging Locally and Building Integrity as an ‘Outsider’

While not necessarily the most enjoyable aspect of a research project, due to the time and paperwork involved, gaining research clearance is vital, and has a number of additional benefits for the research itself. It fosters critical thought processes in understanding the local context and expectations of researchers that are necessary, especially for any ‘outsider’ researcher. Gaining research approval is not just a legal requirement, it is also about respecting local customs, its people and gaining a better grasp of the moral parameters that are involved in a given research project.

Given our research experience, we use this article to discuss the research permission process for Rwanda and Tanzania. We are both currently conducting research in sub-Saharan Africa, where receiving research permission from local authorities is not only required, but also a vital step in our projects and crucial components in our research design. Most importantly, the foundation of our permission processes was premised on a collaborative effort involving local actors who played a key role in developing a viable research project that is part of a larger, long-term effort that benefits local communities.

Positionality and the local context

Everyone needs permission to undertake research, regardless of nationality status and/or whether you are considered an ‘insider’ or an ‘outsider’. For our particular case, as outsiders to the contexts where we have the opportunity to carry out our research, we have to remember that we are guests in these countries. As researchers from outside of the country we struggle to and may never fully grasp intricate local dynamics, legal frameworks, and processes which are required to obtain research permits.

In the process of gaining research permission, academic knowledge about a research topic needs to take a back seat and the researcher needs to learn how to best conduct themselves in a foreign environment and collaborate with local partners in a research design that is both effective and culturally sensitive.

Upon arriving in Tanzania, for example, a foreign researcher will be termed as a ‘Mzungu’ (‘foreigner’ or ‘white person’ in Swahili); they remain so, even if spending many years in the country, as they were not born and raised there. Moreover, our backing institutions and countries of origin can influence the perception of local authorities. There could be some built-in tensions. Gender can also play a role – especially in the case of research involving a male principal investigator from the Global North wishing to conduct research in the rural Global South about sensitive issues (in this case, menstrual hygiene management education). Effectively, awareness of positionality matters, and it is vital to be mindful of it during the research approval process.

A foreign researcher’s awareness about positionality is an ongoing reflexive process. Conducting research with other researchers with relevant experience, as well as local collaborators is imperative as they can provide insights and suggestions that are invaluable, while giving timely critical reminders throughout the research process to dispel any inherent biases. In fact, having collaborators who are part of a local institution or government agency is a requirement if seeking to get approval from ethics boards in both Rwanda and Tanzania. 

Setting the scene

The comprehensiveness and rigour of research permission processes within East African countries including Rwanda and Tanzania stems largely from the need to protect local citizens from past failures in ethical procedures. Researchers have also noted that it is a response to problems caused in the past from international researchers behaving in ways that have not been ethical and so, having had profound impacts upon local lives. Within the context of Rwanda, for example, there has been much external research interest in the country over the past three decades. This interest has related not only to the aftermath of the 1994 genocide, but also to the country’s recent rapid urbanisation in parts, as well as to changes to the educational system. This has given rise to the need to make sure external researchers are sensitive to the local context in the way they collect and analyse their data.

Many external researchers have pursued research without going through the required government procedures. For example, a Canadian researcher who travelled to Rwanda in order to conduct research on political uses of history surrounding the genocide observed that miscommunication with partner institutions, lack of awareness of local protocol and an unwillingness to invest time and money required to understand bureaucratic procedures prevented international academics from obtaining local permissions. Other reasons have included a lack of understanding amongst those more directly involved in the data collection process (e.g. teachers and principals within schools) concerning their rights during the research process. This reality has therefore necessitated the establishment and close monitoring of rigorous permissions processes which protect local stakeholders from inadequately designed research, especially when vulnerable populations are involved. 

Processes for gaining ethical approval

Gaining research approval varies from country to country. The process also varies if the proposed research is conducted by an organisation (as in our Rwandan example) or by an individual as a PhD research project (as in our Tanzanian example). It could also vary according to the type of research which is conducted. That said, some commonalities are apparent across both processes. The following table highlights example steps from our experience of gaining research permissions in both Rwanda and Tanzania:

	Rwanda	Tanzania
Step 1: Establish relationship with local partners and institutions	E.g. Rwandan Education Board*	E.g. Shirati KMT Hospital, Maji Safi Group, Tina’s Pre-and Primary School
Step 2: Gain ethical approval to undertake the research	Rwandan National Ethics Committee	National Institute of Medical Research
Step 3: Obtain research permit to conduct the research	National Centre for Science and Technology	Tanzania Commission for Science and Technology
Step 4: Obtain visa and/or residence permit for conducting the research	Directorate General of Immigration and Emigration**	Business Visa (upon arrival, if needed) Resident Permit: Class C-1 – research (upon receiving COSTECH research permit)***

Table 1

*A letter of support for research is also required in the case of Rwanda from a local institution or government agency; ** An additional visa is also required for quantitative survey-based data collection that is nationally representative or involving at least one province from the National Institute of Statistics in Rwanda (NISR); *** If the physical resident permit is not ready in time, a visa or special pass can be acquired to enter the country and start data collection. 

Benefits of gaining in-country permissions

While obtaining local permission to conduct research within East African contexts, including Rwanda and Tanzania, is undoubtedly a complex endeavour, there are a number of benefits which emerge from the process. In our joint experience, we have found that having affiliated local institutions strongly engaged in the research from the outset helps to better contextualise the research to the local setting, therefore increasing its quality and relevance. This relationship can further help with the logistics of fieldwork and aid insight into subsequent findings.

Additionally, it can be highly beneficial for facilitating subsequent approval applications for research conducted in the country. A further advantage arising from the meticulousness of the permissions process is its encouragement of ongoing reflection and refinement of one’s tools and approaches for research. It further builds local trust and provides reassurance that both participants and researchers will be protected throughout the period of data collection.

Challenges of gaining in-country permissions

As well as benefits, there are also challenges. Given the range of individuals and institutions involved in the approval process, the length of time can vary and proposed timelines of feedback/approvals at different stages can get delayed. These uncertainties can cause stress and anxiety for researchers. Beyond uncertainties, one also needs to manage realities, which include regular follow-up with local collaborators, considering insider tips, and perhaps most importantly, knowing the right people at all stages that can help to progress an application. In many ways, it is a juggling act that involves multi-tasking on a weekly basis until a researcher has a research permit in hand and the necessary immigration documentation.

There are two other potential challenges: managing costs and conducting a pilot study. The costs can increase unexpectedly if 1) a researcher is not aware of every component of the approval process, and 2) does not allow for additional administrative overhead costs to facilitate the approval at various steps. For a PhD student, the costs can be high so can require the need to identify sources of funding in advance. Conducting a pilot study is an important part of a research process but can create complications with the research permission. Ideally, changes to the research design would be made after the pilot, but permission is needed before the pilot and this might not then be much flexibility for adaptations.       

Further thoughts

In light of our experiences within Rwanda and Tanzania, we conclude with several further thoughts for conducting research as external researchers within similar settings.

1. Researchers need to devote sufficient time and energy into understanding the specific context in which they are working. This includes past as well as current political, social and cultural events which have shaped local lives. It also includes an awareness of norms and practices which may better sensitise researchers to local realities.
2. All documentation including research instruments, protocols and permissions applications must be detailed and clearly explain how the research can enhance the lives of the beneficiaries involved.
3. Careful planning needs to allow sufficient time and resources for understanding requirements, preparing needed documentation and obtaining approvals.
4. Researchers need to establish connections with other researchers with relevant experience, and local stakeholders, including government agencies, universities and researchers. This should be done from the outset and can be invaluable for leveraging previous lessons learnt with obtaining local permissions. More importantly, it can greatly enrich the quality of the research being conducted and increase the opportunity for meaningful dissemination of findings once data has been collected. 

About the authors:

Dr Emma Carter is aSenior Research Associate, REAL Centre, Faculty of Education at the University of Cambridge. She has been working on the Mastercard Foundation’s Leaders in Teaching programme since 2019, a research project focused on improving teaching quality in secondary schools in Rwanda, with a particular focus on STEM teaching quality.

Manuel Kernen is a 3rd year PhD Candidate working under the supervision of Professor Pauline Rose at the REAL Centre, Faculty of Education at the University of Cambridge. His doctoral research is based in rural Tanzania and looks at the effect, design and improvements of health education interventions that focus on menstrual hygiene management.

Learning through the trials and tribulations of PhD applications

Disclaimer: Most of this information will be specifically for PhDs in Education, Psychology, and Mental Health Sciences, as that is our only reference point.

How does one begin the process of PhD applications? From trying to decide on the perfect programme to writing research proposals, the process can seem overwhelming, before even starting.  

During the Summer of 2021, each of us began preparing our PhD applications, and continued the grueling process whilst studying for the MPhil. Collectively, we truly wished there were more informative and reflective blogs for prospective PhD students. Here, we will reflect upon our journeys of applying for PhDs and how we learned a lot more about ourselves and our research interests, through the trials and tribulations of applying.

1. Finding a PhD programme and potential supervisor

Before you reach out to your potential supervisors, make sure you are well-prepared. Be familiar with their work (at least in the last 3-5 years) and think about how your research interests match their labs.  

Below, we have outlined an indicative timeline for researching PhD programmes during the Summer:

• Identify a list of programmes of interest, including opening time for applications, links to the personal websites of the supervisors, and any specific requirements. 
• Prepare an outline of your PhD research plans. It does not have to be very specific or detailed, but this differs across supervisors (see point 2 “Writing a proposal” for more information).  
• Reach out to PhD students in the programmes you have applied to (especially those supervised by your prospective supervisor) – you will have the chance to learn more about the supervisor’s approaches to guiding you through a PhD.  
• Contact supervisors via tailored email, wherein you include the following: 
  • attach an academic CV (it is good practise to have PhD students proofread this, or you could find the CV of the PhD students in your “dream” department, referring to how they have written their research background). 
  • some information about your qualifications. 
  • your research interests and, most importantly, how those align with your potential supervisor. For example: 
    • how your proposed project aligns with your potential supervisor. 
    • mentioning some of the work they have recently published or their ongoing research projects. 
    • You can also ask (a) if they are looking for any incoming PhD students for the upcoming academic year; (b) if they are available to talk about possible supervision. If they give you a positive response, follow up as soon as possible.

Note: Some supervisors are very busy. If they haven’t replied to you in a week, it doesn’t mean you don’t have a chance. You can also contact their students to understand why they are not responding (e.g., research, being on leave etc). It may be a good idea to send out emails at the beginning of a working morning to increase the possibility of them noticing your email.  

While the programmes in the USA usually have application deadlines in January, the timeline for those in the UK can take until April, and some European programmes post their PhD position vacancies in March. 

Here are some useful resources for finding a PhD programme: 

• https://psychologyjobsinternships.wordpress.com/ 
• https://www.psychresearchlist.com/paid-internships.html 
• https://www.apa.org/education/undergrad/research-opportunities 
• https://gupsychology.wordpress.com/ 

2. Writing a research proposal

When you start writing your research proposal (RP), it is important to consider a few factors:  

(a) What are you passionate about investigating in-depth over 3+ years?  

(b) Do you want to explore a new area of research, or do you want to continue work from a previous degree?  

Your overall aim is to produce an RP that is clear and coherent: 

• It is important that the RP presents your understanding of the area and your idea of how to research the question with a valid methodology. Also, the RP should be realistic and feasible for the scale of a typical PhD programme.  
• One important thing to bear in mind is that the proposal does not have to be perfect; it is an indication of your research ideas and is open to suggestions. There is often a debate regarding how applicants should balance their research interests vs the supervisor’s interests and needs?  
• Importantly, you should write an RP in a field that you are excited about– ultimately, as important as it is to consider your supervisor(s) research interests, the alignment and fit of the supervisory team should be secondary to your RP.

We recommend sending various drafts of your RP to prospective supervisors, as well as PhD students and postdoctoral researchers. In doing so, you gain different perspectives on the RP with students often emphasising points that are more important (e.g., methodology and timeline of the PhD), compared to others. Remember that when you write your application, you are not held to your RP – the panel and your supervisors want to see that you have research potential and have thought through the process carefully.

3. Applying for funding

Normally, there are two types of PhD programmes in the UK, one that is part of a specific, funded project, and one that is entirely open to the interests of the applicants.  

Funding for PhDs is extremely competitive. Therefore, the success in securing funding lies in the quality of your proposal, your prior qualifications and work experiences, the supervisory team, and your research potential. Below we have explained a few key points pertaining to funding: 

• We would like to emphasise the importance of reading the advice documents and guides for funding – most of them will outline what answers are expected from applicants, and will also have an accompanying score sheet, so you are aware of what is expected.  
• Funding deadlines are different from the main application deadline and on some PhD programmes – they may automatically consider you for funding (based on your fee status and nationality), whilst others involve a full, lengthy application (including your CV, your personal statement, references).  
• Funding applications may also ask more challenging questions such as “why is a scholarship appropriate for your project”, where you are expected to give details on research methods training you have previously engaged in. Other questions may include expanding upon your training plans, under the remit of the scholarship and how your supervisory team will support, aid and direct you towards relevant training opportunities and networking. 

It is important that you have a prospective supervisor that will be fully engaged in the process of funding applications, as they will usually have several years of experience in assisting and facilitating such applications. There are scholarships that are only open to certain nationalities, such as the CSC scholarships for Chinese students, which require additional materials and additional applications. Most USA PhD positions are fully funded, and there may be opportunities to apply for additional fellowships or scholarships before enrolment.

4. Preparing for interviews

We would advise you to reach out to PhD students (particularly those who are being supervised by your potential supervisor) to ask for tips on the interview process. Remember that they want to hear how passionate you are about your prospective research project, as well as hearing whether you have background reading on the programme, the supervisors, and the training opportunities.

We would highly recommend doing informal interviews with potential supervisors. In doing so, you will be able to formulate a more concrete research plan. Before informal interviews (including mock interviews), consider the following points and questions for preparation: 

• Think about the reasons for why you are applying – A balance between the institution, programme, supervisors and research, as well as further training opportunities and conferences, are some of the few factors that need to be considered. 
• Be familiar with the application materials you submit – Ask your fellow classmates, PhD students and prospective supervisor to proofread your documents (the more times, the better!). 
• Familiarise yourself with the type of methods you proposed in your research proposal, as this is the most frequent question. Specifically, think about whether the methods are feasible and how the resources of the university and the supervisor may help with the project. 
• Current research projects – Here, you can talk about your prior research experiences and how they relate to work in the prospective supervisor’s labs and ongoing projects. You should also consider asking for the student quota for the supervisor per academic year. 
• Supervision style: do they engage in students’ work a lot; how often would they review chapters and drafts? 
• Any specific questions about funding opportunities, as well as the supervisor’s previous papers and projects. 

5. Looking after your mental health

Applying for PhDs comes with the stresses and strains, from the time of applying to the ‘waiting game’ of hearing back about the outcome of your application. During these times, it is important to reach out to your friends, your family and the people who have helped you (including your potential supervisor, who will support you throughout the process and beyond). Overall, looking after your mental well-being will involve careful planning and preparation, ahead of the PhD deadlines, but also building rapport with supervisors, PhD students, and other researchers. The PhD application process is mentally taxing, so disengaging from the application process to look after yourself is key to being both healthy and successful, regardless of the outcome.  

Don’t be disheartened if you face rejections during the process, as PhD applications are full of uncertainties. Rejections may simply be linked to the lack of funded positions and not the quality of your research proposal. Having backup plans including applying for several programs at different universities is often a good strategy to adopt, so if plan A doesn’t work out, you will still have other programmes that you are passionate about, which could ultimately be successful! 

We hope our article has offered both insights and inspiration for prospective PhD candidates and we believe that other students can learn something from our collective, yet varied, experiences!

Evelyn Antony

Tianyi Zhang

Linling Shen

Evelyn Antony is an MPhil Psychology and Education student and a fellow FERSA blog editor. She received her Master of Arts (Hons) degree in Psychology from The University of Edinburgh in 2021. Her research background mainly focuses on utilising advanced quantitative methods in large multidisciplinary cohorts to investigate mental health trajectories. In the Faculty, she is supervised by Dr Zhen Rao, and is investigating the associations between emotion regulation difficulties during middle childhood and developing social anxiety symptoms during adolescence. You can contact her by email at emaja2@cam.ac.uk or connect with her on Linkedin at https://www.linkedin.com/in/evelyn-antony.  

Tianyi Zhang is an MPhil Psychology and Education student (2021 entry). She received her Bachelor of Science degree in Psychology from Sun Yat-sen University, China, in 2021. Her research background mainly focuses on the factors that influence family interactions and mindfulness-based interventions. In the Faculty, she is supervised by Professor Rupert Wegerif and is working on dialogic education with videoconferencing technologies. You may contact her by email at tz334@cam.ac.uk or connect with her on Linkedin at www.linkedin.com/in/TianyiZhangSarah.  

Linling Shen is an MPhil Psychology and Education student. She received her BSc in Psychology from Sun Yet-sen University, China. As a researcher in neurodevelopment disorders, her research focuses on the assessment and intervention of reading difficulties. She has experience teaching children with autism, dyslexia, and comprehension deficits. You can contact her by email at ls937@cam.ac.uk or connect with her on Linkedin at https://www.linkedin.com/in/linling-shen-0b9782238/. 

Featured photo by Richard Cabusao on Unsplash.

Are opponents of critical race theory in schools actually proving the theory right?

In the current political climate, it is virtually impossible to discuss the classroom experience of Black students without considering the contemporary debate surrounding critical race theory (CRT) in schools.

Critical race theory was first developed by Derrick Bell, in collaboration with other legal scholars such as Kimberlé Crenshaw, Cheryl Harris, and Patricia Williams. CRT is a lens through which to understand inequities in a racialized society. The theory dictates that race is socially constructed and that racial discrimination is not simply the product of individual prejudices, but rather an intentional facet of the established legal and social hierarchy. It is most commonly used to analyze legal precedents and public policy. It is not uncommon to see CRT applied to education policy to understand racial disparities in the education system, but CRT is rarely incorporated into the curriculum for students outside of the graduate school setting.

Recently, it seems like countries all over the world forged in imperialism, colonialism, and White supremacy are reckoning with how their histories are taught in public schools. There has been a shift to include more culturally sensitive curriculums that paint a more honest depiction of history. Both supporters and critics of these curriculum advances have wrongly branded the changes as adoption of critical race theory—resulting in the hotly contested debate that exists today.

In October 2020, Kemi Badenoch, an MP from the Conservative Party in the UK said “any school which teaches the elements of critical race theory, or which promotes partisan political views such as defunding the police without offering a balanced treatment of opposing views, is breaking the law.” In June 2021, the Australian Senate adopted a motion that directed the federal government to reject CRT from the national curriculum. As of January 2022, 36 U.S. states have either introduced legislation or taken other steps to limit the teaching of CRT or curtailed the extent to which teachers can discuss racism.

The fear surrounding CRT is predicated on the fallacy that it divides people, as young as primary school students, into the categories of “the oppressed” and “the oppressors” and fosters a general attitude of intolerance. The prevailing narrative from those opposed to curriculum changes is that White students shouldn’t be made to feel guilty about atrocities their ancestors committed.

This has caused a lot of confusion, leaving many students stranded in the crossfires of this highly politicized debate. However, many of the loudest dissenting voices are likely unaware of the role they play in proving Derrick Bell and other theorists right.

CRT asserts that racism is woven into the very fabric of society: one of the principles of this theory is that our systems bear the primary responsibility for racism—not individuals. There is no long arc that bends towards justice because this society was not conceived with racial justice in mind.

It is for this reason that the mere notion of reforming education to better encompass a multitude of diverse experiences is so earth-shattering to many people. The introduction of new modes of thinking has the capacity to disrupt the racial hierarchy, as it currently stands.

The idea of promoting anti-racist pedagogy has been met with so many pushbacks and this can, in itself, be considered proof of Derrick Bell’s theory. Society at large was not designed to accommodate people of color in an equitable fashion, which is why proposed changes to this social structure are met with such hostility.

The fact that this problem has extended beyond the United States to other countries in the “Western World” should serve as further proof of the systemic nature of racism identified in critical race theory. There is a global hierarchy of White supremacy.

So, what can educators do? There’s been a push on the left to rebuff the mischaracterization of CRT and assure parents and nay-sayers that students are merely getting a holistic education. This is simply insufficient.

The fact of the matter is that students of color are informally educated in critical race theory from an early age. Children of color are brought up in a racist society and are often inundated with the resounding message that they do not matter. If they are old enough to experience this, then their White peers are old enough to learn about the system that allows this to happen.

Critical race theory does not seek to blame the individual, it seeks to indict the system for the ways it harms all of us. Educators ought to alleviate children of color from the responsibility of handling this system alone, by making sure that all students, regardless of their race have a better understanding of the world around them. Teaching honest history fosters this understanding. Until every student is aware of the historic injustices that led to the present moment, the ignorance and fear that has sparked this current debate will persist. Knowledge is the only path forward in the debate surrounding critical race theory and schooling.

Gabe is an MPhil student on the Knowledge, Power and Politics route at the Faculty of Education. He received his Bachelor’s degree in Politics from Pomona College in Claremont, California, where his research concerned Black respectability politics and their effect on contemporary African American social movements. In the Faculty, Gabe is interested in exploring contemporary debates surrounding critical race theory in public schools. Twitter: @gabe_abdellatif

References: Hockstein, E. (2021). Protestors in Loudoun County [photograph]. Twitter. https://twitter.com/evelynpix/status/1407529403169509379/photo/3

Student Spotlight on Multi-Study PhDs

Welcome to part three of our Multi-Study PhD blog series. This blog is a follow-up from parts one and two where we introduced the concept of multi-study theses and answered several FAQs. In this blog, we spotlight five students who completed their theses at the Faculty in the last three years and used a multi-study approach.

Yishu Qin

My name is Yishu Qin, and I officially graduated from the Faculty of Education in 2019. My thesis aim was to develop an implicit association test that captures people’s unconscious bias about empathy in scientists.

At the beginning of my PhD, I wanted to solve one BIG problem and make the world a better place. But when preparing for the registration report, I started to realise that there were many small questions to answer before it is possible to answer the final one. Then I decided to break down my project into multiple studies.

Every step took longer than I had expected! My supervisor, Sara, made sure that I kept writing at every stage. For example, after finishing data analysis for Study One, I started another round of data collection right away, while at the same time completing the writing for my Study one. In this way, I saved time for my final thesis writing because all the small pieces I wrote before could be used (with some modifications) in the final thesis.

Do not be afraid to make changes to your plan. When I finished data analysis for Study One, I found that the reliability and validity of the key instrument I chose were not acceptable so I could not carry on using it. And there were no alternatives. I was so panicked. But after I calmed down, I changed the aim of my next study to improving the instrument itself and it all worked out.

Do not ever stop writing. When you are at the stage of data collection, write for your Methodology section; When you have your data, write for your Result section; When you start the next study, write for the Discussion section of the last study… keep on writing! Avoid blaming yourself for not making progress. It is completely fine if you are not in the mood for writing or doing anything related to research sometimes. Just relax. Do something to cheer yourself up instead. You will be back in the zone soon.

Contact Details:
Yishu Qin
Associate Professor in Applied Psychology
School of Educational Sciences, Yangzhou University
Jiangsu, China
007402@yzu.edu.cn

Ashton Brown

I am Dr. Ashton Brown. I still haven’t officially graduated because of the pandemic, but I submitted my thesis in September 2019 and passed my viva six weeks later. My PhD thesis aimed to draw on theoretical models and empirical findings from the fields of economics, psychology, and education in order to define a theoretical framework to model the developmental trajectories of cognitive and non-cognitive skills in primary school children and capture the role that parenting plays in the joint evolution of these skills.

My PhD ended up being a hybrid between a multi-study and a larger project. I structured it around three main chapters: the methodology chapter introduced and explained the theoretical and statistical model I proposed; then, I applied this chapter to data from the UK to provide a ‘proof of concept’; finally, I presented an application using a Canadian data set to demonstrate the model in another context. Although the three chapters will each form a journal article, the thesis itself technically only had two studies.

When I first decided to structure my PhD in this way, there were not really any examples that I could reference; this was compounded by the fact that my project focused on secondary data, and a lot of the guidelines from the faculty focused on how to conduct primary research. Because of this, I often had to discuss how to make the Faculty timelines and guidance and figure out how to modify them to fit my situation while still satisfying the relevant requirements. My supervisor (Anna Vignoles) was very supportive of this, but I did find that I had to spend extra time in my registration report and viva explaining why I would not be ticking all the usual boxes.

Even if you are thinking of your PhD as taking the form of several studies, you still need it to have some sort of cohesive thread linking all three together in the thesis. For me, this meant that after I had written the three separate ‘studies’, I had to go back and make sure to not repeat myself too much and write the introduction, literature review, and discussion to wrap around these and make them into a cohesive package.

Although you might not be following the typical schedule proposed by the Faculty, make sure you have your own set of internal deadlines and progress checkpoints. It can be easy to spend too long on one part of the thesis and find yourself a bit rushed to finish the rest.

Contact Details:
Ashton Brown
Andrew & Virginia Rudd Research Associate in Quantitative Methods & Education Practice
Faculty of Education, University of Cambridge
ampb2@cam.ac.uk

Janina Eberhart

I am Janina Eberhart, and I graduated in March 2021. The goal of my PhD thesis was to explore different measurement approaches of self-regulation and executive functions, and to examine the association between children’s daily experiences in the classroom and their executive function development.

The decision to undertake a multi-study PhD emerged over the first year when I developed my research questions and study design. I realised that I wanted to study two related but different questions, and it seemed to be feasible within the scope of the PhD. I still submitted a traditional PhD thesis (monograph) and did not do a PhD by publication. However, my PhD thesis was structured as if there were two separate studies. For me this worked well, and I think it is also beneficial in terms of planning to publish academic papers out of your PhD thesis.

I think the overall coherence of the PhD thesis is particularly important with a multi-study PhD. I tried to connect the different studies with an overarching theme and emphasized how the different parts correspond to one another.

Contact Details:
Janina Eberhart
Janina.eberhart@uni-tuebingen.de

Esinam Avornyo

My name is Esinam Avornyo. I completed my PhD studies at the Faculty of Education in November 2018 and graduated in October 2020. The main goal of my PhD thesis was to understand the role of play in early years learning in Ghana. I addressed this in two ways. First, I examined what stakeholders (parents, teachers, and headteachers) think about play and learning in the early years classroom. Second, I examined how play is represented in the Ghanaian early years curriculum and also in classroom practice.

I decided to conduct a multi-study for my PhD because I already had some experience working with qualitative data. I wanted to deepen this and also acquire first-hand knowledge and skills in collecting and working with quantitative data. I believed this would enable me not only to gain knowledge but also prepare me for the early stages of my career as an academic.

Completing a multi-study for my PhD was a challenging experience. I followed a sequential mixed methods design (collecting quantitative data before qualitative data). At the time of collecting data, I had basic knowledge of statistical analysis. I had to quickly learn how to use different statistical software (in particular, STATA), use that to analyse my questionnaires and score them before I could proceed to collect my qualitative data (the selection of participants for the qualitative phase was based on the results of the quantitative phase). As a novice in statistical analysis, this was a very difficult process. But I succeeded because I had the passion and determination to learn to improve my statistical knowledge and skills set.

When structuring your PhD as a multi-study, it is important to present your results/findings in a way that gives a full picture of the issues you are presenting. For my PhD, I presented the quantitative and qualitative phases separately (with a discussion for each). I then followed up with a general discussion where I synthesised the different sets of data. Doing this effectively requires creativity and flexibility. It is therefore important to seek help when you need it. Avoid keeping your work to yourself. Aside from your supervisor’s guidance, make good use of opportunities to present and discuss your study with colleagues and friends (including those not in your area of study). Also, prior to commencing a multi-study PhD, read the literature thoroughly to understand the different variants and which one will be more suitable for your intended project.

Contact Details:
Esinam Avornyo
University of Cape Coast, Ghana
esinam.avornyo@ucc.edu.gh

Junlin Yu

My name is Junlin Yu, and I completed my PhD in the 2019-20 academic year. Across three studies, my thesis investigates the motivational processes contributing to the gender gaps in school engagement and achievement. An article-based thesis aligns well with my goal of pursuing a career in academia. This format is common in my subfield (psychology of education). Writing theses in this format provides useful training for writing journal articles and has helped me build my CV and get hired after my PhD.

With an article-based format, writing up papers is simultaneous with writing up the thesis. I wrote my first article using secondary data while I was collecting new data for other studies. I ended up submitting a relatively short thesis (~40,000 words) that contained three papers at different stages of the publication process.

Here are a few things that have helped me:

1. Have early conversations with your supervisor. Design and propose multiple studies as part of the registration report, with a view of turning them into journal articles. Sometimes it is difficult to dissect one large study into separate papers in an ad hoc manner.

2. Coherence across studies is key. Are they collectively addressing an important issue? How do they build on each other? Use the introductory chapter to provide a rationale for the different studies and the discussion chapter to synthesise the findings.

3. Read article-based theses online to see how others structure their theses. But always follow the local guideline.

Contact Details:
Junlin Yu
https://sites.google.com/view/junlinyu

---

Thank you to our authors: Lenka Janik-Blaskova, Laura Cashman, Bea Simpson, and Gabby Arenge.

Lenka Janik-Blaskova is a Lecturer in Education Psychology at the University of Exeter. She researches peer relationships, mental health and wellbeing, and playful learning. Twitter: @LenkaJBCam

Laura Cashman is a second-year PhD student quantitatively researching stakeholder engagement in education in the Global South. Twitter: @LauraNiChiosain

Bea Simpson is a second-year PhD student who is researching “Early Childhood Education Provision, Access and Learning Outcomes in Uganda Using Government Sources and Citizen Led Data”. Twitter: @beasimpson19

Gabby Arenge is a second-year PhD student researching the processes and catalysts of pedagogic change in Botswana primary schools. Twitter: @GabbyArenge

Featured photo by Ashkan Forouzani on Unsplash.

Making Sense of the Multi-Study PhD: Six Frequently Asked Questions

This blog is a follow-up from part one where we introduced the concept of multi-study theses, as an exciting and relevant approach to doctoral studies at the Faculty of Education. For those new to the topic, we explain what a multi-study PhD is in detail in part one. We now move on to answer a few questions showcasing the joys and perils of the multi-study approach, to help you decide whether it is right for you. So, let’s get started!

1. What does a multi-study thesis look like?

The multi-study thesis should be greater than the sum of its (multiple) parts. While each of the individual studies can serve as stand-alone pieces of research, collectively, they should contribute to the main research objective or question. In the thesis, the main research question acts as a navigational compass, guiding the overall flow and narrative, and like glue, binding the multiple studies together into a cohesive and compelling report. More practically speaking, multi-study theses include an introduction, an integrative discussion, and a concluding chapter to demonstrate how each study contributes towards the overarching research objective.

2. Are multi-study projects inherently multi- or mixed-method?

While multi-study projects are well-suited for multi-mixed method designs, they do not have to include multiple methods. For example, Laura plans to use quantitative methods to investigate two research questions arising from the same secondary data. However, multi-study projects often feature different methodologies and methods for some or all studies, to investigate different facets of the same research problem or research population. Gabby and Bea’s multi-study projects, for example, feature a mix of systematised literature reviews and syntheses, document and policy analysis, and case study research, ultimately building a textured and nuanced understanding of the research phenomenon with diverse data and analytic methods.

3. How many studies are included in a multi-study?

It depends! Some multi-study theses include as many as four studies, while others include two. The number of studies should be guided by your research conceptualisation, approach, and methodological design in consultation with your supervisor.

4. What are the benefits of adopting a multi-study approach?

There are so many!

a. It can sharpen the focus of your research aim and plans

Structuring a PhD project as a multi-study can serve as a useful thinking tool for conceptualising multiple – inter-related but different – parts to a PhD project. This especially applies to more complex explorations of research topics and research objectives. For example, when exploring school inclusion, considering the beliefs, attitudes, and experiences of multiple stakeholders (e.g. teachers, children) can be done through separate studies, each focusing on a specific target group. From a practical perspective, the multi-study PhD splits the project into more manageable chunks of work and can offer multiple, faster deadlines, which make the research process easier to manage and more enjoyable. Completing a study gives a sense of accomplishment, encouraging a doctoral researcher on a lengthy PhD journey.

b. It can develop your skills as a researcher

Doing a multi-study PhD has academic benefits beyond the PhD process and viva examination. It supports developing multiple ‘researcher’ skills, such as becoming adept at and using different research methods and conducting a variety of analyses. The vision of doing shorter studies helps early researchers think and write concisely; an essential skill for communicating the findings for a varied audience.

c. It is a flexible, adaptable approach

One of the key practical benefits in context of the COVID-19 pandemic, has been the flexibility of a multi-study approach. Practically, we have been able to adapt our original research plans to ask the same research question in a new way and/or research the original topic with new, varied methods. While this has been especially valuable during COVID-19’s prolonged uncertainty, having split the PhD into a number of self-contained studies allowed for flexibility along the way. Additionally, a multi-study PhD has the potential to lend itself to a reflexive research design, where the first stages of a research project directly inform later stages.

d. You may find it easier to publish during your PhD programme

A multi study PhD is designed in such a way that it can be easier to publish the PhD in study sections, therefore building up publication skills during your PhD journey and enabling students to graduate with published papers. Having some papers published or accepted to peer review gives further credibility to the PhD project, which may be beneficial for the viva examination. Even if the papers have not been accepted before the viva, comments received during the peer review process are helpful for revising parts of the thesis or preparing answers to questions that are likely to be raised during the viva.

5. What are some of the challenges of the multi-study approach?

The multi-study approach can feel like you’re doing not just one PhD but multiple!  The process can be rewarding but also challenging, so we recommend always discussing potential structures for your thesis with your supervisor before adopting any particular approach. A few common challenges we have experienced include:

a. Ontological and methodological coherence

Even if the multi-study project employs different methods, the studies and final thesis should have ontological and methodological coherence. While this is true for any thesis, ensuring your ontological and epistemological frameworks align across several studies, means designing the research thoughtfully and intentionally from the beginning and regularly checking to ensure that any shifts in research methods (due to adaptive designs) do not threaten the theoretical or epistemological coherence.

b. Conceptual coherence

Multi-studies require all parts of your studies to be conceptually connected, so that the whole PhD has one coherent ‘story’ and is not a collection of independent studies.

c. Time and project management

It is easy to get heavily invested into one study and not save enough time for your second or third study. It is a constant challenge to ensure that the multiples studies do not turn into two to three PhDs, instead of the one with different sub-studies. We recommend considering how long it will take to develop certain methodological skills, if you’ll be using several different methods alongside of the process of actually generating, analysing, and writing about your data.

6. How do I know if the multi-study approach is right for me?

Not all projects lend themselves to being a multi-study thesis. While not an exhaustive list, here are some of the questions that students should be asking themselves prior to conceptualising their project as a multi-study thesis.

The research questions in a multi-study can be independent questions that look at different aspects of the research focus or they can be a single overarching research question with sub-questions addressing different aspects of the research focus. Do your research questions lend themselves to being answered in the form of a multi-study? Do each of the studies ‘speak to each other’ in answering the overall research focus? If not, can they be adapted to ‘speak to each other’?

A multi-study may add to your workload – is it worth it? Is this doable in terms of time, workload, and word count?

This can be an uncommon approach depending on your discipline. Examiners, supervisors, and/or advisors may not be comfortable with this type of thesis. Have you had/planned a conversation with your supervisor to ensure this is a viable option? Can you justify using such a design?

We hope that part two of this series has answered some of your questions regarding the multi-study approach. However, we are aware that it probably has not answered all your questions! If you would like to continue this conversation, join our Moodle page. To gain access to our shared resources and mailing list, you can self-enrol here. We will also be publishing part three of this blog series soon, where we will explore case studies of students who have undertaken PhDs using different multi-study approaches and their experiences of doing so.

---

Gabby Arenge is a second-year PhD student researching the processes and catalysts of pedagogic change in Botswana primary schools. Twitter: @GabbyArenge

Bea Simpson is a second-year PhD student who is researching “Early Childhood Education Provision, Access and Learning Outcomes in Uganda Using Government Sources and Citizen Led Data”. Twitter: @beasimpson19

Laura Cashman is a second-year PhD student quantitatively researching stakeholder engagement in education in the Global South. Twitter: @LauraNiChiosain

Featured photo by Green Chameleon on Unsplash.

Tips from a dyslexic postgraduate student (not just for people with dyslexia!)

I wasn’t ‘officially’ (whatever that means) diagnosed with the specific learning difficulty of dyslexia until my first year of undergraduate study. The institution screened everyone on admission and to be honest, it wasn’t a big surprise to me when I found out I was. I’d always struggled to spell; my reading speed was bleak, and I couldn’t for the life of me ever remember what I had just been told to remember. Although my dyslexia presents itself pretty much in line with many formal definitions, such as, “a learning difficulty that primarily affects the skills involved in accurate and fluent word reading and spelling”, it is important to remember that dyslexia can and does affect people in many different ways (Rose, 2009).

For someone who struggles to read quickly, spell consistently and remember things easily, signing up for a postgraduate degree (which involves lots of reading, writing, and remembering) might sound like a questionable choice to begin with. I was always annoyed in school that students with dyslexia were pushed towards more ‘creative’ subjects, even when this wasn’t what they enjoyed the most or even particularly felt they were ‘best’ at. I still have the same feeling of annoyance throughout all stages of education. Education research is what I’m most interested in; it’s what I love and what (in my modest opinion) I’m not too bad at. I won’t let dyslexia stop that for me. Don’t get me wrong: it’s not easy (dyslexic or not). It takes me ages to read the set readings, following ideas in lectures can be exhausting, and organising my words in essays is also a massive challenge. Nonetheless, I’m determined to do what I love, even if it might offer me a few more or higher hurdles to jump. If anything, my dyslexia has given me more of a personal determination to carry on with postgraduate research and study.

Below I’ve outlined five of my personal and most valuable tips for anyone pursuing postgraduate studies with dyslexia. Most importantly, the best thing I’ve learned about dealing with dyslexia is that the strategies that help people with dyslexia also help EVERYONE. Good practice for students with dyslexia is good practice for all students, so these tips shouldn’t be for an exclusive audience.

1. Find your proofreading queen/king

Having someone to read through my work/important emails/blog posts (thanks Grandad) is a lifesaver. The best thing is that they don’t even need to have any knowledge of my subject. I’m not asking for my ideas or theory to be checked (important to remember dyslexia doesn’t change my intellectual thought—only the ways in which that ability can sometimes come out). I’ve actually found it even better when proofreaders don’t know what I’m writing about; it keeps them focused on the bits I need checking! We are also lucky to be at an institution where people are nosy and want to read anything they can get their hands on. Take advantage of that and make the most of your peers’ inquisitive nature. 

2. Don’t sweat the small stuff

I’ve had to learn pretty quickly not to sweat the small stuff. So, what if an email has a few mistakes in it? Ok, if it’s an important one then maybe get someone to read over it. If your notes are only decipherable to you, who cares! You don’t fully understand a lecture? Don’t worry, you’ll probably get the next one. If someone in the faculty of education can’t excuse a mistake here or there, then who can?

3. Accept and own

For me, it’s not a matter of ‘overcoming’ dyslexia. If my reading speed was going to improve after four years of academia and attending all the dyslexic tutoring in the world, I’m sure it would have by now. Although dyslexia isn’t something I feel I can ‘get rid of’, that doesn’t mean there aren’t things I can do to make things easier. As for owning dyslexia, I’ve now made it an important part of my research and writing style. For me, not that it’s my only option, but to write simply in short sentences and use jargon only when it is truly needed is something that I feel more researchers should aim to do. I think it’s about time the idea that all academics are writing experts who produce long, complicated, fiendishly hard texts to digest is shaken off. Talk about making research more accessible, right?

4. Make the most of support

Just think, if it took you an extra 30 minutes to read each text this term, then a few days extra on that deadline doesn’t seem so unreasonable after all, does it? My advice would be to take full advantage of any support you are entitled to. Things should be (and usually are in my experience) accessible; if you don’t feel like they are, ask, seek help, make changes. The students behind you will be thankful. At first thought, a ‘study skills tutor’ sounded a bit naff, but it has turned out to be a huge help, and I now really look forward to the sessions. Moreover, if the Faculty of Education can’t be and aren’t there to offer support to dyslexic learners, then who is?

5. Study smart

I’m not saying cut corners, but don’t make unnecessary extra work for yourself. This sounds a bit rich coming from someone who has voluntarily offered to write a blog post, twice! But if you really want to do something, do it when it suits you (I wrote this over the holidays). Be in control of what you say yes and no to, especially at busy times. I always try and seek ways of ‘killing two birds with one stone’. My biggest ‘two birds one stone’ activity is using my laptop as a reading aid. If you’re a slow reader, why read when you can get your laptop to read for you? That way, I can listen, read, and make notes all at the same time.

I hope these thoughts and tips, which have helped me, can help not only fellow dyslexic students but everyone attempting postgraduate studies alike.

References:

Rose, J. 2009. Identifying and teaching children and young people with dyslexia and literacy difficulties. DCSF. http://www.thedyslexia-spldtrust.org.uk/media/downloads/inline/the-rose-report.1294933674.pdf.

Alys is a first-year PhD researcher at the Faculty of Education. Her academic interests lay in identities, belonging, citizenship, and nationality in Education. Her PhD thesis intends to investigate current pupil perception of national identities in Wales using creative research methods. Previously, her MPhil thesis looked at identity and belonging and the discursive construction of these ideas through the building of the New Curriculum. She is also an ESRC DTP 1+3 scholar who studied at the faculty for her MPhil in Knowledge, Power and Politics. Find her on Twitter: @AlysRoberts

From studying German to pursuing Education in Cambridge: how I found my path

One of the greatest difficulties I faced in my teenage years was finding my “passion”. Growing up in a small city in Romania, I was not particularly interested in any subject offered by my school. I always enjoyed studying and I was usually curious to learn more about different topics, but there was no particular subject I was fascinated with (or at least, interested enough in) to dedicate more time for it outside school. However, in the 5th grade, after winning a regional prize in an English competition (which, for a 10-year-old meant a lot), I found that I enjoyed learning English, particularly the grammar aspect of the language, slightly more than any other subject at that moment.

I remember struggling because I was not sure what I could do with my life if I was good at English. This question might still be too complex to be answered here. But I joined student groups doing additional English courses with specialized professors for regional and national English language competitions and this opened my eyes to the world of languages. I then continued studying English in university, and alongside English, I chose German.

But why German among so many atypical languages? Truth is, I knew German could be useful and might open some doors (I know now I was not wrong). I owe all my knowledge and vivid passion for German to my Swedish professor back in Bucharest who was an amazing educator. With her enthusiasm and dedication for teaching, she managed to show me the beauty of German, despite its long words and difficult pronunciation. As someone who initially found German to be dreadfully difficult, I would now go home after classes to study German vocabulary and grammar for many hours without realizing how quickly time passed by. As driven and passionate as I was, I started considering the future I would have in the workforce coming from a Language Studies background.

Sometimes you can have a huge passion for something, but that doesn’t necessarily mean the job prospects are exciting in that area. Many people graduating from Language studies work in companies, do translations or become language teachers. For me, the above employment options sounded quite good, but they didn’t quite excite or motivate me, and I knew that. I knew I would not turn my German studies into a full-time job. I wanted something else, and I had no idea what.

So, as I approached graduation and the deadline for applying to graduate programs, I watched as many of my classmates signed up for Masters’ programmes. I, on the other hand, decided to take a year off before applying to figure it out; that so-called “gap year”. I was quickly accepted for an entry-level position in the German Department of Apple at the European Headquarters in Ireland where I would spend the next six months of my life. Although I enjoyed this work, I felt a strong desire to do a bit more for the local community, so I volunteered in a Refugee Centre in Cork where I taught English to two young refugee girls from Sudan and Ethiopia every day after work. Little did I know how much of an impact that simple volunteering work would have on the next year of my life!

I quickly fell in love with working in the Centre. I could not wait to finish my work every day to get there and meet my students! To me, it was more than just ‘work’ or a fun volunteering experience to look good on the CV – being able to help these young girls with their self-confidence and language skills was extremely fulfilling on a personal level. For instance: seeing two young women finding the resilience, courage and determination to go to school, attend English lessons and work to rebuild their lives in a completely new country was a huge inspiration! Thinking that I, as a language teacher, had a small role in their cultural integration and well-being through their education brought me a lot of joy and raised many more questions on what other impacts I could make in this world.

After a few weeks of working in the Centre and seeing the language progress of my students, it first occurred to me – I have to pursue my Master’s in Education! I remember looking for programs in education all around Europe for hours and hours, day by day, for many months. I was torn between this new passion I had discovered for education and my lack of knowledge about what “education” really meant, aside from classroom teaching which is what typically came to my mind and what most people think of every time they hear ‘I study education’. I never thought it was possible to have a passion for a subject without knowing exactly what it was about. I felt somehow responsible to improve education practices and “make the world a better place” through education but I had no idea how to do that. Wanting to further explore the field, I started reading some good educational journal articles, and following people on LinkedIn (of all places) who were doing education policy work, academic research or development work in education. But I could not just ignore my passion for German and foreign languages! That is why, I incorporated language studies into my Master’s of Education by choosing the RSLE path and currently researching the EU language policy!

I must say, for all of you reading this: studying education at postgraduate level is not easy at all. But looking back now to this whole year of self-discovery and continuous learning, it was all worth it! And coming from a non-education background was not that bad – definitely gave me the chance to explore more fields, travel around and discover how my passion can match a job prospect that I am actually excited about. I now feel lucky that I got to study German because it brought me here – happy with how things worked out in the end!

Lorena Chiran is a MPhil graduate at the Faculty of Education whose research focused on the relationship between agency and structure in enacting the European Union policy on multilingualism in higher education institutions in Eastern Europe. Email: lfc37@cam.ac.uk.