Doctoral Researcher, Faculty of Social Sciences
Ian is currently a part-time PhD student in the School of Politics and International Relations. He holds a Master's in Development Studies from the School of Oriental and African Studies, University of London. His doctoral research uses a discourse analytical approach to understand and explain how a liberal deal was enacted in the field of education for development. Ian's research interests include global education policy, international development, discourse theory and analysis, and interpretive policy analysis.
International education policy
Discourse theory and analysis
Qualitative interpretive analysis
Post-structuralist theory in international relations
My doctoral research explains how the field of education for international development has been constructed and explores what it means for different actors. A need for better understanding arises… read more
My doctoral research explains how the field of education for international development has been constructed and explores what it means for different actors. A need for better understanding arises from the continual failures of global organisations, donor agencies, and developing country governments to meet major institutional education goals. Most studies in the field have employed positivist methods such as cost-benefits analysis to inform policy, yet interpretive research has been scarce. Supported by theories of discourse and the linguistic turn in the field of International Relations, this project combines several discourse analytical approaches relevant to the analysis of public policy to fill this gap in the research. Developing a corpus representative of the epistemic community and coding it according to organising themes and topics enables me to draw out textual residues of agent-centred beliefs. The results will offer reconciliation and highlight policy recommendations to improve key issues of quality and equal access obstructing education in less developed countries.
My Master's dissertation analysed how China's education policies linked to post-reform, market oriented social policies implemented from the 1980s onwards impacted negatively on social inequality. I presented evidence to argue that under Mao, egalitarian rule and indiscriminate education delivery benefited the rural poor, women and ethnic minorities by raising general literacy levels far more evenly than non-inclusive structures put in place after market-reform.
As an intern for the Food Ethics Council, a UK think tank supporting ethical food and farming practices, I researched and wrote policy briefings.
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