http://bura.brunel.ac.uk/handle/2438/8606 ^ Moving to College of Arts, Law and Social Sciences 2026-04-21T23:37:47Z http://bura.brunel.ac.uk/handle/2438/31942 Title: Views and practices on gifted education in primary schools: A comparative study of England and Türki̇ye Authors: Kalay, Süleyman Naci Abstract: Gifted education encompasses the pedagogy, procedures, and theories for educating gifted and talented (G&T) children. Globally, the recognition of G&T children's needs has underscored the significance of this field. Governments typically adopt one of two policy approaches: one explicitly identifies and supports G&T children, as seen in Türkiye, while the other promotes equity by providing equal opportunities for all students, as in England. This research explores how primary school teachers in non-selective schools in England and Türkiye approach the education of G&T children. It examines national policy contexts, teachers' interpretations of 'giftedness and talent,' and the pedagogies and methods they employ. In England, data collection focused on London schools selected based on socio-economic levels and free school meal eligibility. Semi-structured interviews were conducted, and thematic analysis applied. In Türkiye, a purposive literature review was undertaken, with the emerging themes from England's thematic analysis applied to analyse the data through deductive content analysis. Findings reveal that teachers in both countries primarily conceptualised giftedness and talent as academic success, emphasising cognitive traits like quick learning and strong memory. However, challenges differed significantly. In England, general education policies, such as rigid curricula and league tables, emerged as primary barriers to effectively addressing the needs of G&T children. Conversely, in Türkiye, teachers grappled with issues arising from both general and gifted education policies, including inadequate implementation and the lack of integration of gifted education into the primary school system. Common challenges included limited resources, insufficient teacher education, and time constraints. Educational practices also varied. England employed diverse identification systems, with academic performance playing a key role, while Türkiye used a consistent nationwide identification process. English teachers favoured differentiation and enrichment activities, whereas Turkish teachers relied heavily on supplementary programmes like Science and Art Centres (SACs). Concerns about acceleration and grouping practices emerged in both countries. Despite differing approaches, significant barriers remain in addressing the needs of G&T children effectively. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2025-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/31891 Title: Examining critical spaces within the Hong Kong Chinese history curriculum framework Authors: Lee, Michelle Wing Yin Abstract: This thesis examines how the State’s hegemonic power shapes education and constructs Chinese national identity in the subject ‘Chinese History’ that is taught in Hong Kong secondary schools, particularly after the 2019 Anti-Extradition Law movement. The research aims to understand how the Hong Kong government transmits the State ideologies and narratives from policies to the Chinese History curricula and textbooks, and to evaluate the critical spaces available for teachers to engage in critical pedagogy. By employing a critical paradigm informed by Gramsci and Althusser on hegemony and power, as well as Freire and Giroux on critical pedagogy, and utilising Fairclough’s critical discourse analysis as the methodological approach, this study analysed the Hong Kong policy addresses from 2011/12 to 2022, the Chinese History curricula, and three Chinese History textbooks to examine how dominant ideologies are constructed and transmitted through the education system. The analysis reveals that the State-approved Chinese national identity is characterised by four key elements: (1) cultivating national consciousness, (2) developing emotional attachment to the nation, (3) expecting contributions to national betterment, and (4)respecting national symbols. The curricula and Chinese History textbooks align closely with the policynarrative to reinforce the ideology and emphasise conformity. While developing students’ critical thinking is also one of the objectives of the subject ‘Chinese History,’ the broader sociopolitical environment, State policies and education policies appear to shift the focus toward fostering a unified understanding of national identity. This has created tensions for teachers to fulfil the expectations to transmit the State narrative while engaging in critical dialogues. This thesis argues that the broader State’s hegemonic influence has instrumentalised the teaching of Chinese History as an ideological apparatus, aiming to reconfigure teachers as state agents and restrict the spaces available for cultivating critical consciousness. Despite the narrowing of critical spaces, the study highlights the potential for resistance through the philosophical foundations of critical pedagogy and Paulo Freire’s pedagogy of hope. By positioning themselves as transformative intellectuals, teachers can reclaim their agency and empower students to develop critical consciousness and cultivate students’ capacity to interrogate dominant narratives, disrupt hegemonic ideologies, and critically engage with the construction of national identity. This multifaceted analysis offers timely insights into how government policies can systematically penetrate the education sector to reinforce ideological conformity, sustain political dominance, and marginalise dissent—a dynamic that reflects broader global patterns of ideological control and state influence. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2025-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/31550 Title: An exploration of the religious nature of Islamic private schools: What makes a school ‘Islamic’ and why does it matter? Authors: Haqpana, Sulaiman Abstract: The rise of Islamic private schools in the United Kingdom has generated considerable debate, raising crucial questions about the intersection of religion, identity, and education in a multicultural society. These schools function as spaces where educational, religious, ethno-cultural, and political values intersect, shaping the identities of Muslim pupils and their communities. This study explores what defines an "Islamic" school, why it matters to Muslims and the overall educational landscape in the United Kingdom, and how these schools navigate competing priorities and socio-political dynamics. Using a qualitative ethnographic approach, this research examines two Islamic private schools—one primary and one secondary—through in-depth fieldwork. Semi-structured interviews with school officials, parents, and students offer insights into stakeholder motivations and expectations. Focus group discussions with primary-level students, along with participant observations of classrooms, prayer venues, and playgrounds, enrich the analysis of how the Islamic ethos and pupils’ identities are shaped and nurtured in practice. The findings reveal three critical dimensions. First, they demonstrate how stakeholders influence the curriculum and school environment, resulting in an "Islamised" educational framework that integrates spiritual, moral, and academic development. However, the absence of a standardised Islamised curriculum emerges as a significant challenge. Second, this research builds on earlier studies by exploring four dimensions of identity formation—religious, ethno-cultural, political, and multi-dimensional. It uncovers how Islamic schools serve as sites for resisting and (re)negotiating identity politics, engaging with questions of citizenship, Britishness, and belonging, while hybridising Muslimness with British values to counter Islamophobia and far-right rhetoric. Finally, the study highlights the multi-faceted nature of parental expectations, revealing how these shape the curriculum, school environment, and ultimately, the identities of Muslim pupils. By examining the religious nature of these schools and its implications, this research addresses a critical gap in understanding the evolving role of Islamic education within contemporary Britain. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2024-01-01T00:00:00Z http://bura.brunel.ac.uk/handle/2438/31522 Title: How school students’ science identity is influenced by their gender, religion, and ethnicity through the lens of intersectionality Authors: Bilen, Gamze Abstract: This research explores the impact of gender, religion, and ethnicity on school students’ science identities through the lens of intersectionality. In this research, science identity focusses on identification and recognition as a science person, having an interest in science, competence in science, and having a career plan in science-related fields. Intersectionality helps illuminate the influences of gender, religion, and ethnicity on the science identity of students in this research. Additionally, the study examines how obligatory and voluntary identities influence one another and highlights intersections of power, values, norms, and experiences within school, family, and broader social contexts. The research is a mixed-methods study, conducted in a secondary school in a London borough with Year 10 students and their science teachers. Data were collected from a questionnaire completed by 145 students, seven science teacher interviews, and five student interviews. Some teachers believe gender does not affect science identity, while others note image issues among students. The impact of ethnicity on participants’ science identity is related to the importance of being successful in science and having career plans in science-related fields, especially in medicine, dentistry, or engineering. Religion can influence the teaching of controversial topics like evolution, and teachers emphasise the importance of inclusive education. Religion also shapes students’ science identities by influencing their career plans through cultural interpretations. The percentage of students with a science identity is 21%. Among students who have a science identity, religion is more important to them. While gender biases and social norms can negatively affect students by making them feel excluded. The movement and unity of women have been and will continue to be inspiring and supportive for women and young women, helping them to develop and maintain their science identity and strengthen social acceptance in the field. The study provides valuable insight into how individuals experience the complex influences of these factors in developing or maintaining their science identity. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London 2024-01-01T00:00:00Z