https://bura.brunel.ac.uk/handle/2438/8606 ^ Moving to College of Arts, Law and Social Sciences Fri, 28 Aug 2026 12:43:16 GMT 2026-08-28T12:43:16Z https://bura.brunel.ac.uk/handle/2438/33778 Title: Good senior secondary vocational education: Educators’ experiences with subjectification and imagination’s heartwork at a Dutch college Authors: van Waes, Jurgen Laurentius Johannes Abstract: This study investigates how educators in Dutch senior secondary vocational education (SSVE) experience, conceptualise, enact ‘good education’. It addresses a gap in the existing research by offering the first application of Hogan’s ‘imagination’s heartwork’ to the Dutch SSVE context. Combining the lenses of ‘imagination’s heartwork’ with Biesta’s domains of purpose of education, this study builds a bridge between the analytical and the continental European tradition of education research. The use of art in its various forms further adds to the new approach to research into Dutch SSVE. Employing hermeneutic phenomenology, chosen for its strength in illuminating educators’ embedded values and prejudices, the research draws on a survey of 30 SSVE educators and in-depth conversations with 12 participants. Analysis of the survey yielded six core themes, including education as fun and teacher involvement with their students. The fictionalised narratives resulting from the conversations show a myriad of perceptions about SSVE, such as ‘SSVE as the strong foundation of the country’ and ‘the headmaster as an archetype for good education’. Contrary to the prevailing education measurement focus, this study advances hermeneutic phenomenology as a rigorous methodology for vocational education studies. This study raises the question whether SSVE in its present form is actual education, and answers questions about the ways educators create opportunities for subjectification, in addition to Biesta’s other domains. It proposes Dutch vocational colleges to position themselves as hospitable, educational sanctuaries. It underlines the flaws in the Dutch education system and policy and in doing so identifies a gap in SSVE research. Eventually, this thesis makes a strong case for Hogan’s ‘imagination’s heartwork’ and Biesta’s domains of purpose of education as guiding principles in Dutch SSVE and provide actionable insights for policymakers, administrators and educators committed to the emancipation of its students in a 21st century democratic Dutch society. Description: This thesis was submitted for the award of Doctor of Education and was awarded by Brunel University London Thu, 01 Jan 2026 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/33778 2026-01-01T00:00:00Z https://bura.brunel.ac.uk/handle/2438/33556 Title: An exploration into the acculturation experiences of female Iranians after their migration to Britain following the 1979 Iranian revolution Authors: Issapour, Tooran Abstract: The Iranian Revolution of 1979 caused great changes in the status of women in Iran. Many of these changes, together with the war with Iraq, resulted in life being intolerable for many women, especially those who were highly educated, to such an extent that they and their families had no option but to leave the country and restart their lives elsewhere. This study is concerned with the experiences of 17 such women who started new lives in Britain in the 1980s and 90s, how they dealt with any lack of ability to communicate in English, how they continued their careers or started new ones, and how they coped with the effects of substantial differences in the cultural values of their previous lives in Iran and in their new country. Using face-to-face, semi-structured interviews, a large amount of data has been elicited from the participants. Analysis of this data has resulted in the following main findings. All of the women showed great strength of character, giving them determination to forge new successful lives. They all realised that learning the host language was a fundamental necessity in helping with their acculturation. Additionally, they encountered problems with the different sociocultural values of Iran and Britain. For example, living within a host society more liberal and less patriarchal than that of their home country was a factor that badly affected seven of their marriages. Moreover, homesickness and even bereavement as a result of leaving their home country was strongly felt by most of the participants. The main recommendations arising from this study are that the teaching of English to immigrants should be prioritised by the UK government and implemented competently with sufficient funding, that immigrants who have experienced trauma should be offered help and that the UN and host governments should make it clear to the Iranian ruling regime that their treatment of women, even at the current time, is inexcusable and foreign policy should be focussed upon making this clear to the authorities in Iran. Description: This thesis was submitted for the award of Doctor of Philosophy and was awarded by Brunel University London Thu, 01 Jan 2026 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/33556 2026-01-01T00:00:00Z https://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 Wed, 01 Jan 2025 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/31942 2025-01-01T00:00:00Z https://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 Wed, 01 Jan 2025 00:00:00 GMT https://bura.brunel.ac.uk/handle/2438/31891 2025-01-01T00:00:00Z