DPhil in Education, 2008
University of Sussex, Brighton, United Kingdom
“Curriculum and the construction of learners’ identities: A case study of Pakistan”, Adviser: Professor Mairead Dunne
MSc Social Research Methods in Education, 2005
University of Sussex, Brighton, United Kingdom
Post Graduate Certificate in Teaching and Learning in Higher Education, 2014
University of Sussex, Brighton, United Kingdom
Courses taught at GSE:
- EDUC 600 Research Methods 1
- EDUC 670/671 Work-based Project
- EDUC 600 Research Methods 11
- EDSE 690 Thesis Seminar 1
Thematic areas of research specialization:
Sociology of education; social, cultural, political and economic influences on education; policy formulation; outcomes of education on social and gender relations
Education policy; curriculum; teacher education; gender; citizenship; citizenship education; social justice
Geographic areas of research specialization
South Asia (Pakistan), Sub-Saharan and West Africa (Nigeria, South Africa, Rwanda and Senegal), the Middle East (Occupied Palestinian Territories and Lebanon) and Europe (United Kingdom), Kazakhstan and Central Asia
- Higher education and youth citizenship in Pakistan (Research Opportunity Fund, University of Sussex; £1494.68) – Principal Investigator (2017)
- Language in education policy in Pakistan: developing policy recommendations and advocacy for implementation (ESRC Impact Acceleration Fund; £1350) – Principal Investigator (2017)
- Engaging teachers in peacebuilding in postconflict contexts: evaluating education interventions in Rwanda and South Africa (funded by ESRC/DFID; £453,000.00) – Co-Principal Investigator; with Prof Yusuf Sayed as Principal Investigator (2015-2017)
- Research Consortium on Education and Peacebuilding in Pakistan, Uganda, Myanmar, and South Africa (funded by UNICEF New York; $1,076,404), Co-Principal Investigator and Lead Researcher on Pakistan, with Professor Mario Novelli as Principal Investigator (2014 – 2016)
- Operational Research 2 Study of the Female Teacher Training Scholarship Scheme in Nigeria (funded by DFID; £67,645.00) – joint- Principal Investigator with Professor Mairead Dunne (2013-2014)
- Pedagogy, curriculum, teaching practices and teacher education in low- and middle-income countries (Funded by DFID; £59,757) – Co- Principal Investigator, with Dr Jo Westbrook as Principal Investigator (Jan -Oct 2013).
- Youth as active citizens (YAC) for their rights to education and sexual and reproductive (funded by SIDA; £57,092) – Co- Principal investigator, with Prof Mairead Dunne as Principal Investigator (2011-2012).
- Impacts and cost effectiveness of strategies to improve the performance of untrained and under-trained teachers in the classroom in developing countries (funded by AusAID; £53,801); Co- Principal Investigator, with Prof John Pryor as Principal Investigator and Dr Jo Westbrook as Co- Principal Investigator (2011-2012)
Reviewer for Funding Bodies:
- Academy of Finland; Academy’s Programme in Development Research Review Panel 2018
- Commonwealth Scholarship Committee, United Kingdom (since 2015)
- Kadiwal, L & Durrani, N. (2018): Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts, British Journal of Educational Studies, DOI: 10.1080/00071005.2018.1533099
- Nishioka, S. and Durrani, N. (2018) Language and cultural reproduction in Malawi: Unpacking the relationship between linguistic capital and learning outcomes. International Journal of Educational Research. https://doi.org/10.1016/j.ijer.2018.09.008
- Durrani, N. and Halai, N. (2018) Dynamics of gender justice, conflict and social cohesion: Analysing educational reforms in Pakistan. International Journal of Educational Development, 61: 27-39.
- Halai, A. and Durrani, N. (2018) Teachers as agents of peace? Exploring teacher agency in social cohesion in Pakistan. Compare: A Journal of International and Comparative Education, 48 (4): 535-552.
- Yusuf, S., Badroodien, Y., Omar, Y., Ndabaga, E., Novelli, M., Durrani, N., Barrett, A., Balie, L., Salmon, T., Singh, M., Utomi, J., Bizimana, B., Rubagiza, J., Ntahomvukiye, C., Kaleeba, A., Habumuremyi, J. M. V. and Rwabyoma, A. S. (2018) The Role of Teachers in Peacebuilding and Social Cohesion in Rwanda and South Africa, ESRC/DFID Research Report, University of Sussex, UK.
- Dunne, M., Durrani, N., Fincham, K., Crossouard, B. (2017) Troubling Muslim Youth Identities. Nation, Religion, Gender. Basingstoke: Palgrave Macmillan.
- Durrani, N., Dunne, M., Fincham, K., Crossouard, B. (2017). Pakistan: converging imaginaries in an Islamic nation. In: Dunne, M., Durrani, N., Fincham, K., Crossouard, B., Troubling Muslim Youth Identities: Nation, Religion, Gender. Palgrave MacMillan, Basingstoke (pp. 77–125).
- Crossouard, B., Dunne, M. and Durrani, N. (2017) Silencing youth sexuality in Senegal: intersections of medicine and morality. Gender and Education. ISSN 0954-0253 http://dx.doi.org/10.1080/09540253.2017.1296115
- Durrani, N., Halai, A., Kadiwal, L., Rajput, S.K., Novelli, M and Sayed, Y. (2017) Education and Social Cohesion in Pakistan: Summary Report Pakistan. Research Consortium on Education and Peacebuilding, Centre for International Education, University of Sussex.
- Halai, A. and Durrani, N. (2016) Teacher governance factors and social cohesion: insights from Pakistan. Education as Change, 20 (3): 7-75.
- Dunne, M., Durrani, N., Crossouard, B. and Fincham, K. (2015) Youth researching youth: reflections from a multi-country study of youth claiming rights to education and sexual reproductive health. In Bastien, S., and Holmarsdottir, H. B. (eds.), Youth at the Margins: Experiences from Engaging Youth in Research Worldwide. Rotterdam: Sense Publishers (pp. 299-316)
- Durrani, N. (2013) Pakistan: curriculum and the construction of national identity. In: M. Ahmad (Ed.) Education in West Central Asia. Education around the World. London: Bloomsbury Academic (pp. 221-239).
- Horner, L., Kadiwal, L., Sayed,Y., Barrett, A., Durrani, N. and Novelli, N. (2015) Literature Review: The Role of Teachers in Peacebuilding, Research Consortium, Education and Peacebuilding, Centre for International Education, University of Sussex.
- Dunne, M., Durrani, N., Humphreys, S., Kaibo, K., Sankey, S. Dauda, M. Akogun, O. and Ezegwu, C. (2014) Operational Research 2: Study of the Female Teacher Training Scholarship Scheme. Oxford: Oxford Policy Management.
- Dunne, M., Durrani, N., Crossouard, B. and Fincham K. (2014): Youth as active citizens report: youth working towards their rights to education and sexual reproductive health. Project Report. Oxfam Novib/SIDA, The Netherlands.
- Westbrook, J., Durrani, N., Brown, R. S., Orr, D., Pryor, J., Boddy, J. and Salvi, F. (2014) Pedagogy, curriculum, teaching practices and teacher education in developing countries. Technical Report. EPPI-Centre, Social Science Research Unit, Institute of Education, University of London, London.
- Orr, D., Westbrook, J., Pryor, J., Durrani, N., Sebba, J. and Adu-Yeboah, C. (2013) What are the impacts and cost-effectiveness of strategies to improve performance of untrained and under-trained teachers in the classroom in developing countries? London: University of London.
- Durrani, N. and Tariq V.N. (2012) The role of numeracy skills in graduate employability, Education + Training, 54(5), pp 419-434.
- Tariq, V. N. and Durrani, N. (2012) Factors influencing undergraduates’ self-evaluation of numerical competence, International Journal of Mathematical Education in Science and Technology, 43 (3): 337-356.
- Durrani, N. and Dunne, M. (2010) Curriculum and national identity: exploring the links between religion and nation in Pakistan, Journal of Curriculum Studies, 42(2): 215 – 240.
- Durrani, N. with Shah, N. (2010) Language policy, identity and power: the status and teaching of English in Pakistan. In: S. Clarke, P. Dickinson and J. Westbrook (Eds.) The Complete Guide to Becoming an English Teacher. London: Sage. Second Edition (Pp. 324-329).
- Tariq V. N., Durrani, N., Lloyd-Jones, R., Nicholls, D., Timmins, G. and Worthington, C. (2010) Every Student Counts: Promoting Numeracy and Enhancing Employability. Preston: University of Central Lancashire.
- Durrani, N. and Tariq, V. N. (2010) Campus-wide: comparing undergraduates’ conceptions of mathematics and their attitudes and approaches to developing numeracy skills. In: D. Green (Ed.) Proceedings of the CETL-MSOR Conference 2009, 7-8 September 2009, The Open University, Milton Keynes. Birmingham: The Maths, Stats & OR Network (Pp 25-30).
- Durrani, N. and Tariq, V. (2009) Relationships between undergraduates’ mathematics anxiety and their attitudes towards developing numeracy skills and perceptions of numerical competence. Proceedings of the ICERI 2009 International Conference of Education Research and Innovation, 16-18 November, Madrid, Spain, pp. 787-794.
- Westbrook, J., Shah, N., Durrani, N., Tikly, C., Khan, W. & Dunne, M. (2009) Becoming a teacher: Transitions from training to the classroom in the NWFP, Pakistan, International Journal of Educational Development, 29(4): 437-444.
- Tariq, V. and Durrani, N. (2009) Every Student Counts: Promoting Numeracy and Enhancing Employability. A National Teaching Fellowship Scheme Project, MSOR Connections, 19(1): 7-11.
- Durrani, N. and Tariq, V. (2009) Employers’ and students’ perspectives on the importance of numeracy skills in the context of graduate employability. In: D. Green (Ed.) Proceedings of the CETL-MSOR Conference 2008, Lancaster University, 8-9 September 2008. Birmingham: The Maths, Stats & OR Network (Pp. 18-24).
- Durrani, N. (2008) Schooling the ‘other’: representation of gender and national identities in Pakistani curriculum texts, Compare: A Journal of Comparative and International Education, 38(5): 595-610.
- Durrani, N. (2007) Forging identities through schooling: tensions and contradictions between religious and national identities in Pakistan, The International Journal of Diversity in Organizations, Communities and Nations, 7(1): 249-256.
- Durrani, N. (2007) Identity wars in the curriculum: gender and the military in Pakistani national identity. In: F. Leach and M. Dunne (Eds) Education, Conflict and Reconciliation: International Perspectives. Bern: Peter Lang (Pp. 253-268).