Професор Наурин Дуррани

Телефон: +7(7172)705814

ResearchGate: https://www.researchgate.net/profile/Naureen_Durrani2

Мамандануының  бағыты: Мектептегі білім беру

Overview:

I joined NUGSE as Full Professor in August 2018 from the University of Sussex where I convened the internationally regarded MA in International Education and Development. In addition, I have teaching and research experience at Northumbria University (UK), the University of Central Lancashire (UK) and the University of Peshawar (Pakistan). I have a wide range of international experience in teaching and research alongside knowledge exchange and stakeholder consultation. My research interests lie in the sociology of education and the broader outcomes of education for individuals, social groups and society. My research projects have been funded by leading funders in international education including the Economic and Social Research Council (ESRC) UK, Department for International Development (DFID) UK, UNICEF New York, OxfamNovib/Swedish International Development Cooperation Agency (SIDA) and the Australian Agency for International Development (AusAid).

Education

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 Area:

School Education

My research interests are in the sociology of education. I am interested in the social, cultural, political and economic influences on education policy formulation and enactment and the broader outcomes of education on social and gender relations.

Research Sub-themes:

Education policy; curriculum; teacher education; gender; citizenship; citizenship education; social justice

Doctoral Supervision:

I look forward to enquiries from prospective students within my research expertise. I have supervised the following students to completion at the University of Sussex: 

• Albert Tarmo - Secondary science school teachers’ engagement with constructivist pedagogies in Tanzania (2017)
• Susan Delali Doe Berdie – “Facilitation of adult literacy: a case within the Ghana National Functional Literacy Programme” (2017)
• Tsuyoshi Fukao – “Teacher Motivation and incentives in Cambodia” (2016)
• Evelyn Oduro – “Assessment in mathematics classrooms in Ghana: a study of teachers’ practices” (2015)
• Peter Wright – “Teaching mathematics for social justice: translating theories into practice” (2015)
• Jane Jerrad – “What does “quality” look like for post-2015 education provision in low-income countries? An exploration of stakeholders’ perspectives of school benefits in village LEAP schools, rural Sindh, Pakistan” (2014).

Geographic Areas:

My ongoing and past research has focused on 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) and Central Asia (Kazakhstan, Kyrgyzstan, Tajikistan and Uzbekistan). 

Funded Projects:

• The Political Economy of Education Research (Peer) Network funded by the Arts & Humanities Research Council (AHRC) UK (2 million GBP) Apr 2020 - Dec 2023. (PI Prof Alan Smith; co-PIs Prof Naureen Durrani, NU; Prof Mario Novelli, Sussex; Prof  Azeem Badroodien (Cape Town).
• GCRF (Global Challenges Research Fund) Development Award: The Political Economy of Education Research (PEER) Network, funded by AHRC (Arts and Humanities Research Council) UK, £160, 000 (July 2019 – June 2021), co-Principal Investigator, with Professor Alan Smith, the University of Ulster as PI and Prof Mario Novelli (Sussex) and Prof Azeem Badroodien (Cape Town) as co-Principal investigators.
• Partnerships for Equity and Inclusion funded by the Engineering and Physical Sciences Research Council (EPSRC), UK (PI DR Ghazala Mir, University of Leeds; co-PI Prof Naureen Durrani); budget 150K GBP Apr 2020 – May 2021. 
• Equitable access to education in the time of COVID 19 in Kazakhstan: experiences, outcomes, challenges and Possibilities (2021-2023), NU Collaborative Research Grant (USD 207,077). Principal Investigator with Co-Investigators from NU (Filiz Polat, Janet Helmer, Gulmira Qanay and Saltanat Akhmetova) and one external Co-investigator, Svetlana Shakirova, National Kazakh Women Teacher Training University.
• Education, gender and family relationships in the time of COVID 19: teachers’ and parents’ perspectives in Kazakhstan (Oct 2020 – March 2021), Partnerships for Equity and Inclusion Network for approximately £13,500, Principal Investigator (Co-investigators: Dr Janet Helmer, Prof Filiz Polat and Dr Gulmira Qanay).
• Policy enactment of mainstreaming gender equality in higher education and civil service in Kazakhstan (2021 – 2023). NU Collaborative Research Grant (USD 192,158). Co-Investigator, with Zumrad Kataeva as Principal Investigator. Other co-investigators include Saltanat Janenova (NU), Svetlana Shakirova (National Kazakh Women Teacher Training University) and Nazym Shedenova (Al-Farabi Kazakh National University).
• Gender and Schooling in Kazakhstan: A mixed-method study (2019-2021) funded by Nazarbayev University Faculty Competitive Grant (No. 110119FD4522) USD 71,708; Principal Investigator, with Dr Anna CohenMiller and Dr Zumrad Kataeva as co-PI. 
• 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:

• The Freiburg Institute for Advanced Studies - 2019
• Academy of Finland; Academy’s Programme in Development Research Review Panel 2018

Editorial contribution

• Member, College of Reviews for Compare: A Journal of International and Comparative Education
• Active reviewer for International Journal of Educational Development
• Member, Permanent Reviewers Panel of “Central Asia” ISSN 1729-9802

Publications

Peer-reviewed Journal Papers

• Durrani, N. & Crossouard, B. (2020). National Identities and the External Other in Muslim Majority Contexts: Youth Narratives in Pakistan and Senegal, Social Identities 26(3), 314-329.
• Dunne, M., Fincham, K., Crossouard, B., & Durrani, N. (2020). Gender symbolism and the expression of post-colonial national and religious identities, Social Identities, 26(3), 376-387.
• Dunne, M., Durrani, N., Fincham, K. & Crossouard, B. (2020). Pluralising Islam: doing Muslim identities differently, Social Identities 26(3), 345-360.
• Crossouard, B., Dunne, M., & Durrani, N. (2020). Understanding agency differently: female youth’s Muslim identities, Social Identities, 26(3), 361-375.
• Humphreys, S., Dunne, M., Durrani, N., Sankey, S., & Kaibo, J. (2020). Becoming a teacher: Experiences of female trainees in initial teacher education in Nigeria. Teaching and Teacher Education, 87, 102957. 
• Crossouard, B., Dunne, M. and Durrani, N. (2019) Silencing youth sexuality in Senegal: intersections of medicine and morality. Gender and Education, 31:2, 153-170. 
• Nishioka, S. and Durrani, N. (2019)  Language and cultural reproduction in Malawi: Unpacking the relationship between linguistic capital and learning outcomes. International Journal of Educational Research, 93: 1-12.
• Kadiwal, L. and Durrani, N. (2018) Youth negotiation of citizenship identities in Pakistan: Implications for global citizenship education in conflict-contexts. British Journal of Educational Studies, 66(44): 537-558.
• 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.
• Halai, A. and Durrani, N. (2016) Teacher governance factors and social cohesion: insights from Pakistan. Education as Change, 20 (3): 7-75. 
• 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.
• 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.
• 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.

Book

• Dunne, M., Durrani, N., Fincham, K., Crossouard, B. (2017) Troubling Muslim Youth Identities. Nation, Religion, Gender. Basingstoke: Palgrave Macmillan. 

Book Chapters

• Gimranova, A., Shamatov, D., Sharplin, E., & Durrani, N. (2021). Education in Kazakhstan. In CC Wolhuter & HJ Steyn (Eds.) Education Systems Entering the Twenty-First Century. (pp. 404-438). Noordbrug: Keurkopie.
• Durrani, N. & Halai, A. (2020). Gender equality, education, and development: Tensions between global, national, and local policy discourses in postcolonial contexts. In: A. Wulff (Ed) Grading Goal Four: Tensions, threats and opportunities in the sustainable development goal on quality education (PP 65-95). Brill Sense. https://doi.org/10.1163/9789004430365_003
• Durrani, N., Kaderi, A.S., & Anand, K. (2020). National identity and the history curriculum: Nation making in the shadow of partition. In: P. Sarangapani & Pappu, R. (Eds.), Handbook of Education Systems in South Asia. Springer Singapore, Singapore, pp. 1–27. https://doi.org/10.1007/978-981-13-3309-5_41-1
• Durrani N. & Nawani D. (2020). Knowledge and curriculum landscapes in South Asia. In: Sarangapani & Pappu, R.  (Eds.) Handbook of Education Systems in South Asia. In: Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_53-1
• Halai, N. & Durrani, N. (2020). School education system in Pakistan: Expansion, access and equity. In: Sarangapani & Pappu, R.  (Eds.) Handbook of Education Systems in South Asia. Global Education Systems. Springer, Singapore. https://doi.org/10.1007/978-981-13-3309-5_17-1
• 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., In Troubling Muslim Youth Identities.  Palgrave MacMillan, Basingstoke (pp. 77–125).
• Crossouard, B., Dunne, M., Durrani, N. and Fincham, K. (2017) Senegal: Muslim Youth Identities in a Secular Nation. In: Dunne, M., Durrani, N., Fincham, K., Crossouard, B., Troubling Muslim Youth Identities. Palgrave MacMillan, Basingstoke (pp. pp 127-173). 
• Dunne, M., Durrani, N., Crossouard, B. and Fincham, K. (2017) Nigeria: Muslim Youth and Internal Others in a Multi-religious Nation. In Troubling Muslim Youth Identities. Palgrave MacMillan, Basingstoke (pp 175-224).
• Fincham, K., Dunne, M., Durrani, N. and Crossouard, B. (2017) Lebanon: National Imaginaries, State Fragilities and the Shi’a Other. In Troubling Muslim Youth Identities. Palgrave MacMillan, Basingstoke (pp 225-262).
• 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).
• 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). 
• 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). 

Research Monographs

• Durrani, N., Helmer, J., Polat, F. and Qanay, G. (2021) Education, gender and family relationships in the time of COVID-19: Kazakhstani teachers’, parents’ and students’ perspectives. Partnerships for Equity and Inclusion (PEI) Pilot Project Report. Graduate School of Education, Nazarbayev University. 
• Sayed, Y., Badroodien, A., Omar, Y., Ndabaga, E., Novelli, M., Durrani, N., ... & Kaleeba, A. (2018). Engaging Teachers in Peacebuilding in Post-conflict Contexts: Rwanda and South Africa. Synthesis Report. ESRC/DFID Research Report, University of Sussex, UK.
• 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.
• 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.
• 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.

Peer reviewed publications in conference proceedings

• 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. 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. 
• 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.

Keynotes & Invited Talks

• ‘Gender, education and development: A postcolonial analysis of global policy discourses and local policy enactments’, International Conference on Emerging Trends in International Education (ICETIE), 13-14 Nov 2018,  Sukkar IBA University, Sukkur.  
• ‘Language-in-education policy in multilingual, postcolonial contexts: International insights’, Language and Learning Conference, Society for Advancement of Education (SAHE), 19-20 May 2017, Lahore.
• Official knowledge, citizenship identities and social cohesion in Pakistan. 4th International Conference on Research in Education (ICORE 2016), Institute of Education and Research, University of the Punjab, Lahore, November 23-25, 2016.
• ‘Teacher agency for social cohesion in Pakistan’,  4th International Conference on ‘Education in Pakistan: Connecting Research and Practice across Context’, 24th – 26th March 2016, University of Education, Lahore.
• “How do you love maths? It’s horrible”. Exploring some of our challenges. Graduate Numeracy Tests workshop, University of Bath 16th July 2014, funded by SIGMA network for excellence in mathematics and statistics support, South West & South Wales hub.
• Curriculum and the construction of national identities in Pakistan, Impact or Impasse: Postgraduate Research Beyond Academia, The Eighth Annual College of Arts and Social Sciences Postgraduate Conference, University of Aberdeen, 20-21 July 2011, Aberdeen.