Dr Marta Moskal
(email at firstname.lastname@example.org)
Marta Moskal is a sociologist of education with an interdisciplinary background in sociology, human geography, and social policy. Before coming to Durham, Marta was Lord Kelvin Adam Smith Research Fellow at Glasgow, a Marie Skłodowska-Curie Research Fellow at the Centre of Educational Sociology at Edinburgh, a Postdoctoral Research Fellow at the Institute for Advanced Studies in the Humanities at Edinburgh, and an Assistant Professor in Social and Political Geography at the Jagiellonian University in Kraków where she also received her PhD.
Marta’s research focuses on the processes of international mobility and education from the perspective of culture, identity change and social inclusion. She is interested in the emerging issue of decolonisation in education in the global context of power relations and inclusion within and across contexts. While researching international students from the Global South, Eastern European migrant children and youth and refugee young people, she is particularly interested in the question of who is marginalised and disadvantaged in education structures. She believes this question is critical in addressing social inequalities on local and global scales. She has been principal investigator and co-investigator on a number of projects such as the AHRC Global Challenges (2019) on an intercultural pedagogy for higher education in conditions of conflict and protracted crises (co-I); ESRC (2016-19) on identity, belonging and citizenship of migrant youth in the UK (co-I); ESRC IAA (2016-17) on race equality and Scottish school education (co-PI): the British Academy (2014-15) on international students mobility and capacity building in their home countries (PI) and EC MarieSkłodowska-Curie fellowship (2008-10) on migration, integration and education of Polish migrants families.
At Durham, Marta convenes the MA in Intercultural and International Education, she teaches postgraduate Intercultural Communication, International Development and Education in a Global World and undergraduate Education in a Global Age modules. She also coordinates study abroad and international exchange at the department.
She welcomes enquiries about supervision from students who want to write an undergraduate, masters or doctoral dissertation in any area of her research interests, or who are keen to use qualitative and mixed research methods.
- Building an intercultural pedagogy for higher education in conditions of conflict and protracted crises: Languages, Identity, Culture
- Here To Stay? Identity, Belonging And Citizenship Among Eastern European Settled Migrant Children in the UK
- Children, youth, international students, family perspective
- Identity, culture and belonging
- Migration, mobility and education
- Multilingualism, minority languages and education
- Transnationalism, translocalism, globalisation
Chapter in book
- Moskal, M. (2017). Visual methods in research with migrant and refugee children and young people. In Research Methods in Health Social Sciences. Liamputtong, P. Springer.
- Moskal, M. (2016). International students' mobility, gender dimension and crisis. In High Skill Migration and Recession: Gendered Perspectives. Triandafyllidou, A. & Isaakyan, I. Palgrave Macmillan: London. 193-214.
- Moskal, M. (2013). Transnational social networks, human capital and economic resources of Polish immigrants in Scotland. In Mobility in Transition: Migration Patterns After EU Enlargement. Glorius, B., Grabowski-Lusinka, I. & Kuvik, A. Amsterdam University Press. 155-168.
- Moskal, M. (2004). Language policy and protection of endangered languages in Poland. In On the Margins of Nations: Endangered Languages and Linguistic Rights, Proceedings of the Eighth FEL Conference. Argenter, J. A. & McKenna Brown, R. Foundation for Endangered Languages: Bath. 93-98.
- Moskal, M. & North, A. (2017). Rethinking Equity in Education for/ with Refugees and Migrants. European Education, 49 (2-3): Routledge.
- Moskal, M. (2020). Gendered differences in international graduates’ mobility, identity and career development. Social & Cultural Geography 21(3): 421-440.
- Yu, Y. & Moskal, M. (2019). Missing Intercultural Engagements in the University Experiences of Chinese International Students in the UK. Compare: A Journal of Comparative and International Education 49(4): 654-671.
- Wang, S. & Moskal, M. (2019). What is wrong with silence in intercultural classrooms? An insight into international students’ integration at a UK university. Journal of Comparative and International Higher Education 11(Winter).
- Yu, Y. & Moskal, M. (2019). Why do Christian churches, and not universities, facilitate intercultural engagement for Chinese international students?. International Journal of Intercultural Relations 68: 1-12.
- Moskal, M. & Schweisfurth, M. (2018). Learning, using and exchanging global competence in the context of international postgraduate mobility. Globalisation, Societies and Education 16(1): 93-105.
- Moskal, M. & North, A. (2017). Equity in education for/ with refugees and migrants – towards a solidarity promoting interculturalism. European Education 49(2-3): 105-113.
- Moskal, M. (2017). International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration 55(3): 126-138.
- Moskal, M. & Tyrell, N. (2016). Family migration decision-making, step-migration and separation: children's experiences in European migrant worker family. Children's Geographies 14(4): 453-467.
- Moskal, M. (2016). Language and cultural capital in school experience of Polish children in Scotland. Race Ethnicity and Education 19(1): 141-160.
- Moskal, M. & Sime, D. (2016). Polish migrant children's transcultural lives and transnational language use. Central and Eastern European Migration Review 5(1): 35-48.
- Moskal, M. (2016). Spaces of not belonging: inclusive nationalism and education in Scotland. Scottish Geographical Journal 132(1): 85-102.
- Moskal, M. (2015). ‘When I think home I think family here and there’ Translocal and social ideas of home in narratives of migrant children and young people. Geoforum 58: 143-152.
- Moskal, M. (2014). Polish migrant youth in Scottish schools: conflicted identity and family capital. Journal of Youth Studies 17(2): 279-291.
- Moskal, M. (2013). Circulating capitals between Poland and Scotland: a transnational perspective on European labour mobility. Journal of International Migration and Integration 14(2): 363-379.
- Moskal. M. (2010). Visual methods in researching migrant children's experiences of belonging. Migration Letters 7(1): 17-32.
- Moskal, M. (2007). Multicultural regions and language policies in the EU countries. Region and Regionalism. Region and Regionalism 8(1): 89-102.
- Moskal, M. (2007). Regiony wielokulturowe i polityka językowa w państwach Unii Europejskiej. Forum Europejskie 14: 63-74.
- Moskal, M. (2007). To which space do I belong? The Polish migrants sense of place and imagining citizenship. Political Geography Studies 1: 77-88.
- Moskal, M. (2006). Dynamika i czynniki zmian w zaludnieniu i stukturze ludności wiejskiej w województwie małopolskim. Acta Agraria et Silvestria. Series Agraria 46(2): 201-214.
- Moskal, M. (2006). Finding ways to manage multi-ethnicity in the regions of Poland. Regionines Studijos 2: 66-79.
- Moskal, M. (2006). Sytuacja demograficzna małopolskiej wsi. Zróżnicowanie przestrzenne i tendencje zmian. Wieś i Rolnictwo 132(3): 146-161.
- Moskal, M. (2006). Zasoby ludzkie a jakość życia na obszarach wiejskich Małopolski. Wieś i Rolnictwo 130(1): 187-199.
- Moskal, M. (2004). Edukacja a tozsamosc etniczno-jezykowa w wojewodztwie malopolskim. Krakowskie Studia Malopolskie 8(321-337).
- Moskal, M. (2004). Language minorities in Poland at the moment of accession to the EU. Noves SL: Revista de sociolinguistica [online] Spring.
- Moskal, M. (2002). Miejsce i rola kultury regionalnej w polityce Unii Europejskiej. Krakowskie Studia Malopolskie 6: 69-78.
- Moskal, M. (2002). Polityka wobec jezykow regionalnych i mniejszosciowych we Francji. Zarzadzanie w Kulturze, Zeszyty Naukowe UJ, Prace Wydzialu Zarzadzania i Komunikacji Spolecznej UJ 5(3): 121-134.
- Prawelska-Skrzypek, G. & Moskal, M. (2001). The ethno-territorial identity change in the border regions of Little Poland. Region and Regionalism 5: 193-201.
- Moskal, S., & Moskal, M. (2007). Sociology of Rural Areas and Development [book co-authored in Polish].
- Moskal, M. (2000). Regional consciousness of inhabitants of the border regions of Spisz and Orawa in the territory of the Republic of Poland [book authored in Polish].
- Tyrrell, N., Käkelä, E., Corson, S. Sime, D. Kelly, C. McMellon, C. & Moskal, M. (2018). Eastern European Young People's Feelings of Belonging: Any place in Brexit Britain?. Research and Policy Briefing Number 2. Durham, Plymouth and Strathclyde Universities.
- Moskal, M., Sime, D., Tyrrell, N., McMellon, Ch. & Kelly, C. (2018). Eastern European Youth Identities in Uncertain Times. Research and Policy Briefing Number 5. Durham, Plymouth and Strathclyde Universities.
- Moskal, M. & Hancock, J. (2017). Cultural Mediators in the Refugee Sector - Work Challenges, Skill Needs, Training Requirements and Existing Provisions in the UK: The ReCULM project country report EC Erasmus+. University of Glasgow.
- Sime, D., Käkelä, E., Corson, S., Tyrrell, N., McMellon, C., Kelly, C. & Moskal, M. (2017). Eastern European Young People in Brexit Britain: Racism, Anxiety and a Precarious Future. Research and Policy Briefing Number 1. Durham, Plymouth and Strathclyde Universities.
- Arshad, R., & Moskal, M. (2016). Race Equality and Scottish School Education: Ensuring Today's Young People are Tomorrow's Confident Citizens. IAA Briefing.
- Moskal, M. (2014). Policy Briefing 6: Benefiting from Transnational Experience - Migration and the Role of Lifelong Learning. Discussion Paper. PASCAL International Observatory, Glasgow.
- Moskal, M. (2010). Polish Migrant Children's Experiences of Schooling and Home-School Relations in Scotland, CES Briefings 54. Centre for Educational Sociology, University of Edinburgh.
- Moskel, M., Ozga, J. & Shapira, M. (2010). The Schooling of Migrant Pupils in Europe: Some Policy Lessons. CES Working Paper. Centre for Educational Sociology, University of Edinburgh.
- 2019: RF230135: Building an intercultural pedagogy for higher education in conditions of conflict and protracted crises: Languages, identity, culture, AHRC, 2019
- 2018: EC Erasmus+ Inter4Ref: Education and training for translators in refugee sector, UK PI with University of Athens, Greece, and University of Modena, Italy, University of Almeria Spain, 2018-21.
- 2017: RF230120: Here to Stay? Identity, belonging and citizenship among Eastern European settled migrant children in the UK(a decade after EU Enlargement), ESRC Centre for Social and Economic Research on Innovation in Genomics (INNOGEN), 2016-2019
- 2016: EC Erasmus+ ReCULM Resources for local and international intercultural mediators working the refugees, UK PI with National Center for Social Research, Athens, Greece, and University of Modena, Italy, University of Almeria, Spain, 2016-2018.
- 2016: Racial Equality and Scottish School Education, ESRC IAA (Impact Acceleration Account), Co-PI with Prof. R. Arshad (Edinburgh), 2016-2017.
- 2014: British Academy, PI on Students Mobility, Culture Change and Capacity Building in Sending Countries, 2014-2015.
- 2008: EC Marie Skłodowska-Curie Individual Fellowship, Post-enlargement Migration, Integration and Education: Polish Immigrants in Scotland, 2008-2010.