Oakleigh Welply, PhD
Oakleigh is a Lecturer in the School of Education, where she lectures on the MA in Intercultural and International Education, and convenes the new MA module Critical Perspectives in Education. Before joining Durham in September 2014, Oakleigh was a Lecturer in Sociology of Education at the University of Cambridge, where she lectured and supervised on the Undergraduate course and on the Politics Development and Democratic Education Masters and the Research in Second Language Education Masters programme.
Oakleigh graduated from a sociology and politics degree at the Institut d’Etudes Politiques in France, and completed an M.Phil at the Faculty of Social and Political Sciences in Cambridge on the sociology and politics of European society, and a Ph.D in Sociology of Education within the Faculty of Education, University of Cambridge. Her doctoral project adopted a cross-national perspective to investigate the experiences and identities of immigrant-background children in primary schools in France and England. It explored the interplay between global, national and local dimensions in shaping the experience of immigrant-background children in schools. Oakleigh was actively involved in the first two stages of the Bell Foundation funded project on Educational Achievement, Language Education and Disadvantage (EALead) at the University of Cambridge.
Details of the project can be found here: http://www.educ.cam.ac.uk/research/projects/ealead/.
Oakleigh’s areas of research focus on the relationship of education to issues of language, religion, immigration, integration, globalisation, identity, gender and citizenship. She is interested in developing cross-national research and methodologies to conduct research with diverse communities in European countries. Her research is based on a theoretical framework which explores complementarities between the work of Paul Ricoeur and Pierre Bourdieu to investigate the intersection between structure and subjectivities of young immigrants’ school experiences in European countries.
Information for prospective doctoral research student supervisions
Oakleigh would be pleased to hear from potential students with research interests in the field of comparative and cross-national studies; immigration, diversity and integration; identity, gender, race, ethnicity, language and religion; English as an additional language in schools; globalisation and citizenship; social theory; intercultural and international education.
* Comparative and cross-national studies
* Immigration, diversity, multiculturalism, political and social integration
* Globalisation and citizenship
* Identity, gender, race, ethnicity, language, religion
* Intercultural and international education
* Language, migration and social integration
* English as an additional language in school
* Social theory
* Bourdieu and Ricoeur
- Mrs Christine Bohlander
- Ms Peggy Lim
- Mr Voke Efeotor
- Miss Zhaoyi Liu
- Ms Sou Leong
- Ms Tatiana Bruni
- Ms Randa El-soufi
- Ms Christina Haaf
- Mr Trevor Spence
- Mr Andrew Roberts
- British Council Ukraine Exploratory Grant
- Indicators for GCED and their Impact on Young People’s Attitudes and Conflict in Society (Global Citizenship)
- Welply,O. (2019). A crisis in education? An Arendtian perspective on citizenship and belonging in France and England. British Journal of Sociology of Education
- Welply, O. (2018). ‘I’m not being offensive but…’ intersecting discourses of discrimination towards Muslim children in school. Race Ethnicity and Education 21(3): 370-389.
- Welply, O. (2017). ‘My language … I don’t know how to talk about it’ children’s views on language diversity in primary schools in France and England. Language and Intercultural Communication 17(4): 437-454.
- Welply, O. (2015). Re-imagining Otherness: An exploration of the global imaginaries of children from immigrant backgrounds in primary schools in France and England. European Educational Research Journal 14(5): 430-453.
- Arnot, M., Schneider, C. & Welply, O. (2013). Education, mobilities and migration people, ideas and resources. Compare: A Journal of Comparative and International Education 43(5): 567-579.
- Welply, O (2010). Language difference and identity in multicultural classrooms: the views of 'immigrant- background' children in French and English primary schools. Compare: A Journal of Comparative and International Education 40(3): 345-358.
Chapter in book
- Welply, O. (2017). An exploration of immigrant-background children's identities and their ideas of place in relation to their global imaginaries and languages. In Students, Places, and Identities in English and the Arts: Creative spaces in education. Stevens D., & Lockney, D London: Routledge.
- Arnot, M, Schneider, C, Evans, M, Liu, Y, Welply, O & Davies-Tutt, T (2014). School approaches to the education of EAL students: Language development, social integration and achievement. Cambridge: Bell Foundation.