Doctoral Theses
We have agreed that the journal will invite and include notices of recently completed theses in the Sociology of Education. This will be an important resource for readers to follow through as well as provide the names of colleagues who are new entrants to the discipline.
This is an open invitation starting with theses completed from 2016 onwards. We would like the following information:
The name of the Author;
The title of the thesis;
The university awarding the degree;
A 200 word synopsis of the thesis (which must include an indication of overall purposes, theoretical elements, research design and method, nature of conclusions and significance for the sociology of education);
An email address.
Please forward these to Helen Oliver, School of Education, University of Sheffield, 388 Glossop Road, Sheffield S10 2JA.
Email: [email protected]
We will include this call for the above information in forthcoming issues of the journal.
Executive Editors
Name of Author: Waliah N Musoke
Thesis Title: An ethnographic study of Black Ugandan British parents’ experiences of supporting their children’s learning within their home environments.
Awarding University: London Metropolitan University, UK
Degree and year: PhD, 2016
This study explored how Black Ugandan British parents support their children’s learning within their home environments in England. The study comprised ten families with refugee and asylum seeking-backgrounds in two London boroughs. Adopting an ethnographic and an interpretive approach allowed the exploration of how the parents supported their children’s education over time through data collected via long-term interactions, observations and semi-structured interviews. Yosso’s (2005) concept of community cultural wealth was adopted to analyse the data and data was also theorised using Critical Race Theory. The study highlights the different forms of capital Black Ugandan British parents use to support their children’s learning whilst revealing class complexities. The study found that Black Ugandan British parents with middle class backgrounds from Uganda, but positioned as working class parents in the UK, bring their middle class backgrounds to bear in supporting their children’s learning in England. This study illuminates and contributes to debates about how class, ethnicity and culture shape Black Ugandan British children’s learning, and makes an original and important contribution to knowledge.
Email: [email protected]