PHD Studentship: Reframing Postcolonial Discourse in East European Studies (UK)

“Studentships“PHD Studentship in Reframing Postcolonial Discourse in Eastern Europe, Queen Mary University of London and British Library, London, UK. Deadline: 8 May 2023.

Queen Mary University of London and the British Library are pleased to announce the availability of a fully funded Collaborative Doctoral Studentship from 1 October 2023 under the AHRC Collaborative Doctoral Partnership Scheme. This doctoral project seeks to advance postcolonial discourse in East European studies by focusing on the British Library’s unique Belarusian collection, the history of its development during the Cold War, and the collection’s evolution in response to Belarus’ ‘decolonising moment’ as it broke out of the Soviet fold in 1991. This project will be jointly supervised by Dr Natalya Chernyshova (School of History) and Prof Jeremy Hicks (Department of Modern Languages and Cultures) at Queen Mary University of London and by Dr Katie McElvanney, Dr Katya Rogatchevskaia, and Dr Olga Topol at the British Library. The student will spend time with both QMUL and the British Library and will become part of the wider cohort of AHRC CDP funded PhD students across the UK. QMUL and the British Library are keen to encourage applications from the widest range of candidates and particularly welcome those currently underrepresented in doctoral student cohorts.

Project Overview: Slavonic and Eastern European collections at the British Library are one of its strengths. However, despite the diversity of the collections, the British Library co-supervisors have identified postcolonial research and its application to curatorial practices as a priority approach to these collections, likely to reveal many meaningful gaps and contested interpretations. The project will explore the British Library’s Belarusian resources, i.e., resources relating to Belarus and its diasporas, as a case study through which to develop an analytical framework that could be subsequently applied by future scholars and information professionals to the entire Slavonic and East European collection. The project will investigate how the establishment of independent Belarus in 1991 affected the British Library’s policy and approach towards collecting, describing, and interpreting its Belarusian material. The challenges here are many, from navigating the politically charged waters of choosing the right spelling for transcription in the resources’ metadata to finding ways of bringing into dialogue two parallel depositories of Belarusian culture: Soviet-based and diaspora-based, the latter represented by the considerable collection of material at the Francis Skaryna Belarusian Library in London. The research will seek to identify what further work needs to be undertaken to lead the decolonisation of discourse on Belarus and will develop recommendations on how such work can be carried out.

Swansea U PHD Studentship: Digital Restorative Approaches in Wales (UK)

“Studentships“Empirical Studies in Law: ESRC Wales Doctoral Training Partnership – Collaborative Studentship: Digital Restorative Approaches in Wales, Swansea University, Wales, UK. Deadline: 3 Febuary 2023.

Today’s perpetual crisis (BLM, Brexit, Covid19, inflation…) brings injustices and the need for dialogue into focus. Restorative approaches (RA) enable individuals and communities to develop the skills to pre-empt and respond to conflict and harm, while acknowledging trauma (1,2). In Wales, RA are used to build resilience and repair relationships in schools, families and housing contexts. Within the criminal justice system, victims are entitled to Restorative Justice, a type of RA, as an alternative and/or alongside the traditional justice process. It plays a role in rehabilitation, reducing re-offending and is central to youth justice. However, RA necessitate reflection and dialogue which, in a digital society, presents challenges and opportunities. The aims of this research are to explore how digital restorative practices (DRA) are evolving and how co-production and trauma-informed approaches can shape DRA.

The use of digital technology in restorative contexts (referred to as DRA) expanded during the COVID19 pandemic e.g., to facilitate mediation, virtual circles, specialist support and training (3–5). Indeed, technology has the potential to improve the sustainability and accessibility of interventions, help evidence ‘what works’, improve awareness of services and address misconceptions of RA (6–8). Beyond the traditional intervention model, technology could empower restorative communities to self-direct. Nonetheless, there are significant challenges associated with the integration of digital tools, including concerns regarding their misuse, digital exclusion, confidentiality, data security and building trust (9). Additionally, restorative practices should create opportunities for participants to connect and collaboratively re-construct their shared lived experience. Whether and how this can be achieved in a world dominated by instant and digitally mediated interaction, including online harms, needs investigation.

Using a mixed-methods socio-legal approach, this proposal sets out to meet three objectives [1] explore stakeholder experiences of the use of digital technology for the delivery of RA in England and Wales, [2] explore how co-production and trauma-informed approaches can shape DRA, plus [3] identify best practice and propose a model to aid practitioners in determining whether and how technology should be used. A baseline survey of practitioners is suggested, followed by focus groups with practitioners and community participants, to explore how and whether digital technology is used and experienced, vis-à-vis restorative principles and participants rights. Community participants may include adults engaged in Restorative Justice programmes, as well as young people taking part in school-based restorative initiatives. These methods may be complemented by an evaluation of the impact of specific technology use-cases, through a case-study approach.

Keele U PhD Studentship: Cosmopolitan Collection and Regional Resource (UK)

“Studentships“PhD Studentship: Cosmopolitan Collection and Regional Resource: The Social Life of Tatton Park Library, Keele University, Keele, UK. Deadline: 31 January 2023.

Applications are invited for an AHRC-funded PhD in English Literature, supervised collaboratively by Keele University and the National Trust: ‘Cosmopolitan Collection and Regional Resource: The Social Life of Tatton Park Library’. This is offered under the AHRC Collaborative Doctoral Award programme. The student will be supervised by Dr Jonathon Shears and Dr Rachel Adcock (Keele), and Mr Tim Pye (National Curator, NT Libraries). This full-time studentship, which is funded for three years at standard AHRC rates, will begin on 1 September 2023. It is especially suitable for students with a background in eighteenth- or nineteenth-century studies and book history, whether or not they have worked directly on the topic of the project.

The project makes a timely contribution to research on collecting, material culture and the circulation of ideas by exploring the way regional elites understood themselves and their impact on local, national, and international stages. It focuses on the library at Tatton Park, Cheshire as a site where issues of race, class and gender intersect. This project will extend understanding of the generations of the Egerton family who owned Tatton, their acquisitions, tastes, and the role of the library as a resource for the family and the wider community. It will provide the student with privileged access to the unique collection at Tatton which holds over 8,000 rare books, rigorous training in archival research, and co-produced public engagement opportunities through Tatton Park. The study of the social life of libraries and reading contexts is fast developing but Tatton is one of the least documented major libraries owned by the Trust meaning there are significant opportunities for the student to open up hidden stories that will have a lasting impact on the way country house libraries are understood.

Norwegian School of Economics: PHD Research Scholar in Professional & Intercultural Communication (Norway)

“Studentships“PhD Research Scholar, Professional and Intercultural Communication, Norwegian School of Economics, Bergen, Norway. Deadline: 15 January 2023.

The Norwegian School of Economics (NHH) is pleased to announce a vacancy as PhD Research Scholar at the Department of Professional and Intercultural Communication within the field of Corpus-Assisted Discourse Studies (CADS). The PhD programme and the specialisation offered by the Department of Professional and Intercultural Communication aims to give dedicated students solid training in performing high quality research. The training is based on close cooperation with other national and international institutions offering similar programmes. The students must undertake relevant course work equivalent to 45 ECTS. Given the international focus of the department, the students are strongly encouraged to carry out some of their coursework abroad.

The research proposal should be related to Corpus-Assisted Discourse Studies (CADS), with a topic relevant to the research priorities of the department. Research proposals should include a sustainability perspective. Qualifying education should normally be a master’s degree in language/linguistics/communication studies. Emphasis will be placed on the quality of the research proposal. Some formal education in economics, business administration or other social sciences is an advantage.

The PhD programme at NHH is a four-year fully-funded programme, which combines an intensive course component with research and relevant work experience, preparing the school’s graduates for scholarly positions at recognised international institutions and positions in knowledge-intensive institutions and firms outside of academia. Former PhD graduates have been hired by renowned institutions such as HEC Paris, NOVA SBE, Tilburg University, Hanken School of Economics, Norwegian universities and business schools, as well as in the government, banking, finance and consulting industries.

Bristol U: Afro- and/or Indigenous Futurisms & Education PHD Studentship (UK)

“Studentships“PhD Studentship in Afro- and/or Indigenous Futurisms and Educational Technology, ESRC Centre for Sociodigital Futures, Bristol University, Bristol, UK. Deadline: 6 January 2023.

This PhD position invites applicants with an interest in challenging and pluralising futures-oriented trajectories for educational technology. Specifically, the position will connect with the critical creative scholarship and cultural production in the fields of Afro- and/or Indigenous- Futurisms. These futurisms trouble linear narratives of progress, recognise multiple temporal framings for change and development, acknowledge the history and current impact of coloniality and creatively harness technological innovation to imagine radically transformed futures of justice. The successful candidate will propose a novel, critically engaged proposal that puts the field of educational technology into dialogue with this literature.

They invite proposals that identify new research questions, field sites for study and partners for collaboration in which Afro- and/or Indigenous Futures perspectives might open up new sites of possibility for rethinking or remaking sociodigital futures in education. The choice of research approach is open and might include everything from documentary analysis to ethnography, classroom practice and participatory action research to arts-based practice. They are open to different sites of education– both formal and informal sites of learning are potential candidates for study.

U Oxford PHD Studentship: Migration Studies (UK)

“Studentships“ESRC Migration Studies Studentship, School of Anthropology and Museum Ethnography, University of Oxford, UK. Deadline: 20 January 2023.

Are you interested in studying for a doctorate (DPhil) in a migration-related subject? Do you have a good first degree in a relevant social science subject? If so, have you considered applying for an ESRC Migration Studies pathway competition Studentship, available through the Grand Union Doctoral Training Partnership (DTP)?Applications are invited for entry in October 2023. You must apply for the studentship at the same time as you apply for your degree.

There are two routes you can take:

*The Migration Studies Studentships are not intended for taught master’s degrees on their own. To apply you must be planning to undertake a doctorate. Please also note that successful admission to the doctoral programme is subject to approval by the relevant department’s DPhil Admissions Committee.

The studentships cover stipend and fees for the length of your award; full details can be found on the Grand Union DTP website.

The ESRC awarded the DTP Migration Studies Studentships in recognition of research strength in interdisciplinary migration studies, and the two taught masters are offered by Anthropology and International Development (the MSc in Migration Studies) and International Development (the MSc in Refugee and Forced Migration Studies) respectively. Students on the 1+3 pathway may progress from one of these masters to doctorates in Migration Studies, International Development, Anthropology, Politics and International Relations, Geography, Law, Sociology, Economics or another appropriate department.

NOTE: ESRC = Economic and Social Research Council, the UK’s largest funder of economic, social, behavioral and human data science.

Brunel U London: PhD Studentship: Interculturality (UK)


PHD Studentship: Interculturality-for-Diversity-and-Global-Learning, Brunel University, London, UK. Deadline: 13 January 2023.

Brunel University London is pleased to invite applications for studentships in Education, offered through the ESRC-funded Grand Union Doctoral Training Partnership (GUDTP). The GUDTP is an exciting collaboration between Brunel, the University of Oxford and the Open University, which offers its students access to innovative social science research training across all three institutions. Brunel DTP students in Education will be members of the GUDTP Education Pathway led by the University of Oxford and Brunel, and delivered collaboratively by the two universities. You can find further information about the GUDTP here.

Brunel DTP students on the Education pathway will join the Department of Education. In common with the university as a whole the department has a rich ethnic mix among its student population and attracts a significant proportion of students from outside the European Union. Students will benefit from Brunel’s diverse specialist expertise in the following four research groups:

  • Interculturality-for-Diversity-and-Global-Learning
  • Education, Identities and Society
  • Pedagogy and Professional Education
  • STEM Education

U Melbourne: PhD Studentship in Applied Linguistics (Australia)


Ph.D. Studentship in Applied Linguistics, School of Languages and Linguistics, University of Melbourne, Melbourne, Australia. Deadline: 25 November 2022.

The University of Melbourne invites applications from suitably and highly qualified candidates for a PhD scholarship in the Applied Linguistics discipline, with a specific focus on sociolinguistics issues. The PhD scholarship is part of a larger Australian Research Council DECRA project led by Dr Trang Nguyen. The aim of the DECRA project is to investigate migrant youth’s experiences and management of linguistic discrimination, and its impact on their linguistic citizenship, in the regional Australian context. The successful applicant must commence by 27 February 2023, and will be enrolled in the School of Languages and Linguistics, the University of Melbourne. The candidate will pursue an independent research project under the supervision of Dr Trang Nguyen and Professor John Hajek. The candidate will join the DECRA team and is expected to actively contribute to the wider project, while also responsible for the development of their own research agenda.


U Greenwich: Refugee Student Integration (UK)


PHD Studentship: A Linguistic Ethnography of Displaced and Refugee-Background Students’ Integration into Higher Education and University Life, Faculty of Health, Student Sciences, and Education, University of Greenwich, UK. Deadline: 2 September 2022.

The successful candidate will be expected to design and conduct a linguistic ethnography study focussed on refugee-background students’ language learning trajectories and lived experience of educational transitioning in the context of UK higher education. The work to be undertaken is expected to: contribute to the field of adult language learning, particularly at advanced levels of language proficiency required for university-level studies, and produce new insights into how to best foster general and academic language development in disadvantaged learners throughout their higher education journey.

The PhD student will be supervised by Professor Gordon Ade-Ojo and Dr Erika Kalocsányiová from the Centre for Thinking and Learning in the Institute for Lifecourse Development.

U Luxembourg: Geography PhD Studentship in Migration (Luxembourg)

“Studentships“PhD Studentship in Geography (migration, mobility, integration, asylum), University of Luxembourg, Belval, Luxembourg. Deadline: none listed; posted 5 July 2022.

The successful candidate is expected to submit a PhD thesis after 3 years under the supervision of Prof. Dr. Birte Nienaber. He/she will:

  • Conduct research in the frame of the PhD thesis
  • Write the PhD thesis in the field of migration, intra-European mobility, integration, asylum and/or reception
  • Participate in the UL Doctoral School in Humanities and Social Sciences
  • Disseminate PhD results at international conferences
  • Support teaching in the Master in Border Studies and Master in Geography and Spatial Planning
  • Publish academic articles in peer-reviewed journals
  • Perform any other task within the framework of the position

Expected from you…

  • M.Sc. (or equivalent) in Geography, Border Studies, Migration Studies, or any other related field
  • Knowledge in the field of migration studies
  • Knowledge in the field of border studies would be an advantage
  • Ability to work independently and within an interdisciplinary team
  • Experience in qualitative research methods will be an asset

As the candidate will have to work in a multilingual context, he/she must be fluent in English (written and spoken) and French or German (written and spoken).

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