Prof. Xavier Dumay
Xavier Dumay is the principal investigator of this project. He is an associate professor in education at the Université catholique de Louvain (UCL) since 2011. Before joining the UCL as professor, he was postdoctoral fellow for the National Fund for Scientific Research (FNRS). He has been visiting researcher at the Katholieke Universiteit Leuven, at Durham University, and at Oxford University. He currently holds a visiting fellowship at Oxford University Department of Education. He has published extensively on issues related to educational policy, educational organisations and comparative education. His work has appeared a.o. in the American Journal of Education, British Educational Research Journal, British Journal of Educational Studies, Comparative Education, Comparative Education Review, French Review of Sociology, School Effectiveness and School Improvement. His work focuses on the globalisation of education, the regulation of educational systems, labour markets for teachers and changing forms of education.
Research interests: globalisation (of education), educational policies, educational organisations and markets, work and employment transformations, institutional logics, comparative education.
Prof. Branka Cattonar
Branka Cattonar is a Visiting Professor at the Université catholique de Louvain (UCL) and a researcher at the Interdisciplinary Research Group in Socialisation, Education and Training (GIRSEF) at the UCL. She joined the TeachersCareers project in October 2021 to study the teachers’ careers in the French speaking part of Belgium. Her major research interests concern education professions and education policies. She has developed in particular researches about the teacher profession and its evolutions linked to the new modes of regulation in the school system. Articulating sociology of professions, sociology of education and sociology of public action, her work studies changes in teachers’ professional identities, in models of teacher’s professionalism and training, and in the conditions of teachers’ work. Her work has been published in e.g. Education et Sociétés, Recherche et Formation, Revue Internationale d’Education de Sèvres, International Journal of Sociology of Education, Revue Suisse des Sciences de l’Education, Revista de la Asociación de Sociología de la Educación, Educação em Revista.
Caroline Bertron is a post-doctoral research fellow at the Institute for the Analysis of Change in Historical and Contemporary Societies (IACS) at the University of Louvain. An alumna of École normale supérieure (Paris), she completed her PhD at Université Paris 1 Panthéon-Sorbonne and University of Lausanne in 2016. She is an associate fellow at Centre européen de sociologie et de science politique (CESSP-CNRS) in France. Her work has been focusing on the globalization of education, with particular interest on socio-economic and socio-historical aspects of international schools and elite education. Her work has been published in e.g. Journal of Education and Work and Cahiers de recherche sur l’éducation et les savoirs. Caroline joined the TeachersCareers project in September 2018. She is working on labour markets, state regulation and employment regimes in the teaching profession, specializing on processes of career fragmentation and flexibilisation of teachers’ regulation in France.
Dr. Jo B. Helgetun, is a post-doctoral Research Fellow in the Institute for the Analysis of Change in Contemporary and Historical Societies at the University of Louvain. He achieved his doctorate through studying the national trajectories of education policy reform and their embeddedness in the global education policy field as a part of the TeachersCareers project. He is now researching the emergence of new digital governance structures in England and Belgium, with a focus on the smart-phone application TeacherTapp. His past work was on the new governance of Educational Research, comparing trajectories, turns and transformations in the United Kingdom, Germany, and Norway. His work has been published in the Journal of Education Policy, European Journal of Teacher Education, European Journal of Education, and the book series Oxford Studies in Comparative Education.
Cécile Mathou is a post-doctoral research fellow at the Institute for the Analysis of Change in Historical and Contemporary Societies (IACS) at the University of Louvain. She joined the TeachersCareers project in December 2018 and is working on the transformations of teachers labour markets and career trajectories in England, as part of the comparison between three labour-market spaces (Brussels, Lyon and London).She completed her PhD thesis “Transformations and recontextualizations of the pedagogic discourse: a comparison of curricular policies in France and Quebec (2000-2015)” at the University of Montreal in the spring 2018. Drawing on the sociology of curriculum and the sociology of public action, her work has been focusing on contemporary curricular transformations, the diffusion of competence-based reforms in compulsory education, and the role of mid-level actors (inspectors and pedagogic advisors) in mediating policies between the central and the local level. In Montreal she was also a member of research team of the Canada Research Chair in Education Policies where she worked extensively on the implementation of accountability in education in Québec.Her work has been published in e.g. Journal of Curriculum Studies, McGill Journal of Education, Revista de Sociología de la Educación (RASE).
Marc Sarazin is a post-doctoral research fellow at the University of Louvain. He specialises in studying connections between educational actors (teachers, students, institutions…) using Social Network Analysis and Mixed Methods approaches. He joined the TeachersCareers project in January 2019 to study networks of schools and how they shape teachers’ professional trajectories, with a special emphasis on England. He completed his DPhil (PhD) thesis, titled “Schooling for social transformation? A mixed methods social network case study of a school and its collective music education programme”, at the University of Oxford in December 2018. His work has been published in, among others, Frontiers in Psychology and the London Review of Education. It draws on both his interdisciplinary background (sociology, education, psychology…) and his experience working with children and young people in the UK, France, and the Czech Republic.
Research Interests: Relationships in schools, music programmes, and other settings; educational social environments and labour markets; Developments in Mixed Methods Social Network Analysis (MMSNA).
Tore Sorensen is a post-doctoral researcher at the Institute for the Analysis of Change in Contemporary and Historical Societies (IACS) at the University of Louvain. In the TeachersCareers project, his work focuses on inter- and transnational developments related to policies on teachers during the last decades. This especially involves organisations like the OECD, EU institutions, and the International Labour Organization, but also a range of other public and private sector organisations active in the field. Tore completed his PhD thesis “Work In Progress: The political construction of the OECD programme Teaching And Learning International Survey” at the University of Bristol in the summer of 2017. During the course of the PhD, he was a visiting researcher at the University of Helsinki and the University of Sydney. Tore’s work has been published in e.g. Education Policy Analysis Archives, European Educational Research Journal, and the Routledge International Handbook of Teacher Quality and Policy.
Dr. Anne-Élise Vélu
Anne-Élise Vélu is a post-doctoral research fellow at the Institute for the Analysis of Change in Contemporary and Historical Societies (IACS) at the University of Louvain. She holds a PhD in Sociology from Paris Dauphine University. Her thesis “Give less to those who have less. A sociologic study of measures against educational difficulties” was completed in December 2017. She studied the effects of measures aiming to tackle educational disadvantage on the school careers of pupils, in the French context. Anne-Élise’s field work crosses sociology of profession and sociology of education and has been published in Sociologie du travail. In the teacherscareers’ project, she is going to focus on the French case by leading the fieldwork in Lyon. She aims to study the labour markets’ dualisation by analysing teachers’ trajectories to show patterns of segregation and mobility in the profession.
Research interests: education policies; learning disabilities; effects of measures on students careers; professional groups; expertise; territories; working practice.
Annelise Voisin is a post-doctoral research fellow at the Institute for the Analysis of Change in Contemporary and Historical Societies (IACS) at the University of Louvain. She holds a PhD in Comparative Education from the University of Montreal (UDEM) and has completed her PHD thesis “Performance-based accountability systems: types, instrumental logics and effects on effectiveness and equity in educational systems in Europe and Canada. A comparative study using PISA 2012” in November 2017. During her PhD, she was a member of the research team of the Canada Research Chair in education policies (UDEM) and was a visiting researcher at IREDU – University of Burgundy (France). Annelise has been involved in the TeachersCareers project since December 2017. Her work focuses on the analysis of international models of teachers’ career management and their effects on teachers’ status, segregation and attrition, and on the analysis of teachers’ professional trajectories in Belgium, France and England. Her work has been published in e.g. Mc Gill Journal of Education, Education Comparée, Educacao & Sociedade. She also produced a think piece on accountability policies for the UNESCO Global Monitoring Report.
Research interests: Comparative education, education policies, dissemination of educational policies models and effects on actors, effectiveness and equity in education system, social and school inequalities.
Christine Haas
Administrative Support
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