The UKLA Student Research Prize is awarded annually and is given for an outstanding student dissertation at undergraduate, postgraduate or higher degree level undertaken at a UK institution. Studies using any research approach (ethnographic, experimental, historical, etc.) are encouraged. Each study is assessed in the light of the chosen approach, the scholarly quality of its report, and its contribution to the field of literacy. 

This year, having received a wonderful set of nominations, six dissertations/ theses were shortlisted for consideration for the UKLA Student Research Prize, by the Research Sub-Committee. Selected members of the committee reviewed the work and a unanimous decision was made to award two prizes: one at higher degree level and one at postgraduate degree level.

Higher Degree Prize (PhD)

Dr Samantha Hulston, for her PhD thesis entitled: An Exploration into Young Children’s Embodied Engagement with Storyworlds Through Curated Storyworld Play, supervised by Professor Fiona Maine

The committee commented: 

We found this thesis to be beautifully clear in its presentation of a highly detailed and complex study. We felt that the project was carefully justified and made a very strong case for the close consideration of play in storyworlds, and the movement of children and practitioners in and through these worlds, to promote inclusive practice. Of note was the multimodal methodological approach, which we agreed was innovative and carefully executed. We felt that the analysis surfaced unseen elements of embodied engagement through the meticulous documentation of young children’s play. Overall, we agreed that this thesis pushes the field of early literacy studies in new and exciting directions. It offers clear conceptual and theoretical contributions to the filed. 

Postgraduate Level Prize (MSc)

Adrian Fernandes, for his MSc dissertation entitled: English teachers’ journeys since the 2020 iteration of Black Lives Matter, supervised by Dr Velda Elliott

The committee commented:

This study is beautifully written, clearly structured and grounded in a strong rationale. The work is very well-informed and provides an important political and theoretical backdrop that weaves Critical Race Theory throughout, along with an awareness of the professional context of UK English education. The methodological discussion is particularly thoughtful, and we felt that throughout, your work was nuanced and reflexive. The study is significant, contributing to an urgent and growing body of research in decolonial and anti-colonial education.