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Dr Angeline Mbogo Barrett

Dr Angeline Mbogo Barrett

Dr Angeline Mbogo Barrett
B.A.Hons, MA Oxon, M.Ed., Ph.D.

Reader in Education

Area of research

Associate Professor in Education

Office 1.18
Helen Wodehouse Building,
35 Berkeley Square, Clifton BS8 1JA
(See a map)

+44 (0) 117 331 4284


My research addresses the problematic of improving teaching and learning in public primary and secondary education ion under resourced contexts. I address this through collaborating with education professionals to develop pedagogic innovations for engaging students in active learning. My scholarship critically debates international policy agendas that overdetermine education priorities in low income contexts.

Major contributions I have made to the field of international and comparative education include the development of a framework for conceptualising education quality (in collaboration with Leon Tikly) from a social justice perspective, which focuses on expanding learners’ valued capabilities.  I applied the framework to debate to critique ideas for a learning goal, pointing out its potential and limitations to enhance inclusion and relevance dimensions of education quality and to release the potential of professional teachers.

 I lead practical research projects that are impact on pedagogy in schools and teacher education institutions. The ongoing Language Supportive Teaching and Textbooks project involves five teacher education institutions in Tanzania and is introducing over 3000 trainee teachers to new pedagogies.  The first phase of this project developed textbooks for learners, transitioning from education in an African language to using English as the language of instruction. 




Angeline is co-Director of the Centre for Comparative and International Research in Education (CIRE) and Director of Postgraduate Research in the School of Education.

She currently leads research on Language Supportive Teaching and Textbooks in Tanzania. Previous research includes the DFID-ERSC research  project Engaging Teachers in Peacebuilding in Post-conflict Context, the Education Quality in Low Income Countries (EdQual) Research Programme Consortium (2005-1020).  She has conducted consultancies on improving teacher quality in sub-Saharan Africa and indicators for the Education Sustianable Development Goal.

Her research on pedagogy and teacher professionalism in sub-Saharan Africa builds on her doctoral research (2001-2004) on primary school teachers’ professional identity in Tanzania and her experience as science and mathematics educator in East Africa and England.  

Angeline supervises doctorates in the areas of:

  • education and international development
  • education for sustainability
  • influence of global and national policy agendas on schools and teachers
  • teacher professional development and teacher education
  • teacher identity and teacher professionalism
  • secondary science education in under-resourced contexts
  • secondary science or mathematics education in multilingual contexts

She can supervise doctorates using a range of qualitative methodologies, including case study, interview research, narrative inquiry.



  • Supervisor for doctoral students.
  • Programme Coordinator, Education Leadership, Policy and Development M.Ed. Programme
  • Unit Coordinator, Development Perspectives on Education Quality,  M.Ed. unit
  • Unit Co-Coordinator, Introduction to Qualitative Research Methods in the Social Sciences, M.Sc. unit
  • Tutor, Introducing Educational Inquiry, research methods M.Ed. unit
  • Tutor, research methods workshops - Documentary Analysis and Cross-cultural research 


Development Perspectives on Education Quality - unit description

Throughout the world, national governments and development agencies are determined to universalise access to primary education at the same time as achieving improvements in quality.

The unit analyses the international policy agendas with respect to Education for All and internationally influential frameworks for conceptualising education quality.  Specific issues impacting on the implementation of initiatives to improve education quality are considered with special attention given to the needs of disadvantaged groups. 

Themes explored  include meeting diverse learner needs, teaching and learning styles for under-resourced contexts, teacher supply and education, leadership and management in decentralising systems and financing education expansion, including implications for post-compulsory education.

Participants are encouraged to explore key theoretical perspectives and apply these and their own professional experience to debates relating to policy and practice for education quality.


  • education quality
  • social justice
  • human development
  • teacher professionalism
  • research capacity building
  • Africa.


  • British Association for International and Comparative Education (BAICE).
  • Council for Education in the Commonwealth.

Selected publications

Read more >

Recent publications

View complete publications list in the University of Bristol publications system

Networks & contacts

  • University of Dodoma
  • Tanzania Tanzania Institute of Education Institute of Educational Development
  • Aga Khan University
  • East Africa Campus


Dr Mbogo Barrett currently teaches 2 courses:

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