Tania Fu

Tania Fu

Postgraduate Researcher

Qualifications

  • BA
  • MEd

Summary

I am a registered Primary School Teacher originally from Aotearoa New Zealand. I am currently a PhD student in the School of Education and Centre for Water Cultures at the University of Hull.

My Masters thesis explored different constructs of education for citizenship (through the pillars of learning to know, learning to do, learning to live together and learning to be) across global education policy documents.

My current PhD focuses on youth participation in water governance issues related to climate change (e.g. flooding). I am conducting comparative case studies of participatory research with young people in two structurally disadvantaged, coastal cities (Hull and Bremerhaven).

I am interested in rights-based models and innovative participatory methods to engage young people in climate decision-making about their futures and issues that matter the most to young people.

Research interests

Children and young people, youth participation and engagement, climate change education, educating for citizenship, children and young people's rights, water governance issues, flooding, climate adaptation, climate resilience, people and societies, social and climate justice, participatory research methods, digital technologies in participatory research, critical theory

Awards and prizes

University of Hull, Centre for Water Cultures Leverhulme Doctoral Scholarship

2022

Fully funded, 4-year scholarship at The University of Hull Leverhulme Doctoral Scholarships Centre for Water Cultures. The scholarship project aims to contribute to a new, humanities-led, interdisciplinary and transhistorical research area, the ‘green-blue humanities’.

University of Auckland First in Course Award: EDPROFST 774 Education and Empowerment

2017

I was able to critically examine contemporary issues faced in New Zealand's decile 1-3 urban schools. The course provided International and New Zealand based literature to help me gain a wider picture of the current theory and research regarding the history, politics, teaching and learning, and best practice relevant to New Zealand's decile 1-3 urban school students, teachers and communities. Emphasis was on empowerment theories, underpinned by Freirean perspectives. Through this course, I was able to examine selected issues and understand the forces behind poverty, disadvantage, marginalisation, exclusion and investigate proposed solutions to approach these concerns, not from a position of despair, but a position of hope and transformation.

University of Auckland First in Course Award: EDUC 705 Education and Development Policy

2017

I was able to explore the nature and role of education within the ‘developing’ world, with a particular focus on the region of which New Zealand is part, Oceania. The theoretical content of the course was derived largely from concepts and models of ‘development’ and globalisation and how these influence educational policy and practice. A key focus of the course was to explore how against the current global context, marked by record numbers of children who have been forced out of school due to displacement, disease, and disasters, education may have an even more critical important role in ensuring in ten years time, the global community has met the global commitments signalled under the Sustainable Development Goals.

University of Auckland Study Abroad Scholarship Languages & Literature

2014

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