Staff Profile

Marta Moskal has an interdisciplinary background in human geography, sociology and public policy. Her current research focuses on the processes of international mobility and education from the perspective of culture, social inclusion and change. She is interested in the emerging issue of decolonisation in education in the global context of power relations and inclusion within and across contexts. While researching international students from the Global South, Eastern European migrant children and youth and refugee young people, she is particularly interested in the question of who is marginalised and disadvantaged in education structures. She believes this question is critical in addressing social inequalities on local and global scales. She has been principal investigator and co-investigator on a number of projects such as the AHRC Global Challenges (2019) on an intercultural pedagogy for higher education in conditions of conflict and protracted crises (co-I); ESRC (2016-19) on identity, belonging and citizenship of migrant youth in the UK (co-I); ESRC IAA (2016-17) on race equality and Scottish school education (co-PI): the British Academy (2014-15) on international students mobility and capacity building in their home countries (PI) and EC Marie Skłodowska-Curie fellowship (2008-10) on migration, integration and education of Polish migrants families.

Prior to her position at Glasgow, she has been an Assistant Professor at Durham University, School of Education. She has also held a Lord Kelvin Adam Smith Research Fellowship at Glasgow, a Marie Skłodowska-Curie Research Fellowship at the Centre of Educational Sociology at Edinburgh, and a Postdoctoral Research Fellow at the Institute for Advanced Studies in the Humanities at Edinburgh. She has worked as an Assistant Professor in Social and Political Geography at the Jagiellonian University in Kraków where she has received her PhD.

Selected Publications: 

Moskal, M. (2020) Gendered differences in international graduates’ mobility, identity and career development. Social and Cultural Geography, 21(3), pp. 421-440. (doi: 10.1080/14649365.2018.1499039)

Sime, D., Moskal, M. and Tyrrell, N.(2020) Going back, staying put, moving on: Brexit and the future imaginaries of Central and Eastern European young people in Britain. Central and East European Migration Review, 9(1), pp. 85-100. (doi: 10.17467/ceemr.2020.03)

Wang, S. and Moskal, M. (2019) What is wrong with silence in intercultural classrooms? An insight into international students’ integration at a UK university. Journal of Comparative and International Higher Education, 11(Winter), pp. 52-58.

Yu, Y. and Moskal, M. (2019) Why do christian churches, and not universities, facilitate intercultural engagement for Chinese international students? International Journal of Intercultural Relations, 68, pp. 1-12.(doi: 10.1016/j.ijintrel.2018.10.006)

Yu, Y. and Moskal, M. (2019) Missing intercultural engagements in the university experiences of Chinese international students in the UK.Compare: A Journal of Comparative and International Education, 49(4), pp. 654-671. (doi: 10.1080/03057925.2018.1448259)

Moskal, M. and Schweisfurth, M.(2018) Learning, using and exchanging global competence in the context of international postgraduate mobility.Globalisation, Societies and Education, 16(1), pp. 93-105. (doi: 10.1080/14767724.2017.1387768)

Moskal, M. (2017) International students pathways between open and closed borders: towards a multi-scalar approach to educational mobility and labour market outcomes. International Migration, 55(3), pp. 126-138. (doi: 10.1111/imig.12301)

Moskal, M. and North, A. (2017) Equity in education for/with refugees and migrants—toward a solidarity promoting interculturalism. European Education, 49(2-3), pp. 105-113. (doi: 10.1080/10564934.2017.1343088)

Moskal, M. and North, A. (2017)Rethinking Equity in Education for/ with Refugees and Migrants, European Education Special Issue [Volume Editors]. European Education, 49(2-3),

Moskal, M. (2016) Language and cultural capital in school experience of Polish children in Scotland. Race, Ethnicity and Education, 19(1), pp. 141-160. (doi: 10.1080/13613324.2014.911167)

Moskal, M. (2016) Spaces of not belonging: inclusive nationalism and education in Scotland. Scottish Geographical Journal, 132(1), pp. 85-102. (doi: 10.1080/14702541.2015.1084028)