BERA每年都在博士生中认识到学术卓越和严谨性。这对Bera致力于在教育研究领域的发展能力，推进质量和方法原创性的承诺。

今年我们收到了许多高质量的应用程序，法官对令人兴奋的新研究人员的数量印象非常深刻。

我们很高兴地宣布2019年博士博士论文奖的获奖者是Yasamin Alkhansa.（苏塞克斯大学）为她的论文选择性历史：在伊斯兰共和国下的伊朗生活和教学

她论文的摘要如下：

“自1979年在伊朗伊斯兰革命以来，不断增长的学术辩论批评了其独裁国家对教育及以后的单一历史叙事的权力征收。Pointing to the way the Islamic Republic has ideologically selected and (re)appropriated a nation’s history to sanction particular identities, these debates have overwhelmingly focused on the power of the State at the expense of marginalizing the role of social actors such as teachers as the mediator of the curriculum. Drawing on an extensive ethnographic research study in Tehran-Iran from 2014 to 2015, this thesis brings to light teachers’ lived-world inside and outside the school. By telling their story, it demonstrates that despite real constraints, teachers do act against the imposition of official history and trivialize the State’s claim to historical truth through – quiet and unassuming – acts of everyday resistance, which contradictory accommodate it. Informed by Gramscian notion of contradictory consciousness, the study captures this complexity and shows how their pedagogies are simultaneous acts of resistance and submission to the status quo. This thesis also introduces a new method of textbook research building on Fairclough’s Critical Discourse Analysis (CDA) – which combines the analysis of textbooks’ historical content with its pedagogic style and socio-linguistic features. By so doing it critiques the dominant literature on the post-revolutionary Islamization of curriculum, nuancing the concept in terms of the absolute and authoritarian claim to historical truth and legitimacy; key features of the official history observable in (similar) authoritarian contexts. ”