Skip to content

About Dr Chandrika Devarakonda

I am a senior lecturer in the Faculty of Education and Children’s Services. I am also the disability link tutor for the faculty, link tutor for the partner colleges, Black Minority Ethnic (BME) recruitment and retention tutor on the Initial Teacher Education programmes.  

Before arriving at the University of Chester, I worked in an FE college as a main grade lecturer in Child Studies during for 10 years. I was responsible for developing short courses and teaching on mainstream courses in the college and in the wider community.

I obtained my PhD degree from the University of Manchester. My research explored perceptions of parents and teachers about appropriate educational provision for children with Down’s syndrome.

I have taught on a wide range of programmes at undergraduate and post - graduate level. The modules focussed on wide range of issues such as inclusion and diversity, international perspectives of early childhood, leadership and management, changing face of childhood. Work based learning, parent partnerships. I have collaborated with colleagues from University of North Florida, Jacksonville, Florida and Susquehanna University in Pennsylvania in USA to organise placements for their international experience in early childhood module. I have been invited to give key note speeches by several organisations such Equaliteach, Belfast Childcare partnership, in the UK and universities in USA, Spain, Netherlands and India. I have been invited to give talks at Autonomous University of Barcelona, Millersville University, HU institute of Applied Sciences, keynote speeches at Amity University, Pondicherry University in India.

I have supervised dissertations of EdD students successfully. I have supervised dissertations on a wide range of topics I have supervised a Commonwealth Scholar Dr Krishna Duhan.   

I am the external examiner for the school of education in the Faculty of Health, Education, Medicine and Social Care at Anglia Ruskin University. I have examined doctoral thesis in various universities in as well as other countries outside the United Kingdom.

I am a reviewer for different journals such as Power and Education, Disability, CBR and inclusive development, Critical Studies in Education, UNESCO reports.



  • ED 5705 Every Child Special
  • ED 5709 International experiences of early childhood
  • ED 6708 International perspectives of early childhood


Doctoral supervision:

I have supervised one PhD to successful completion on:

‘Elaine McCarthy, EdD

Premature Labour: A New Mother's Return to Teaching (2016)

I am currently one of the supervisors to students working on their Doctoral (EdD) dissertation:

Sharon Smith

Debbie Scott



I welcome enquiries for research at doctoral level in any of my research areas listed above or from students wishing to explore other areas within:

  • Issues related to diversity and inclusion
  • Children’s rights
  • International perspectives of childhood
  • Marginalised children
  • I have also received grants from British Academy, UKIERI and University of Chester research grants


Research projects:

  • Exploring Inclusion and Diversity within Undergraduate Teacher training programmes (ongoing)

This project has been funded by University of Chester research grants (2018-19). This research will obtain data from Associate teachers (ATs) on their final year on the BA Early Years - Primary Education (3-7) with QTS - Teacher Education BA (Hons) and some teacher educators at University of Chester directly engaged with this cohort of students as well as programme leaders, year leaders, and other staff who provide enriching experiences related to diversity from other teacher training programmes. Proposed research aims to explore the confidence of Associate Teachers in their final year to teach pupils from diverse contexts

  • Perceptions of Associate teachers and NQT’s about inclusion in England (2014)

The research examined how perceptions of associate teachers might differ in relation to their knowledge and understanding around the concept of inclusion at different stages of the Initial training courses. This research will also explore how associate teachers will translate their perceptions of inclusion when they are with children from diverse backgrounds in their placements and the influence of policy at different levels.

  • Cross cultural construction of childhood among students and staff from India and England (2012).

A wide variety of childhood exists across the world but the interpretation of this concept may differ from one country to another from the perspective of how children are different and expectations placed on them would change depending on their culture and society in which they live. The knowledge and understanding of childhood in another country is mainly influenced by the exposure they had from media (newspapers, television) or books or films or through first hand experiences of travelling etc. These influences will determine the perceptions of individuals about childhood in different countries. In order to investigate the perceptions of childhood in different countries, a survey exploring the construction of childhood and children has been distributed electronically. A questionnaire with open questions has been used to obtain the perceptions on children in England and India from students and staff engaged in studying and teaching in the Faculty of Education. Some of the conclusions from this research indicated that children are children irrespective of political, social and economic boundaries, culture influences perception of childhood and that children need to be nurtured and stimulated for their holistic development. Some of the issues impacting children are globalization, stereotypes, impact of media, Expectations of adults, stress of education and restricted opportunities to play.

International collaboration:

Student exchange collaboration with University of North Florida. First batch of five students visited Chester for two weeks in June 2017. They had opportunities to visit settings to experience provision for children at foundation stage, Key stages 1 and 2. They also had opportunities to listen to some experts within the faculty about key issues around the educational provision for children in England. They have experienced discussing and presenting their ideas comparing and contrasting provision in USA (especially Florida) and England. It is hoped that level 5 students will be reciprocating Florida students’ visit

There are also ongoing collaborations with academics from Millersville University, Pennsylvania, USA, Kagawa University Japan and Federation University Australia.


Published Work


Devarakonda.C. (Forthcoming) Perspectives around race and inclusion in education, Jessica Kingsley

Devarakonda, C. (2013). Diversity and inclusion in early childhood: An introduction. London: SAGE.

Book Chapters

Devarakonda.C. and Powlay.L. (2016) Inclusion and Diversity in Wyse, D., & Rogers, S. (2016). A guide to early years and primary teaching. London, United Kingdom: SAGE

Journal articles

C. Devarakonda, S. McGrath, D. Chaudhary (2019) Exploring inclusion and diversity within undergraduate teacher training programmes in England, Edulearn19 Proceedings, pp. 1947-1956. Available at:

Duhan.K. and Devarakonda.C. (2018) Teacher Trainees’ Perceptions of Inclusion of and its Challenges, Disability, CBR and inclusive development,  Vol. 29, No.1, 2018; doi 10.5463/DCID.v29i1.649

Duhan.K. and Devarakonda.C. (2016) Comparative perspective of Inclusion: India and England, International Journal of Applied Home Science, Volume 3 (11&12), November & December (2016) : 470-479

Hodkinson, A. & Deverakonda, C. (2011).For pity’s sake: comparative conceptions of inclusion in England and India, International Review of Qualitative Research, 4 (2) : 255-260

Hodkinson, A. and Devarakonda, C. (2011) Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in England. Educational futures, [online] Vol. 3(1). Available at:

Devarakonda.C(2010) Practitioners’ perceptions on the delivery of services provided to children and their families in a disadvantaged area in an Indian context, Early Childhood Practice : The Journal for Multiple-Professional Partnerships, Vol 11, Nos 1&2, 80-92

Hodkinson and Devarakonda (2009) Conceptions of Inclusion and Inclusive Education: a Critical Examination of the Perspectives and Practices of Teachers in India.’ Research in Education, No. 82, pp85-99, doi: 10.7227/RIE.82.7

Book Chapters

Devarakonda.C. and Powlay.L. (2016) Inclusion and Diversity in Wyse, D., & Rogers, S. (2016). A guide to early years and primary teaching. London, United Kingdom: SAGE

Devarakonda, C. (2013). Diversity and inclusion in early childhood: An introduction. London: SAGE.

Devarakonda,C. (2013) India - Who are the early years educators and with whom do they work? In Georgeson.J and Paylor.J (eds) International Perspectives of Early childhood education and care, Maidenhead, United Kingdom: Open University Press

Devarakonda.C. (2009) Global Dimension in Foundation Stage in Pickford.A (Ed): Get Global- A practical guide to integrating global dimension in the primary curriculum, Stoke on Trent: Trentham Books.

I have also presented papers in several national and international conferences on a wide range of topics.


PhD (University of Chester, UK)


Msc and MPhil (Sri Venkateswara University, India)