Category: Education and Migration
Can multilingual education spark STEM dreams in migrant students in poorer states of India?
Migrant STEM students face significant challenges due to the lack of Multi Lingual Education (MLE) innovation, as language proficiency is crucial for academic success. Decolonising STEM education demands questioning the assumption that English-medium instruction (EMI) is the sole path to STEM success.
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The landscape of refugee education research: Complicit scholarship in violence, oppression and imperialism
In this blog, we summarise insights from the research programme Decolonising Knowledge Systems. Specifically, we focus on the field of education of forced migrants and the rise and quick growth of the field over the past 20 years.
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World Refugee Day
Every year on 20 June, the world marks World Refugee Day, as a day to honour people who have been forced to flee their homes.
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Why host country education for refugees isn’t a magical solution
‘For Syrian children in Lebanon, enrolment in the national education system has been a mixed bag.’
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Global responsibility sharing for refugee education: what is a “fair share”?
In a previous blog about refugee education, I concluded that: “since the returns on investments in refugee education are global, investment in the recurrent costs of refugee education should be shared by the global community.”
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Addressing the educational needs of Afghan returnee children: A call to action
There has been a significant increase in the number of people returning to Afghanistan, primarily through the Torkham and Spin Boldak border crossings. To understand the educational needs and learning levels of returnee children, a rapid assessment was undertaken.
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Making visible the invisible refugee children with disabilities in Uganda: The role of mothers
The study focused on establishing what data exists; experiences of disabled refugee learners and; perceptions on opportunities and challenges.
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Learning as ecosystems: Reflective learning partnerships in philanthropic programming in education and displacement
We invite you to imagine… what could be the potential for more meaningful systems change, if refugee learners and populations would no longer be considered as a ‘problem’ to be solved, yet rather as an opportunity to exploring the potential for wider systems and structures in which displaced learners are…
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Day-to-day interactions: Contextualising the barest minimum for foundational learning for young refugees and asylum seekers in the UK
At the UKFIET conference, I presented my paper “My Foundation Starts Here: What Foundational Learning Means for Young Refugees and Asylum Seekers”, It was an opportunity to reflect on what foundational learning means for young people who have fled war or persecution and found themselves in the UK.
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‘My Teachers Didn’t Notice’: Nurturing the Well-being of Internally Displaced Children through Trauma-informed Education
Child labourer Jamlo Makdam was only twelve when fatigue and dehydration caused her to collapse. She had been walking for approximately 93 miles for three days, attempting to reach her home village. Although she did not know it, she was only an hour away from home when she died.
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Ethical dilemmas in securing ‘truly’ informed consent: reflections on education research with young participants affected by forced displacement
This blog was written by Fabiana Maglio, senior international development professional, and Matthew Byrne, senior humanitarian and human rights expert, based on their session at...
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Mind the gap in refugee education: where are all the girls?
This blog was written by Ruth Naylor, Lead Advisor, Research with the Education Development Trust. It was originally published on the Education Development Trust website on 21...
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