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education

TORCH | The Oxford Research Centre in the Humanities

Elsa Gomis presents, The Logic of Analogy: Slavery and the Contemporary Refugee. Yogita Goyal (Humanity: An International Journal of Human Rights, Humanitarianism, and Development, 8(3), 543-546. 2017)

Elsa Gomis gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

Rachel Fox presents, Refugee tales David, Herd and Anna Pincus (Comma Press, 2016)

Rachel Fox gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

Ethel Maqeda presents, The Book of Memory: A Novel by Petina Gappah (Macmillan, 2016)

Ethel Maqeda gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

What is a decolonial curriculum soapbox?

Elleke Boehmer, Professor of World Literature in English, University of Oxford, gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

Discussion: What is a decolonial curriculum?

Kwame Dawes, Jok Madut Jok, Peter D Mcdonald and Anu Anand discuss What is a decolonial curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

Peter D Mcdonald - What is a decolonial curriculum?

Peter D Mcdonald, Professor of English and Related Literature, University of Oxford gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

Jok Madut Jok - What is a decolonial curriculum?

Jok Madut Jok, TORCH / Mellon Global South Visiting Professor, University of Oxford, gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
TORCH | The Oxford Research Centre in the Humanities

Kwame Dawes - What is a decolonial curriculum?

Kwame Dawes, TORCH Visiting Professor, University of Oxford, gives a talk for the workshop, What is a Decolonial Curriculum? Held at TORCH on 28th November 2018.
Department of Education Public Seminars
Captioned

A Rational Approach to Evidence-Based Decision Making in Education Policy

If education policy-making is based strictly on rigorous evidence there is a risk of bias towards simple, discrete, measurable interventions. We present a framework for considering inconclusive evidence.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - From the editors

In this issue of FMR, authors from around the world debate how better to enable access to quality education both in emergency settings and in resettlement and asylum contexts.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Feeling safe enough to learn in a conflict zone

Building an internal sense of safety while also teaching coping skills and how to remain alert to the very real risks outside is essential if psychosocial programming in Afghanistan is to provide a ‘safe space’ for children to learn in a context of high i
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Breaking the silence: sexual coercion and abuse in post-conflict education

Experience from the Central African Republic makes clear that global efforts to increase numbers of children in school, particularly in conflict-affected areas and for displaced children, need to pay greater attention to safety and accountability.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Strengthening education systems for long-term education responses

Implementation of programmes in DRC and Nigeria demonstrates how the building blocks for long-term improvements can be laid in the earliest stages of an education in emergencies response, even in the most challenging contexts.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Jordan: education policy in transition

As the education sector in Jordan moves from a humanitarian to a development response, a lack of planning for an appropriate transition risks excluding some groups of learners.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Applying learning theory to shape 'good learning' in emergencies: experience from Dadaab, Kenya

Applying one learning theory retrospectively to a non-formal education programme for youth shows how learning theories can be used to assess learning in diverse EiE programmes.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Child-friendly spaces: enhancing their role in improving learning outcomes

Providing psychosocial support to children through the medium of child-friendly spaces can improve learning outcomes for children but requires more localised, partnership-driven and gender-responsive approaches and strengthened monitoring and evaluation.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Refugee children with communication disability in Rwanda: providing the educational services they need

Research undertaken in Rwanda aims to provide firm evidence for use in improving access to inclusive educational services for refugee children with communication disability.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Refugee education in Greece: integration or segregation?

Although education policies have been devised to integrate these children into the Greek education system, these policies have actually led to some students being segregated.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Accessing and thriving in education in the UK

Research shows that significant barriers confront refugee and asylum-seeker children arriving in the UK in terms of them getting into school and thriving in education.
Education: needs, rights and access in displacement (FMR 60)

FMR 60 - Learning in resettlement

Education is a central element of resettled families’ lives and providing support to parents and children to learn about and integrate into the education system is essential.

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