Schooling for Refugee Children

Eleanore Hargreaves (Author)

Eleanore Hargreaves is Professor of Learning and Pedagogy at the UCL Institute of Education, where she is Academic Head of Research in the Department of Curriculum, Pedagogy and Assessment. Her research and teaching focus on hearing the perspectives of children in schooling to promote social justice and wellbeing in schooling globally. With a background in Islamic History, she has worked extensively with disadvantaged children in the SWANA region including in Egypt, Lebanon, Palestine and Jordan. Her book Children’s Experiences of Classrooms (Sage, 2017) inspired ideas related to the current book.

Brian Lally (Author)

Brian Lally is an educator and researcher with extensive experience in teaching, education leadership and safeguarding/child protection, as well as training for teachers and school leaders. He has particular expertise within conflict-affected, fragile and economically deprived contexts, working at local, regional and national levels in a range of countries. His most recent focus has been with community-led NGOs supporting refugee children and young adults in Lebanon, Uganda, Turkey and northern Syria through non-formal education provision, schools, vocational training and in facilitating access to higher education. His doctoral research with Kingston University builds on his experience in education in emergencies.

Bassel Akar (Author)

Bassel Akar has served as an Associate Professor of Education (2009-2023) and Director of the Center for Applied Research in Education (2014-2023) at Notre Dame University–Louaize, Lebanon. He is now Research Fellow at Centro de Estudos Africanos, Universidade do Porto. His research on education in fragile contexts has focused on low and middle income conflict-affected countries, especially Lebanon, Jordan, Yemen, Iraq, Iraqi Kurdistan and Egypt. Studies have examined education for social and human development through citizenship, history and early childhood education; provisions of education for young people made vulnerable by war and crises; and ethical and inclusive methods of inquiry for highly vulnerable populations.

Jumana Al-Waeli (Author)

Jumana Al-Waeli is a postdoctoral research fellow at Ulster University and an associate fellow and PhD candidate at UCL Institute of Education. Her current work examines the political economy of education and peacebuilding in conflict affected contexts through a lens of social justice. Jumana’s doctoral research investigated the learning of Syrian refugee students in the UK in relation to social justice. Jumana has been a trainer, lecturer and teacher for more than 19 years, delivering workshops on Research and Education in relation to conflict and peacebuilding, as well as teaching in Higher Education and international schools in the UK, Syria, and Kurdistan-Iraq.

Jasmine Costello (Author)

Jasmine Costello is a project manager at Student Achievement Partners where she designs resources and professional learning for teachers that centre on marginalised perspectives and seeks to increase equitable educational opportunities in the US. She was previously an elementary teacher at the School District of Philadelphia and has worked in school-based non-profit management roles. She is delighted to be involved with this project and to learn from the incredible researchers, teachers and students at the MAPS schools.