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Avery, Helen
Publications (10 of 22) Show all publications
Avery, H. & Halimeh, N. (2019). Crafting Futures in Lebanese Refugee Camps: The Case of Burj El Barajneh Palestinian Camp. FORMakademisk
Open this publication in new window or tab >>Crafting Futures in Lebanese Refugee Camps: The Case of Burj El Barajneh Palestinian Camp
2019 (English)In: FORMakademisk, ISSN 1890-9515Article in journal (Refereed) In press
Abstract [en]

The initiative at the Burj El Barajneh camp is run by a network of local associations, and aims at improving living conditions, services, infrastructure and livelihoods for the inhabitants. Burj el Barajneh has a large number of active associations and many highly educated professionals. However, in this kind of complex hyperdense context any kind of change needs to be carefully considered, there are no simple recipes, and existing professional expertise does not necessarily match the specific conditions of the locality. By working with collective design and collaboration between the camp's inhabitants, it becomes possible to envisage larger coordinated efforts, and to solve issues that remain blocked at an individual level.

Place, publisher, year, edition, pages
Oslo: , 2019
Keywords
systemic design, architecture, refugee camps, Lebanon, livelihoods, sustainable models, collective design
National Category
Social Sciences Interdisciplinary Social and Economic Geography Design Architecture
Research subject
Technology (byts ev till Engineering), Sustainable Built Environment; Economy, Cultural Economy
Identifiers
urn:nbn:se:lnu:diva-82300 (URN)
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-08
Hammarsten, M., Askerlund, P., Almers, E., Avery, H. & Samuelsson, T. (2019). Developing ecological literacy in a forest garden: children’s perspectives. Journal of Adventure Education and Outdoor Learning, 1-15
Open this publication in new window or tab >>Developing ecological literacy in a forest garden: children’s perspectives
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2019 (English)In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, p. 1-15Article in journal (Refereed) Epub ahead of print
Abstract [en]

Today, cities become more dense, green spaces disappear and children spend less time outdoors. Research suggests that these conditions create health problems and lack of ecological literacy. To reverse such trends, localities are creating urban green spaces for children to visit during school time. Drawing on ideas in ecological literacy, this study investigates school children’s perspectives on a forest garden, a type of outdoor educational setting previously only scarcely researched. Data were collected through walk-and-talk conversations and informal interviews with 28 children aged 7 to 9. Many children in the study expressed strong positive feelings about the forest garden, the organized and spontaneous activities there, and caring for the organisms living there. We observed three aspects of learning in the data, potentially beneficial for the development of children’s ecological literacy: practical competence, learning how to co-exist and care, and biological knowledge and ecological understanding.

Place, publisher, year, edition, pages
Routledge, 2019
Keywords
forest garden, social studies of childhood, children’s perspectives, walk-and-talk conversations, ecological literacy
National Category
Environmental Sciences Educational Sciences Ecology
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82303 (URN)10.1080/14729679.2018.1517371 (DOI)
Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-17
Halimeh, N., Avery, H. & Halimeh, M. (2018). Crafting futures in a Lebanese refugee camp: the Burj el Barajneh Souk. In: Birger Sevaldson (Ed.), Proceedings of Relating Systems Thinking and Design (RSD6) 2017 Symposium: Book of Abstracts. Paper presented at RSD6 Research for Systemic Design, 18-29 oktober 2017, Oslo School of Architecture and Design, Oslo (pp. 104-105).
Open this publication in new window or tab >>Crafting futures in a Lebanese refugee camp: the Burj el Barajneh Souk
2018 (English)In: Proceedings of Relating Systems Thinking and Design (RSD6) 2017 Symposium: Book of Abstracts / [ed] Birger Sevaldson, 2018, p. 104-105Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The idea behind this project began through an ethnographic study of the Bourj el Barajneh Palestinian Camp’s population. Through the research and the understanding of the camp on all levels the project aims to use architectural methods to address the political and social relationships within the enclosed city and its surrounding neighbourhoods.

The sustainable and ephemeral Souk will empower an existing network of talent and craftsmanship; creating a metaphorical bridge that both connects and brings together segregated divisions on the political, social and urban level. The camp will be rejuvenated from within, as the Souk will assist in elevating the current population.

This project begins on a micro scale by working with what is already present and building upon it, creating a sustainable living structure. An architectural configuration will regenerate what is stagnant and fixed, strengthen the existing craftsmen, and improve on the new ephemeral and temporary formation.

The chosen space for the project within the camp is an already living and breathing organism. It is a social space, a market place and an area where the craftsmen have settled. After developing a master plan through different architectural strategies; concealing, constructing, regenerating and extending methods, this particular area stood out, as it’s already a platform with social, educational and industrial integrated programmes.

The current Souk will be renovated into a space that connects to the present research circles in Lebanon for creative design projects, this will mobilize and utilize the camp’s local talent while developing and expanding on the current knowledge and concepts needed to support a sustainable economy. As the Souk moves into the macro scale of the project it will tie into business support projects; which include shared distribution services, shared administration platforms for cooperatives with micro-banking and micro-insurance programmes.

Series
Relating Systems Thinking and Design Proceedings, ISSN 2371-8404
Keywords
livelihoods, participatory networks, community empowerment
National Category
Social Sciences Interdisciplinary Architecture International Migration and Ethnic Relations
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-71156 (URN)
Conference
RSD6 Research for Systemic Design, 18-29 oktober 2017, Oslo School of Architecture and Design, Oslo
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2018-03-09Bibliographically approved
Avery, H. & Barhoum, R. (2018). Educational leadership in a state of protracted crisis: refugee education in Lebanon. In: The Primary Colours of Education #3 «School Leadership Matters»: Conference Book : 16th & 17th April 2018 - Baška, Croatia. Paper presented at NEPC School leadership matters, 16-17 April 2018, Baška, Croatia (pp. 20-21). Zagreb: Network of Education Policy Centers
Open this publication in new window or tab >>Educational leadership in a state of protracted crisis: refugee education in Lebanon
2018 (English)In: The Primary Colours of Education #3 «School Leadership Matters»: Conference Book : 16th & 17th April 2018 - Baška, Croatia, Zagreb: Network of Education Policy Centers , 2018, p. 20-21Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The presentation is based on a series of interviews with school leaders working with refugee children in Lebanon, both within the Lebanese schools and in various NGOs. Questions focused the social, pedagogical and economic dimensions of their work, as well as their strategies for organising training and functioning structures.

In Lebanon, there are different groups of refugee and migrant pupils in need of education, at primary and secondary levels. These include Palestinians born in Lebanon, or recently arrived as refugees, Syrian refugees, refugees from other countries, and children of migrant workers. The residence and work status of their parents varies. The Syrian refugees constitute a very large group, but the exact numbers are uncertain.

The uncertain and precarious situation of the refugees, lack of resources and poor living conditions are major dimensions of the work of school leaders in these contexts, both for those working within the Lebanese schools, and for those who have leadership functions within the NGOs.

Place, publisher, year, edition, pages
Zagreb: Network of Education Policy Centers, 2018
Keywords
refugee education, Lebanon, reception measures, school leadership
National Category
Educational Sciences International Migration and Ethnic Relations
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71279 (URN)
Conference
NEPC School leadership matters, 16-17 April 2018, Baška, Croatia
Available from: 2018-03-04 Created: 2018-03-04 Last updated: 2018-06-19Bibliographically approved
Kästen-Ebeling, G. (2018). Från mottagande i skolan till undervisning i ordinarie klass. In: Tore Otterup, Gilda Kästen-Ebeling (Ed.), En god fortsättning: Nyanländas fortsatta väg i skola och samhälle (pp. 13-29). Lund: Studentlitteratur AB
Open this publication in new window or tab >>Från mottagande i skolan till undervisning i ordinarie klass
2018 (Swedish)In: En god fortsättning: Nyanländas fortsatta väg i skola och samhälle / [ed] Tore Otterup, Gilda Kästen-Ebeling, Lund: Studentlitteratur AB, 2018, p. 13-29Chapter in book (Other (popular science, discussion, etc.))
Place, publisher, year, edition, pages
Lund: Studentlitteratur AB, 2018
Keywords
interkulturellt förhållningssätt
National Category
International Migration and Ethnic Relations Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82308 (URN)9789144113906 (ISBN)
Note

Helen Avery citeras under rubriken Interkulturellt förhållningssätt i skolverksamheten.

Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-10Bibliographically approved
Avery, H., Said, S. & Masoud, Z. (2018). Futures as seen from the diaspora: the Syria 2040 workshops. In: Presented at The Refugees, Borders and Membership Conference: Open International Conference, Malmö Unviersity 24-26 October 2018. Paper presented at Presented at The Refugees, Borders and Membership Conference. Open International Conference, Malmö Unviersity 24-26 October 2018. Malmö: Malmö University
Open this publication in new window or tab >>Futures as seen from the diaspora: the Syria 2040 workshops
2018 (English)In: Presented at The Refugees, Borders and Membership Conference: Open International Conference, Malmö Unviersity 24-26 October 2018, Malmö: Malmö University , 2018Conference paper, Oral presentation only (Refereed)
Abstract [en]

The Syria 2040 workshops were initiated in 2016 by the International Institute for Industrial Environmental Economics and the Centre for Middle Eastern Studies, Lund University, and ran for one and a half years, using scenario methodology. Syrians with diverse backgrounds and political standpoints, living in Sweden and other European countries, collectively reflected on possible scenarios for future developments in Syria. Since the debate in situations of conflict tends to be structured around the immediate conflict (and those who “win” or lose through this), it can be especially constructive to reflect on a longer time perspective. Also, many discussion fora are directed by particular interest groups or are financed by international actors with their own interests in the outcome. The workshops were intended as a space where more open discussions could take place across dividing lines, considering ways forward. This presentation focuses on reflections from one of these workshops, which dealt with possible roles for the Syrian diaspora and civil society. Although various factions and diverging agendas of the diaspora might sustain and aggravate tensions it was concluded that the diaspora can play a constructive role provided that it learns how to play a more active part and find suitable structures.

Place, publisher, year, edition, pages
Malmö: Malmö University, 2018
Keywords
diasporas, Syria, post-conflict development, future-oriented methodologies, scenarios
National Category
International Migration and Ethnic Relations Social Sciences Interdisciplinary
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-82309 (URN)
Conference
Presented at The Refugees, Borders and Membership Conference. Open International Conference, Malmö Unviersity 24-26 October 2018
Note

Ej belagd 190508

Available from: 2019-04-26 Created: 2019-04-26 Last updated: 2019-05-08Bibliographically approved
Warren, A. R., Sheikhi, K., Lindén, S., Avery, H. & Hedman, C. (2018). Identitets- och kunskapsutveckling i studiehandledning på modersmål: perspektiv från forskning och utbildning. In: Modersmål, minoritet och mångfald - Flerspråkiga identiteter i en nordisk utbildningskontext: Abstracthäfte. Paper presented at Modersmål, minoritet och mångfald - Flerspråkiga identiteter i en nordisk utbildningskontext - Högskolan Dalarna, Falun, Sweden 12-13 november 2018 (pp. 41-42). Falun: Högskolan Dalarna
Open this publication in new window or tab >>Identitets- och kunskapsutveckling i studiehandledning på modersmål: perspektiv från forskning och utbildning
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2018 (Swedish)In: Modersmål, minoritet och mångfald - Flerspråkiga identiteter i en nordisk utbildningskontext: Abstracthäfte, Falun: Högskolan Dalarna, 2018, p. 41-42Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

I den svenska grund- och gymnasieskolan kan elever få stöd i olika skolämnen genom att bearbeta ämnesstoff på andra språk än svenska i så kallad. studiehandledning på modersmålet (SHMM). Detta är en lagstadgad rättighet för alla elever som behöver det. SHMM har funnits sedan 1960-talet, men det är bara under de senaste två åren som forskningen om studiehandledning har tagit fart. Forskningen visar hur SHMM kan stötta elevernas språk- och kunskapsutveckling samt bidra till ett stärkande av deras identitetsutveckling, men att organiseringen av SHMM ofta är ogenomtänkt och resurserna otillräckliga (Avery, 2017; Reath Warren, 2016; Wedin & Wessman, 2017). Inga särskilda kvalifikationer krävs dessutom av studiehandledare, verksamheten är tidsbegränsad och SHMM betraktas inte som undervisning, vilket har bidragit till verksamhetens marginalisering. Dessa villkor avspeglar en generell tendens att nedprioritera minoritetsspråk (Lainio, 2013). I kollokviet lyfter vi resultat från ny forskning som visar hur SHMM, när den är väl genomförd och organiserad, bidrar till språk- och kunskapsutveckling, Vidare diskuteras de möjligheter som studiehandledning erbjuder avseende elevers möjligheter att utveckla en flerspråkig identitet samt vilka attityder till flerspråkighet som förekommer bland studiehandledare, lärare och familjer.  Anne Reath Warren ger en introduktion till SHMM och presenterar studien ”Studiehandledning på modersmål – ett tillfälligt utrymme för transspråkande”. En analys av flerspråkiga praktiker under 13 lektioner visar hur transspråkande under studiehandledning uppfyller fem funktioner som bidrar till språk- och kunskapsutveckling och utmanar monoglossiska språkideologiska perspektiv i den aktuella undervisningskontexten (Reath Warren, 2016). Karin Sheikhi bidrar med en presentation om “Utbildning för studiehandledare på modersmål”. Studiehandledare är ett yrke som inte är reglerat och verksamma studiehandledare idag är en mycket heterogen grupp. Att utforma en utbildning som är lämplig och anpassad för yrkesrollen är därmed en utmaning. Presentationen bygger på en studie av utformning, genomförande och utvärdering av utbildningar för studiehandledare. Sofia Lindéns presentation bygger på material från hennes pågående avhandlingsprojekt om pedagogisk stöttning i undervisningskontexter med SHMM och nyanlända elever. Begreppet stöttning är centralt i presentationen och diskuteras med utgångspunkt i fältanteckningar av undervisningsobservationer under SHMM samt utifrån intervjuer med studiehandledare, nyanlända elever och klass/ämneslärare. Helen Avery diskuterar utifrån analyser av videomaterial, observationer och intervjuer studiehandledning i matematik och dess specifika villkor. Tre aspekter berörs: lärares föreställningar om väsentliga färdigheter och progression, klasslärares förmåga att stödja elever och förklara problem samt vilken betydelse föreställningar om språk har för hur studiehandledning ges i matematik.

Place, publisher, year, edition, pages
Falun: Högskolan Dalarna, 2018
Keywords
studiehandledning på modersmål
National Category
Languages and Literature Educational Sciences International Migration and Ethnic Relations
Research subject
Humanities; Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82310 (URN)
Conference
Modersmål, minoritet och mångfald - Flerspråkiga identiteter i en nordisk utbildningskontext - Högskolan Dalarna, Falun, Sweden 12-13 november 2018
Available from: 2019-04-27 Created: 2019-04-27 Last updated: 2019-08-05Bibliographically approved
tom Dieck, F., Avery, H., Doumas, K., Dovigo, F., Mendonça Dias, C., Moree, D. & Ragnarsdóttir, H. (2018). Inclusion of refugee students in Europe: The case of Greece. In: ECER 2018, Bolzano, Italy: . Paper presented at ECER 2018, Bolzano, Italy.
Open this publication in new window or tab >>Inclusion of refugee students in Europe: The case of Greece
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2018 (English)In: ECER 2018, Bolzano, Italy, 2018Conference paper, Oral presentation with published abstract (Refereed)
National Category
Pedagogy Sociology
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-82064 (URN)
Conference
ECER 2018, Bolzano, Italy
Available from: 2019-04-22 Created: 2019-04-22 Last updated: 2019-05-20Bibliographically approved
Avery, H. & Granstedt, L. (2018). Making space for collaboration at school and preschool: the places mother tongue teachers meet teachers of other subjects. In: Multilingualism and Education: Interdisciplinary and International Perspectives, 7 May 2018, Oslo. Paper presented at Multilingualism and Education : Interdisciplinary and International Perspectives, 7 May 2018, Oslo (pp. 36-37).
Open this publication in new window or tab >>Making space for collaboration at school and preschool: the places mother tongue teachers meet teachers of other subjects
2018 (English)In: Multilingualism and Education: Interdisciplinary and International Perspectives, 7 May 2018, Oslo, 2018, p. 36-37Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Recent changes in the Swedish Education Act aim at reducing time spent in reception classes, so that newly arrived pupils (at least partly) enter mainstream classes on arrival. A consequence is that educating newcomers has become the responsibility of all school staff. Expectations on the contribution of mother tongue teachers have increased, as well as presupposing extensive collaboration between bilingual support staff or mother tongue teachers and teachers of other school subjects.

The presentation focuses on the social practices in schools concerning mother tongue teachers and their potential participation in school development and collaboration with other staff, paying particular attention to the places where meetings occur. Three mother tongue teachers were followed a total of 15 days in a period of six months, to observe the opportunities for collaboration and communication in their working days. Two of these teachers also worked with study guidance.

Results suggest that among the significant aspects were: the place of interaction, the language, higher status of mother tongue at the school, a positive attitude in teachers involved, and interaction with an entire class and with other staff. Places of meeting were frequently corridors, the staff rooms, or other places that were not normally designated for regular teaching or planning activities. The places of interaction thus tended to underline the marginal position of the mother tongue teachers with respect to participation in school development.

Keywords
mother tongue teachers, Sweden, newcomer education, place, research methodology, linguistic geography
National Category
Educational Sciences International Migration and Ethnic Relations
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71280 (URN)
Conference
Multilingualism and Education : Interdisciplinary and International Perspectives, 7 May 2018, Oslo
Available from: 2018-03-04 Created: 2018-03-04 Last updated: 2018-05-03Bibliographically approved
Avery, H., Barhoum, R., Shalabi, S. & Halimeh, N. (2018). Refugee livelihoods in Egypt and Lebanon. In: World Congress for Middle Eastern Studies 2018 - University of Seville, Seville, Spain July 16-22, 2018: . Paper presented at World Congress for Middle Eastern Studies 2018 - University of Seville, Seville, Spain July 16-22, 2018.
Open this publication in new window or tab >>Refugee livelihoods in Egypt and Lebanon
2018 (English)In: World Congress for Middle Eastern Studies 2018 - University of Seville, Seville, Spain July 16-22, 2018, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

Beyond conventional relief efforts, gaining a more detailed picture of constraints, resources and risks encountered by refugees as well as of the meaning differing circumstances have for the concerned individuals may serve as a basis for developing more organised and collective responses to ensure social security in conditions of forced displacement and migration.Syrian refugees live very diverse situations, depending on access to social, financial and educational capital, as well as on their religion. Nevertheless, findings suggest that macro-scales policies have driven a large proportion of the interviewed Syrians into informality, and into situations of great personal insecurity. Particularly in Lebanon, policies primarily aim to restrict movement, control the refugees, and avoid permanent settlement by restrictive regulations concerning work. The Syrian community that was studied in Egypt appeared to be in a somewhat better situation. Despite restrictions on movement, lack of services, poor quality of education and poverty, Syrians had started small businesses, and functioned openly as a community. Also here, however, longer term perspectives were lacking.

Keywords
livelihoods, refugees, Lebanon, Egypt, mobility, refugee economies
National Category
Social and Economic Geography International Migration and Ethnic Relations Social Sciences Interdisciplinary
Research subject
Social Sciences
Identifiers
urn:nbn:se:lnu:diva-82311 (URN)
Conference
World Congress for Middle Eastern Studies 2018 - University of Seville, Seville, Spain July 16-22, 2018
Available from: 2019-04-27 Created: 2019-04-27 Last updated: 2019-08-05Bibliographically approved
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