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Avery, Helen
Publications (10 of 15) Show all publications
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
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
Harju, A., Åkerblom, A., Nordén, B. & Avery, H. (2018). Samverkan i motstånd: ett utvecklingsprojekt för flerspråkig förskoleverksamhet. In: NÄD2018 - Nationell Ämnesdidaktisk konferens 2018, 26-27 april 2018, Kristianstad: . Paper presented at NÄD2018 - Nationell Ämnesdidaktisk konferens 2018, 26-27 april 2018, Kristianstad (pp. 20-20).
Open this publication in new window or tab >>Samverkan i motstånd: ett utvecklingsprojekt för flerspråkig förskoleverksamhet
2018 (Swedish)In: NÄD2018 - Nationell Ämnesdidaktisk konferens 2018, 26-27 april 2018, Kristianstad, 2018, p. 20-20Conference paper, Oral presentation with published abstract (Refereed)
Abstract [sv]

I detta paper problematiseras samverkan i ett utvecklingsprojekt som genomförs i en förskoleavdelning med participatorisk ansats (PAR). Projektet genomförs på en avdelning med ett 20-tal barn mellan tre och fem år som inte talar någon eller mycket lite svenska. I participatorisk forskning ligger ofta tonvikten på utveckling av professionella praktiker på den enskilda arbetsplatsen. Handlingsutrymmet för pedagoger ligger dock inbäddat i strukturer som är svåra att påverka. Bland annat kan en strikt tillämpning av likvärdighetsprincipen medföra att det blir svårt att tillgodose specifika behov och förutsättningar, eller att utveckla nya modeller lokalt.

Keywords
participatoriska ansatser, flerspråkighet, samverkan, verksamhetsutveckling, PAR, nyanlända, förskola
National Category
Educational Sciences International Migration and Ethnic Relations Languages and Literature
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71277 (URN)
Conference
NÄD2018 - Nationell Ämnesdidaktisk konferens 2018, 26-27 april 2018, Kristianstad
Available from: 2018-03-04 Created: 2018-03-04 Last updated: 2018-03-09Bibliographically approved
Avery, H. (2018). Study guidance in mathematics for newcomer pupils in Sweden: policy, language and subject teaching traditions. In: Evascol - School, migration, itinerancy: complementary perspectives, 5-6 April 2018, Suresnes, France: . Paper presented at Evascol - School, migration, itinerancy: complementary perspectives, 5-6 April 2018, Suresnes, France.
Open this publication in new window or tab >>Study guidance in mathematics for newcomer pupils in Sweden: policy, language and subject teaching traditions
2018 (English)In: Evascol - School, migration, itinerancy: complementary perspectives, 5-6 April 2018, Suresnes, France, 2018Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

The presentation is based on a review of the litterature on newcomer education in Sweden, including a discussion of the most recent policy changes and observations on their effects. Specific impacts of policy concerning study guidance in mathematics are illustrated with examples from classroom observations and teacher interviews.

Keywords
newly arrived, Sweden, reception measures, study guidance, mathematics, language policy, migration
National Category
Educational Sciences International Migration and Ethnic Relations Languages and Literature
Research subject
Pedagogics and Educational Sciences; Humanities
Identifiers
urn:nbn:se:lnu:diva-71278 (URN)
Conference
Evascol - School, migration, itinerancy: complementary perspectives, 5-6 April 2018, Suresnes, France
Available from: 2018-03-04 Created: 2018-03-04 Last updated: 2018-06-19Bibliographically approved
Avery, H. (2017). A Library and School Network in Sweden: Social Literacies and Popular Education. In: Joron Pihl, Kristin Skinstad van der Kooij, Tone Cecilie Carlsten (Ed.), Teacher and Librarian Partnerships in Literacy Education in the 21st Century: (pp. 45-62). Rotterdam: Sense Publishers
Open this publication in new window or tab >>A Library and School Network in Sweden: Social Literacies and Popular Education
2017 (English)In: Teacher and Librarian Partnerships in Literacy Education in the 21st Century / [ed] Joron Pihl, Kristin Skinstad van der Kooij, Tone Cecilie Carlsten, Rotterdam: Sense Publishers, 2017, p. 45-62Chapter in book (Refereed)
Abstract [en]

The topic of this article is the Commons, an integrated school and public library network in an urban multi-ethnic neighbourhood in southern Sweden. In 2011, the Commons network was awarded a national prize as the best school library in Sweden for its outstanding collaboration with the teachers and its exemplary work in stimulating learning. The study explores ways this library – school partnership contributes to the development of literacy and democratic competencies, allowing children to become active members of their local community.

Place, publisher, year, edition, pages
Rotterdam: Sense Publishers, 2017
Series
New Research – New Voices ; 6
Keywords
Library-school partnership, popular education, Sweden, community, democratic competency, empowerment, leisure-time centre, ethnic diversity, plurilingualism, social literacy
National Category
Educational Sciences Information Studies International Migration and Ethnic Relations
Research subject
Pedagogics and Educational Sciences; Humanities, Library and Information Science; Social Sciences
Identifiers
urn:nbn:se:lnu:diva-71151 (URN)978-94-6300-897-6 (ISBN)978-94-6300-898-3 (ISBN)978-94-6300-899-0 (ISBN)
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2018-03-12Bibliographically approved
Avery, H. (2017). At the bridging point: tutoring newly arrived students in Sweden. International Journal of Inclusive Education, 21(4), 404-415
Open this publication in new window or tab >>At the bridging point: tutoring newly arrived students in Sweden
2017 (English)In: International Journal of Inclusive Education, ISSN 1360-3116, E-ISSN 1464-5173, Vol. 21, no 4, p. 404-415Article in journal (Refereed) Published
Abstract [en]

In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.

Keywords
Tutoring, reception, refugees, newly arrived students, teacher collaboration, inclusive support measures
National Category
Educational Sciences International Migration and Ethnic Relations Languages and Literature
Research subject
Pedagogics and Educational Sciences; Social Sciences; Humanities, Swedish as a Second Language
Identifiers
urn:nbn:se:lnu:diva-71149 (URN)10.1080/13603116.2016.1197325 (DOI)
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2018-03-09Bibliographically approved
Avery, H. & Hoxhallari, I. (2017). From policy to practice: Roma education in Albania and Sweden. The Urban review, 49(3), 463-477
Open this publication in new window or tab >>From policy to practice: Roma education in Albania and Sweden
2017 (English)In: The Urban review, ISSN 0042-0972, E-ISSN 1573-1960, Vol. 49, no 3, p. 463-477Article in journal (Refereed) Published
Abstract [en]

This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.

Keywords
Roma education, Albania, Sweden, Equity, Research approaches
National Category
Educational Sciences Social Sciences Interdisciplinary Languages and Literature
Research subject
Pedagogics and Educational Sciences; Social Sciences; Humanities
Identifiers
urn:nbn:se:lnu:diva-71148 (URN)10.1007/s11256-016-0394-5 (DOI)
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2018-03-09Bibliographically approved
Avery, H. & Said, S. (2017). Higher Education as a Socio-economic Advancement Opportunity for Refugees. In: 33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 september 2017, Jena, Tyskland: . Paper presented at 33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 september 2017, Jena, Tyskland.
Open this publication in new window or tab >>Higher Education as a Socio-economic Advancement Opportunity for Refugees
2017 (English)In: 33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 september 2017, Jena, Tyskland, 2017Conference paper, Oral presentation with published abstract (Refereed)
Abstract [en]

This conceptual paper addresses the relationships between higher education policies for refugees and the wider issues of social justice, transition to sustainability, peacebuilding and post-conflict recovery in the Middle East. The paper draws on an overview of current options for refugees to access higher education, as well as research on long term impacts in post conflict contexts. Perspectives adopted in the paper involve theorizing the ways higher education shapes socio-technical systems in the Middle East, and the effects this can have for economic recovery and autonomy. Today, the world is facing the greatest refugee and displacement crisis since the Second World War. The immediate causes of the crisis seem to be armed conflicts and radicalisation of societies. At closer inspection, we can see that this crisis reflects a repeated failure of the international economic and political system in addressing certain major challenges, including social justice and adequate education. While international politics has failed to support stability or prevent political conflicts, growing neoliberalism and ineffective development strategies have instead contributed to social injustice and economic instability at national and international levels. Higher education plays a key role in stabilisation, modernization and de-radicalisation of societies, but has to date only received limited attention in development assistance strategies or in the context of humanitarian aid for refugees. Young refugees and displaced academics are therefore insufficiently equipped to work as catalysts for peacebuilding in their own or host countries. Moreover, they are under severe economic and social pressure to earn money for their family’s survival. Given these circumstances, opening up opportunities for higher education for young refugees (O'Keeffe and Pásztor 2017) not only give them the hope to improve their socioeconomic situation, but will also change their personal status as a “refugee”. Crucially, a well-educated generation is a fundamental condition for successful reconstruction, social recovery and sustainable development in the post conflict future (Emtairah et al. 2016). Attention must be devoted to the form and content of higher education, however, to address challenges, create capacity needed in recovery efforts, and avoid future dependencies (cf. Dryden-Peterson 2016).

Keywords
refugee higher education, refugee economics
National Category
International Migration and Ethnic Relations Educational Sciences
Research subject
Pedagogics and Educational Sciences
Identifiers
urn:nbn:se:lnu:diva-71153 (URN)
Conference
33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 september 2017, Jena, Tyskland
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2018-03-01Bibliographically approved
Avery, H. & Said, S. (2017). Higher Education for Refugees: The Case of Syria. Policy & Practice: A Development Education Review (24), 104-125
Open this publication in new window or tab >>Higher Education for Refugees: The Case of Syria
2017 (English)In: Policy & Practice: A Development Education Review, ISSN 1748-135X, no 24, p. 104-125Article in journal (Refereed) Published
Abstract [en]

The refugee crisis is also a crisis in education.  While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding.  Education prospects and content are drivers of onwards migration, but also affect economic structures on return.  Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised.  The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular.  Foreign interests can fuel sectarianism as well as creating economic structural dependencies.  Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments.

Keywords
Higher Education, Refugee Education, Syrian Refugees, Radicalisation, Peacebuilding, Economic Dependency, Social Justice, Socio-economic Development
National Category
Educational Sciences International Migration and Ethnic Relations
Research subject
Pedagogics and Educational Sciences; Social Sciences
Identifiers
urn:nbn:se:lnu:diva-71147 (URN)
Available from: 2018-02-28 Created: 2018-02-28 Last updated: 2018-03-09Bibliographically approved
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