[Blog] When education must heal: Curriculum, trauma and agency in conflict-affected schools
The blog “draws on practice-based research from mainstream schools in Indian-administered Kashmir, where prolonged political violence has shaped not only schooling systems but also how learners and educators relate to authority, safety and the future. It argues that education in such contexts must be understood as both a pedagogical and civic practice – one that … Continue reading [Blog] When education must heal: Curriculum, trauma and agency in conflict-affected schools [Blog] Learning together to prevent violence in education: Reflections from UKFIET 2025 conference
The blog author’s aim for attending the UKFIET conference was to share findings and lessons from a study on school-related gender-based violence (SRGBV) from the perspectives of children with disabilities in Sierra Leone. His second objective was to learn from what other researchers and practitioners were doing to understand violence in schools and strategies for … Continue reading [Blog] Learning together to prevent violence in education: Reflections from UKFIET 2025 conference [Blog] Inclusive education in Jordan and Lebanon: Progress made, gaps revealed and the road ahead
Drawing on research conducted in eight government secondary schools in Jordan and Lebanon in 2024, this blog sheds light on how inclusive education is understood, practiced and experienced in schools which are part of government-led inclusive education initiatives in both countries. While there are notable similarities in policy direction and international support, the findings reveal … Continue reading [Blog] Inclusive education in Jordan and Lebanon: Progress made, gaps revealed and the road ahead [Blog] Learning for All: A Luminos White Paper on Advancing Inclusion in Low-Learning Contexts
“Globally, the single greatest predictor of whether a child will learn to read is not effort, ability, or potential, but the country into which that child is born.” Luminos are introducing their ‘White Paper’ and its findings on Inclusion of Children with Dyslexia in Literacy Programs in Low-Learning Contexts. “The Luminos Learning Differences Approach urges … Continue reading [Blog] Learning for All: A Luminos White Paper on Advancing Inclusion in Low-Learning Contexts [Report] Learning is For Everyone. Paving the pathway for inclusive education for children with disabilities in Kyrgyzstan
Over the past two decades, Kyrgyzstan has made notable progress in advancing inclusive education and the rights of persons with disabilities through legislation and curriculum reforms that emphasise inclusiveness. Despite these advancements, the country still faces significant barriers to accessing quality education, including architectural, institutional, and attitudinal challenges. This report, published by UNICEF and conducted … Continue reading [Report] Learning is For Everyone. Paving the pathway for inclusive education for children with disabilities in KyrgyzstanOlder Posts
The blog “draws on practice-based research from mainstream schools in Indian-administered Kashmir, where prolonged political violence has shaped not only schooling systems but also how learners and educators relate to authority, safety and the future. It argues that education in such contexts must be understood as both a pedagogical and civic practice – one that … Continue reading [Blog] When education must heal: Curriculum, trauma and agency in conflict-affected schools [Blog] Learning together to prevent violence in education: Reflections from UKFIET 2025 conference
The blog author’s aim for attending the UKFIET conference was to share findings and lessons from a study on school-related gender-based violence (SRGBV) from the perspectives of children with disabilities in Sierra Leone. His second objective was to learn from what other researchers and practitioners were doing to understand violence in schools and strategies for … Continue reading [Blog] Learning together to prevent violence in education: Reflections from UKFIET 2025 conference [Blog] Inclusive education in Jordan and Lebanon: Progress made, gaps revealed and the road ahead
Drawing on research conducted in eight government secondary schools in Jordan and Lebanon in 2024, this blog sheds light on how inclusive education is understood, practiced and experienced in schools which are part of government-led inclusive education initiatives in both countries. While there are notable similarities in policy direction and international support, the findings reveal … Continue reading [Blog] Inclusive education in Jordan and Lebanon: Progress made, gaps revealed and the road ahead [Blog] Learning for All: A Luminos White Paper on Advancing Inclusion in Low-Learning Contexts
“Globally, the single greatest predictor of whether a child will learn to read is not effort, ability, or potential, but the country into which that child is born.” Luminos are introducing their ‘White Paper’ and its findings on Inclusion of Children with Dyslexia in Literacy Programs in Low-Learning Contexts. “The Luminos Learning Differences Approach urges … Continue reading [Blog] Learning for All: A Luminos White Paper on Advancing Inclusion in Low-Learning Contexts [Report] Learning is For Everyone. Paving the pathway for inclusive education for children with disabilities in Kyrgyzstan
Over the past two decades, Kyrgyzstan has made notable progress in advancing inclusive education and the rights of persons with disabilities through legislation and curriculum reforms that emphasise inclusiveness. Despite these advancements, the country still faces significant barriers to accessing quality education, including architectural, institutional, and attitudinal challenges. This report, published by UNICEF and conducted … Continue reading [Report] Learning is For Everyone. Paving the pathway for inclusive education for children with disabilities in KyrgyzstanOlder Posts