| 1. |
- Almahfali, Mohammed, et al.
(författare)
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Human Rights from an Islamic Perspective : A Critical Review of Arabic Peer-Reviewed Articles
- 2023
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Ingår i: Social Sciences. - : MDPI. - 2076-0760. ; 12:2
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Forskningsöversikt (refereegranskat)abstract
- The relationship between human rights and Islam is important in countries of the Arab world where religion plays a significant role in public debates and daily life. The topic is particularly relevant at a time of sharpening conflicts and polarization, when forms of government in the region, the current world order, and the legitimacy of international organizations are increasingly contested. Much of the scholarly work published in English on this topic draws on sources available in English. This review, therefore, aims to make a contribution to the field through analysis and discussion of academic papers published in Arabic. A search was made in Google Scholar in April 2022 which yielded 12 publications published in 2020 and 2021, after inclusion and exclusion criteria had been applied. These publications were analyzed drawing on the four framing categories. A summary is also given of the definitions, sources, and premises on which the arguments of the publications draw. The reviewed papers contrast the universal and divine foundation of Islamic human rights with the limitations of modern conceptualizations based on the Universal Declaration of Human Rights (UDHR). The latter is described as emanating from Western hegemonistic aspirations and as detached from moral and spiritual values. The papers consequently argue that human rights would be guaranteed globally by generalizing a system of governance based on Shari'a law and the ideal of the Rightly Guided Caliphs. Little attention is given to human rights abuses observed in Muslim societies, diverse interpretations of Islamic source texts, or concrete measures to improve human rights protections in practice. Importantly, the arguments presented in these papers tend to reinforce a contemporary discourse that frames conflicting visions on human rights as a 'clash of civilisations' between 'Islam' and 'the West'.
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| 2. |
- Avery, Helen
(författare)
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Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire
- 2019
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Ingår i: AREF 2019. - : AREF. ; , s. 286-287, s. 286-287
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Konferensbidrag (refereegranskat)abstract
- The paper presents the synthesis of a series of studies on support measures for pupils with additional languages in Sweden, with a particular focus on the consequences of language support measures for teaching and learning school mathematics. The analysis identifies several critical aspects in mathematics teaching when the pupils transition from one school system to another, and particularly when they do not yet have a shared language to communicate among each other or with their teachers. Three aspects with relevance to language support will be discussed and illustrated with examples from the studies: the notion of mathematics as a formal language; the notion of levels and absolute progression in mathematics; the notion that learning mathematics means understanding "concepts".
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| 3. |
- Avery, Helen
(författare)
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At the bridging point : tutoring newly arrived students in Sweden
- 2017
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Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 21:4, s. 404-415
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 4. |
- Avery, Helen, et al.
(författare)
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Crafting Futures in Lebanese Refugee Camps : The Case of Burj El Barajneh Palestinian Camp
- 2019
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Ingår i: FORMakademisk. - Oslo : OsloMet - Oslo Metropolitan University. - 1890-9515. ; 12:2
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 5. |
- Avery, Helen, et al.
(författare)
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Education of Refugees
- 2023. - 4
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Ingår i: International Encyclopedia of Education : Globalization and the Shifting Geopolitics of Education - Globalization and the Shifting Geopolitics of Education. - : Elsevier. - 9780128186305 - 9780128186299 ; 1, s. 135-147
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Bokkapitel (refereegranskat)abstract
- The educational opportunities of refugee learners are shaped by forces of globalization, restrictive mobility regimes and geopolitical agendas, that place them in a position of structural disadvantage. The majority of the world's refugee learners have fled due to armed conflict and reside in neighboring countries in the global South. In many cases forced displacement is protracted, with limited global commitment to take responsibility for education. Compared to international education which sees mobility as valuable, few efforts are made to provide education oriented toward transnational lives, or that provide the flexibility refugee learners need due to the uncertainties of their futures.
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| 6. |
- Avery, Helen, et al.
(författare)
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Empowering communities with health promotion labs: result from a CBPR programme in Malmö, Sweden
- 2022
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Ingår i: Health Promotion International. - : Oxford University Press (OUP). - 1460-2245 .- 0957-4824. ; 37:1, s. 1-15
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Tidskriftsartikel (refereegranskat)abstract
- The study describes findings from a community-based participatory and challenge-driven research programme, that aimed to improve health equity through a health promotion platform in an ethnically diverse low-income neighbourhood of Malmo, Sweden. Local residents, together with lay health promoters living in the area, were actively involved in the planning phase and decided on the structure and content of the programme. Academic, public sector and commercial actors were involved, as well as NGOs. In this study, empowerment was used as a lens to analyse focus group interviews with participants (n=322) in six co-creative health-promoting labs on three occasions in the period 2017-2019. The CBPR interview guide focused on the dimensions of participation, collaboration, and experience of the activities. The CBPR approach driven by community members contributed to empowerment processes within the health promotion labs. Findings indicate that health promotors were able to build trust in social places for integration; participants motivated each other by social support, and that the programme design enabled them to act for community health in a wider circle. To understand the processes of change and empowerment on the community level, the CBPR Health promotion programme should be followed up longitudinally with community participants.
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| 7. |
- Avery, Helen, et al.
(författare)
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From policy to practice : Roma education in Albania and Sweden
- 2017
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Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 8. |
- Avery, Helen, et al.
(författare)
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Futures as seen from the diaspora : the Syria 2040 workshops
- 2018
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Ingår i: Presented at The Refugees, Borders and Membership Conference. - Malmö : Malmö University.
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Konferensbidrag (refereegranskat)abstract
- 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.
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| 9. |
- Avery, Helen, et al.
(författare)
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Higher Education for Refugees : The Case of Syria
- 2017
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Ingår i: Policy & Practice. - : Centre for Global Education. - 1748-135X. ; :24, s. 104-125
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Tidskriftsartikel (refereegranskat)abstract
- 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.
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| 10. |
- Avery, Helen, et al.
(författare)
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Refugee livelihoods in Egypt and Lebanon
- 2018
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Ingår i: World Congress for Middle Eastern Studies 2018 - University of Seville, Seville, Spain July 16-22, 2018.
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Konferensbidrag (refereegranskat)abstract
- 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.
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