CEID research

CEID Research Group Participation: Dr Michael Gallagher (co-editor)

This forthcoming special issue in the Journal of Interactive Media in Education explores understandings of connected learning provision at tertiary and higher education (HE) in contexts that constitute forced displacement - in emergency settings, and in resettlement and asylum contexts. This special collection looks at how educational programmes and initiatives at higher and tertiary level, supported by technology and aimed at forcibly displaced students (i.e., refugees, people seeking asylum, stateless people), might further inform efforts at educational inclusion of marginalised and non-dominant communities.

Learn more about the Journal of Interactive Media in Education

CEID Research Group Participation: Dr Michael Gallagher

Funder: Royal Society of Scotland

CEID Group Member Participation: Dr William C Smith (Academic Lead)

The Data for Children Collaborative is a specialist unit within the Edinburgh Futures Institute at the University of Edinburgh.  It finds innovative ways to enable impactful cross-sector collaborations and to deliver data-driven projects responsibly by leveraging the right data and the right expertise from their community in order to address existing problems for children.

Visit the Data for Children Collaborative website

CEID Research Group Participation:

• Dr Andie Reynolds (PI)
• Dr Michael Gallagher (co-I)
• Dr Lindsey Horner (co-I)
• Sarah Austin (co-I)
• Shrikant Wad (co-I)

This project seeks to build the evidence base for refugee education and action. We are looking at the conditions in 12 pilot countries:

• Cameroon
• Chad
• Ecuador
• Iraq
• Lebanon
• Mexico
• Niger
• Pakistan
• Rwanda
• South Africa
• South Sudan
• Zambia

that may enable or inhibit pathways to greater numbers of refugees entering higher education.

The project is designed to understand the impacts of connected HE programmes for refugees on labour market outcomes, community engagement and social outcomes.

Funder: United Nations High Commission for Refugees (UNHCR) and Connected Learning in Crisis Consortium

CEID Research Group Participation: Dr Shari Sabeti (co-I)

This interdisciplinary project explores the legacies of Robert Louis Stevenson’s Pacific writing, investigating the relevance of his work to contemporary readers in Sāmoa, Scotland and Hawai‘i, and producing new art and poetry inspired by the three short stories published in Stevenson’s 1893 collection Island Nights’ Entertainments. Given that educational institutions throughout the world are actively engaged in decolonising their curricula, Stevenson’s work and legacy present a particularly valuable focus of inquiry.

Funder: Arts and Humanities Research Council

Visit the Remediating Stevenson project website

CEID Research Group Participation: Dr Marlies Kustatscher (Co-I)

Collaborative Partners:

• Childhood & Youth Studies Research Group, University of Edinburgh
• The Children’s Institute, University of Cape Town
• The International Centre for Research and Policy on Childhood at the Pontifical Catholic University of Rio de Janeiro
• Bethlehem University
• University of Eswatini

This partnership research project runs from January 2020 to January 2024. It aims to identify and develop safe, inclusive participative pedagogy that is implementable in fragile contexts and sustainable for governments, communities and families. The project will be undertaken with partners in Brazil, Eswatini, Palestine, South Africa and Scotland, using a mixed-method approach. This includes:

• qualitative community case studies in each country
• policy and systems analysis at country and community levels
• developing the economic case for safe inclusive pedagogy

Community engagement and participation underpin the project and there is a strong focus on knowledge exchange and collaborative learning.

Funder: UKRI Collective Fund and Economic and Social Research Council

CEID Research Group Participation:

• Dr William C Smith (PI)
• Dr Fatih Aktas (co-I)
• Dr Lynn McNair (co-I)

This comparative study focuses on school closure experiences in 13 countries. School closure experience is defined as the time period between the country’s first school closure through their last school reopening. Approaches to school closure and reopening, and the impact of the school closure experience in Scotland are examined next to those in identified comparator countries. We broadly examine what happened during this period and what was the impact of what happened on children in the included countries.

Funder: Scottish COVID-19 Inquiry

CEID Research Group Participation:

• Dr Aliandra Barlete
• Dr Lindsey Horner

The project aims to offer concepts-infused guided walks around Edinburgh as a way to illustrate how social theory becomes practice in the city’s past and present.

Funder: Principal Teaching Award, University of Edinburgh

CEID Research Group Participation: Dr Jean-Benoît Falisse (advisor)

Collaborative Partners:

• IDS
• Save the Children

The research evaluates a EU/Save the Children-project that seeks to increase access for 85,000 girls and boys to safe learning environments, contributing at the same time to their psycho-social wellbeing. The project will engage parents and communities in school governance, establishing governance bodies and children’s clubs in schools in Diffa and Zinder (Niger) and in South Kivu (DRC).

Funder: European Union

CEID Research Group Participation: Dr Fatih Aktas (co-I)

Funder: British Association for International and Comparative Education

CEID Research Group Participation:

• Dr William C Smith (co-editor)
• Professor Sotiria Grek (co-editor)

This forthcoming special issue in the International Review of Education brings together a collection of papers that explore the various ways in which the SDGs affect education, as well as how the SDGs are representative of a global agenda for change. This collection draws attention to how the SDGs can be seen as both a product of global governance and a mechanism through which global governance is used to influence nations and regions.

Learn more about the International Review of Education