Educational access and inclusion for disabled refugees Seminar

Event details

The DRIVE* Project researches the educational experiences of disabled refugee students in South Africa, Uganda and Zimbabwe. The three countries represent both encampment and dispersal approaches to refugee settlement. The project is underpinned by a social ecosystem model and draws on understandings of intersectional oppression. The methodology is a multiple-case study design, with each country taken as a single case which has been studied according to the needs and priorities of that context. The findings from the cross-case analysis are reported in this presentation. I will show how the interplay of vertical facilitatory mechanisms (such as international, national and local policies and regulations, resource allocation, etc) and horizontal connectivities (the interactions and relationships between local actors) result in inequitable educational access and outcomes for disabled refugee students. I will argue that in order to promote access to quality, inclusive education for all, educational research, policies, and practices must acknowledge and make provision for the multiple and intersecting identities of students.