Perceptions among university students about the role of higher education in promoting peacebuilding and economic transformation: Evidence from South Sudan
This study shall provide an empirical understanding of the role of higher education in promoting peacebuilding and economic transformation among university students. It shall adopt the 4Rs model and a mixed method in two private universities and two public universities in two regions of South Sudan.
Political economy of Soviet education in Kazakhstan: a critical review
The paper intends to explore how the main historical events driven by the political economy of the USSR during 1920-1940 shaped the educational policies in Kazakhstan and subsequently affected to the notion of the ‘national identity’ of ethnic Kazakhs.
Forced Displacement and Educational Outcomes: An Assessment of Uganda’s Progressive Education Approach to Conflict-Affected Children (Refugees and IDP Returnees)
This study will be undertaken in Northern Uganda and focuses particularly on how forced displacement impacts the educational outcomes of conflict-affected children. The study intends to explore the difference in educational outcomes between refugees, defined as the displaced person who has crossed the international border to a neighboring country, and IDP returnees, defined as individuals who were forced to flee their home but never leave their country during the conflict and later returned home.
The politics of languages in education: issues of access to education and labour market participation of minority ethnic groups in Kazakhstan
This research aims to investigate the influence of different language policies and reforms on educational and the economic situation of minority groups, specifically of Uzbek groups in Kazakhstan since gaining independence.
RE-IMAGINING HIGHER EDUCATION IN, AND FOR, THE CHAOSMOS: experimenting with regenerative, embodied approaches to learning at UCT’s Centre for Theatre, Dance and Performance Studies (CTDPS), drawing from the past, present and the future
We are exploring experimental approaches to education at UCT through module re-curriculation and dialogues. By building an experiential environment, we co-created module content with 50 students, culminating in an embodied futuring immersive experience. This approach offers current Higher Education learning landscapes new possibilities for the future.
Religious Discourses and Women’s Participation in Higher Education in Uzbekistan
Do private and public religious discourses influence women’s participation in higher education? The current research project, conducted in Uzbekistan, will answer this question by reviewing books and social media sources produced by four religious public figures from two different political periods. Additionally, the project will analyse school textbooks on ethics.
Gender, language and social inequalities in the textbooks on the History of Kazakhstan
The research explores how gender and social inequities are produced by a language in school textbooks on the History of Kazakhstan. Particularly, textbooks in the Kazakh and Russian languages are compared. Using the multimodal approach to discourse analysis, we investigate how texts and images interplay to represent gender for school children.
Missing generation of the disabled children of independent Kazakhstan (1991-2021)
This research discusses the violation of the right to education of disabled children in Semipalatinsk in the context of the post-Cold War. The author argues that there was a missed generation of children with disabilities of the 90s, as they did not have or had limited access to education.