Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis

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dc.contributor.authorMonk, David
dc.contributor.authorWalton, Elizabeth
dc.contributor.authorThondlana, J
dc.contributor.authorWedekind, V.
dc.date.accessioned2026-10-15T11:15:40Z
dc.date.available2026-10-15T11:15:40Z
dc.date.issued2024
dc.descriptionOpen Access
dc.description.abstractComparing educational access for refugees with disabilities across South Africa, Uganda, and Zimbabwe, this paper investigates structural barriers, intersectional discrimination, and policy gaps impacting refugee education
dc.identifier.citationWalton, E., Monk, D., Thondlana, J., & Wedekind, V. (2024). Education for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis. Compare: A Journal of Comparative and International Education, 54(5), 712–730
dc.identifier.otherDOI: https://doi.org/10.1080/03057925.2024.2312345
dc.identifier.urihttp://hdl.handle.net/20.500.14270/1006
dc.language.isoen
dc.publisherRoutledge (Taylor & Francis)
dc.subjectDisabled Refugees
dc.subjectInclusive Education
dc.subjectCross-Case Analysis
dc.subjectUganda
dc.subjectSouth Africa
dc.subjectZimbabwe
dc.titleEducation for disabled refugees in South Africa, Uganda and Zimbabwe: A cross-case analysis
dc.typeArticle

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