Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach

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dc.contributor.authorMonk, David
dc.contributor.authorWalton, Elizabeth 
dc.contributor.authorMadziva, Roda 
dc.contributor.authorOpio, George 
dc.contributor.authorKruisselbrink, Annemaaike 
dc.contributor.authorOpenjuru, George Ladaah 
dc.date.accessioned2024-02-23T12:45:11Z
dc.date.available2024-02-23T12:45:11Z
dc.date.issued2023-10-17
dc.descriptionInterrogating the agency and educationen_US
dc.description.abstractThis paper draws on empirical evidence from a 3-year research project in Northern Uganda examining the educational experiences of refugees with disabilities. The authors present the compounded and interrelated challenges children with disabilities and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children's access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath's(in Skills for human development: Transforming vocational education and training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker's (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities' agency in relation to education opportunities and rights.en_US
dc.description.sponsorshipThe British Academy, Education and Learning in Crises Programme, Grant number ERICC\190044en_US
dc.identifier.citationMonk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2023). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society. DOI: 10.1111/chso.12810en_US
dc.identifier.uriDOI: 10.1111/chso.12810
dc.identifier.urihttps://hdl.handle.net/20.500.14270/477
dc.language.isoenen_US
dc.publisherNational Children's Bureau and John Wiley & Sons Ltd.en_US
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 United States*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/us/*
dc.subjectChildrenen_US
dc.subjectDisabilityen_US
dc.subjectEducationen_US
dc.subjectRefugeesen_US
dc.subjectRelational agencyen_US
dc.titleInterrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approachen_US
dc.typeArticleen_US

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