Dr Jáfia Naftali Câmara discusses young refugees’ experiences of schooling in an article titled, ‘Young refugees: access and learning inequalities in England’s education system’, available in NALDIC’s Spring 2024 Issue.

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How can we change funding systems to more equity-based structures that can help to decolonise knowledge production?
Check the programme and register here to join the conversation!
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CRASSH, Cambridge The British Academy LERRN IDRC | CRDI Faculty of Education, University of Cambridge

Read this article by Dr. Jáfia Câmara on young refugees’ experiences and perspectives of England's education system  and how the overstretched system often overlooks their knowledge in the British Education Research Journal.
bera-journals.onlinelibrary.wiley.com/doi/10.1002/be…

Dr Jáfia Naftali Câmara was a guest speaker on Aula Divergente (in Spanish) as part of its series on education and migration. She spoke about her current study on young people’s access to education in Brasil.
 
Aula Divergente podcasts are available here: lnkd.in/dtq9aajx

Education in contexts of migration in Brasil:
 How do children and adolescents in migration contexts access and experience the educational system in the northern region of Brasil? [In Portuguese]
diplomatique.org.br/educacao-basic…

Join our Webinar: 'Genocide on Palestine & Conditional Solidarities in Higher Education in UK and Lebanon'
30 April, 4PM UK/6PM Leb. Discussing academia's role in Palestinian solidarity with Mai Abu Moghli & Vivienne Badaan
More info and registration:
lebanesestudies.com/events/the-gen…

Our discussions on #AcademicFreedom in times of precarity and genocide continues with a panel including Neve Gordon Bashir Abu-Manneh Pauline Rose Centre for Lebanese Studies

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Maha Shuayb Adam Habib SOAS University of London Stresses that universities are accountable not to the state, but to wider society and social values. Such principles should underpin discussions of #academicfreedom , he suggests.

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Maha Shuayb She adds: 'We are holding this event because we want to anchor the efforts we are making to protect #academicfreedom and to prevent colleagues from being smeared and labelled... and think about actions we can take collectively to do so.'

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Final opening remarks come from Maha Shuayb: Notes that the two main values of the University of Cambridge are freedom of thought & expression, and freedom from discrimination. ' #academicfreedom is at the core of what we do at universities... yet again we are under attack.'

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Head of Faculty Hilary Cremin: 'I think history will judge current events; especially those who remain silent as we see them unfolding. It's a particular issue when we as academics feel silenced by our role, and that there are things that we can't say and words we cannot use.'

REALCentre Cambridge Centre for Lebanese Studies Deputy Vice-Chancellor Alison Rose opens, stressing universities' responsibility to act as a space for dialogue, even when diplomacy is struggling to provide one. 'Cambridge University welcomes the opportunity for the important discussions on #academic freedom this symposium offers'.

He ends: 'The future of #academicfreedom within the university is in the hands of the inhabitants of the university itself.'

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Maha Shuayb Adam Habib SOAS University of London He argues that the fact that universities have spoken out in this way on some issues, but not others, creates an impression of hypocrisy. The argument is not that they should all now call for a ceasefire, but that they should practise a consistent commitment to social values.

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Maha Shuayb Adam Habib SOAS University of London 'It was a symbolic statement. As far as I know only we and Glasgow have made one. Why? Because their argument is that institutional neutrality is the gateway to intellectual plurality, and I don't buy that.' Adam Habib

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Maha Shuayb Adam Habib SOAS University of London Institutional calls for a ceasefire were likewise agreed first through the university's governance structures, where they were debated first. This allowed it to be situated in a clear understanding of existing institutional values and principles.

REALCentre Cambridge Centre for Lebanese Studies Alison Rose Cambridge University Maha Shuayb Adam Habib SOAS University of London Empathy and value-based plurality go to the core of what it is to be a university, he adds. Universities should be 'a safe space for a contest of ideas.' 'But universities are also meant to disrupt complacent understandings of the world.'

In-person places are now full but you can still register to join us online tomorrow for our discussion on #AcademicFreedom in times of precarity & genocide
Centre for Lebanese Studies Faculty of Education, University of Cambridge