Upcoming Webinar Examines the Impact of Language Education Policy on Refugee/(Im)migrant Education
How can educators, researchers, practitioners, learners, and policymakers better support the learning and teaching of refugee and (im)migrant students?
Join us for the second webinar in a spring series co-hosted by Childhood Education International and Arizona State University’s Mary Lou Fulton Teachers College:
Language Education Policy & Refugee/(Im)migrant Education
Thursday, March 30, 8:30am PT / 8:30am AZ / 11:30 ET / 3:30pm GMT
Speakers will include:
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Celia Reddick is a lecturer at the Harvard Graduate School of Education and a fellow at Refugee REACH. In her research on multilingualism and refugee education, Reddick examines how language policies and practices influence the futures of young people affected by migration and conflict. Previously, she worked as a teacher of newcomer students in New York and with teachers navigating shifting language-in-education policies in Uganda and Rwanda. Reddick has also conducted research with diverse organizations, including UNHCR and Save the Children. She earned her PhD in Education from Harvard. |
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Yalda M. Kaveh is an assistant professor in Bilingual Education at Arizona State University’s Mary Lou Fulton Teachers College. Her research focuses on forms of power such as race, class, ethnicity, and language ideologies that shape education policies, language instruction in schools and language practices in bi/multilingual (im)migrant families. Kaveh’s work has been published in leading journals such as Language Policy, Bilingual Research Journal, and TESOL Quarterly. She is a multilingual Iranian immigrant woman living in exile in the U.S. Her early days in this country — over a decade ago — drew her to the generational differences in language use patterns in the (im)migrant families with whom she interacted. Kaveh received her PhD in Curriculum and Instruction with a focus in Language, Literacy, and Culture from Boston College. Before moving to the U.S., she taught English and Persian to adolescent and adult language learners for several years in Iran. |
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Zaharah Namanda holds a master’s in Education, Public Policy, and Equity with distinction at the University of Glasgow in Scotland, through the Commonwealth scholarship. Her dissertation focused on the influence of bilingual pedagogy on refugee students. Namanda has six years of experience working as an advocate and an implementer for equitable and inclusive education while providing special focus on girls and refugees. Through her work, she is a recipient of the Mandela Washington Fellowship and the International Women Sustainability Award. Currently, Namanda is the director for Utopia Foundation, a charity based in Traverse, Michigan. |