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Papers by Andrew Epstein
This paper examines the practices of Southern Sudanese children who obtained an education in refu... more This paper examines the practices of Southern Sudanese children who obtained an education in refugee camps abroad and subsequently returned to their communities during many decades of civil war. It also also investigates how these practices influence and are influenced by educational interventions mobilized by international institutions intended to protect displaced children and regulate their movement. Education has only recently become a standard tool among these interventions, but has for a long time been a motivating factor in the movement of people around the globe. This meeting of historically and politically conditioned practices of movement with new international policy responses to displacement crises raises questions about distinctions that are made between voluntary and involuntary movement, between the various socio-cultural and economic conditions that give rise to child migration, and how we define home and vulnerability in a milieu of global interconnectedness and interdependence. Identifying both junctures and dis-junctures between the uses of education by child refugees and the international institutions that provide it, the author proposes a research agenda on the education refugee to better understand the development and consequences of education policy in emergency and post-conflict situations.
Based on the CRC, UNICEF has for decades worked to ensure the rights of all children to an educat... more Based on the CRC, UNICEF has for decades worked to ensure the rights of all children to an education. However, despite best efforts, political, economic and social processes combine to exclude many children from realising this right. In addition, shocks such as natural disasters, economic downturns and conflicts interrupt the education of many who have been able to start their education. Official enrolment figures in education have shown promising trends globally as well as nationally in many parts of the world. However, there is still a difference between rich and poor countries, and large differences between regions and groups with distinct characteristics within countries. The coincidence of the MDG Summit in September 2010, where progress has been reviewed, and the agenda of the new Executive Director who has encouraged a new focus on equity has led to the section reviewing equity issues in education, and methods through which country programmes can improve their equity focus. This paper is one of several instruments being developed by the education section in order to address this new agenda, and serves as a background for the development of other instruments.
Mid-term evaluation of the Health, Education, and Reconciliation (HEAR) Project in Abyei, Souther... more Mid-term evaluation of the Health, Education, and Reconciliation (HEAR) Project in Abyei, Southern Kordofan, and Southern Blue Nile states in Sudan, funded by USAID and implemented by Creative Associates International and the Educational Development Center.
SHIELDINDICATORS:EFFECTIVETEACHINGANDLEARNING 47 LEARNER-CENTEREDINSTRUCTION 47 SHIELDINDICATORS:... more SHIELDINDICATORS:EFFECTIVETEACHINGANDLEARNING 47 LEARNER-CENTEREDINSTRUCTION 47 SHIELDINDICATORS:DEVELOPMENTAPPROACH 50 4 RECOMMENDATIONS 52 SINGLESEXEDUCATIONRESEARCH 54 GIRLSLATRINES 54 RELIEFOFFAMILYECONOMICHARDSHIP 55 SAFERSCHOOLACCESSROUTES,FENCES,ANDGROUNDS 55 CODESOFCONDUCT 56 LEARNERCENTEREDINSTRUCTION 57 TEACHERRECRUITMENTANDCOMPENSATION 58 PARENTTEACHERASSOCIATIONS 58 ANNEXES 60 ANNEXI:SHIELDFRAMEWORKINDICATORS 61 ANNEXII:SURVEYTOOLS 63 Classroom 1 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 4 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 2 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 5 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 3 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 6 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: 85 Classroom 7 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 10 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 8 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 11 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 9 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 12 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk:
Teaching Documents by Andrew Epstein
We are writing to register concern over Governor Walker's proposed "Budget Repair Bill" because o... more We are writing to register concern over Governor Walker's proposed "Budget Repair Bill" because of the disproportionate financial, personal, and professional burdens this legislation places on women. Certainly the bill would implement an array of policies and budget decisions that would have a devastating impact on the quality of life in Wisconsin for both public and private sector workers, but we want to highlight the many ways this bill is particularly damaging for Wisconsin women. Specifically, the collective bargaining provision will dramatically impact women in the workplace while the bill's other fiscal provisions will negatively affect women's access to healthcare services.
This course draws primarily on research in educational sociology, anthropology, and critical peda... more This course draws primarily on research in educational sociology, anthropology, and critical pedagogy to examine the multiple levels at which schools operate in society. We will look at how schools both support and challenge the dominant culture of which they are a part while helping students to develop a critical perspective on classrooms and schools. In particular, we will focus on: 1) the changing conceptions of culture and education, 2) the relationship between individuals (e.g., students, teachers, administrators, parents) and educational institutions, and 3) the relationship between educational institutions and the larger society in which they operate.
Books by Andrew Epstein
African Childhoods: Education, Development, Peacebuilding, and the Youngest Continent
This paper examines the practices of Southern Sudanese children who obtained an education in refu... more This paper examines the practices of Southern Sudanese children who obtained an education in refugee camps abroad and subsequently returned to their communities during many decades of civil war. It also also investigates how these practices influence and are influenced by educational interventions mobilized by international institutions intended to protect displaced children and regulate their movement. Education has only recently become a standard tool among these interventions, but has for a long time been a motivating factor in the movement of people around the globe. This meeting of historically and politically conditioned practices of movement with new international policy responses to displacement crises raises questions about distinctions that are made between voluntary and involuntary movement, between the various socio-cultural and economic conditions that give rise to child migration, and how we define home and vulnerability in a milieu of global interconnectedness and interdependence. Identifying both junctures and dis-junctures between the uses of education by child refugees and the international institutions that provide it, the author proposes a research agenda on the education refugee to better understand the development and consequences of education policy in emergency and post-conflict situations.
Based on the CRC, UNICEF has for decades worked to ensure the rights of all children to an educat... more Based on the CRC, UNICEF has for decades worked to ensure the rights of all children to an education. However, despite best efforts, political, economic and social processes combine to exclude many children from realising this right. In addition, shocks such as natural disasters, economic downturns and conflicts interrupt the education of many who have been able to start their education. Official enrolment figures in education have shown promising trends globally as well as nationally in many parts of the world. However, there is still a difference between rich and poor countries, and large differences between regions and groups with distinct characteristics within countries. The coincidence of the MDG Summit in September 2010, where progress has been reviewed, and the agenda of the new Executive Director who has encouraged a new focus on equity has led to the section reviewing equity issues in education, and methods through which country programmes can improve their equity focus. This paper is one of several instruments being developed by the education section in order to address this new agenda, and serves as a background for the development of other instruments.
Mid-term evaluation of the Health, Education, and Reconciliation (HEAR) Project in Abyei, Souther... more Mid-term evaluation of the Health, Education, and Reconciliation (HEAR) Project in Abyei, Southern Kordofan, and Southern Blue Nile states in Sudan, funded by USAID and implemented by Creative Associates International and the Educational Development Center.
SHIELDINDICATORS:EFFECTIVETEACHINGANDLEARNING 47 LEARNER-CENTEREDINSTRUCTION 47 SHIELDINDICATORS:... more SHIELDINDICATORS:EFFECTIVETEACHINGANDLEARNING 47 LEARNER-CENTEREDINSTRUCTION 47 SHIELDINDICATORS:DEVELOPMENTAPPROACH 50 4 RECOMMENDATIONS 52 SINGLESEXEDUCATIONRESEARCH 54 GIRLSLATRINES 54 RELIEFOFFAMILYECONOMICHARDSHIP 55 SAFERSCHOOLACCESSROUTES,FENCES,ANDGROUNDS 55 CODESOFCONDUCT 56 LEARNERCENTEREDINSTRUCTION 57 TEACHERRECRUITMENTANDCOMPENSATION 58 PARENTTEACHERASSOCIATIONS 58 ANNEXES 60 ANNEXI:SHIELDFRAMEWORKINDICATORS 61 ANNEXII:SURVEYTOOLS 63 Classroom 1 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 4 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 2 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 5 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 3 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 6 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: 85 Classroom 7 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 10 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 8 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 11 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 9 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk: Classroom 12 Grade: Dimentions (meters): #of students who can be seated: # of students who can have a desk:
We are writing to register concern over Governor Walker's proposed "Budget Repair Bill" because o... more We are writing to register concern over Governor Walker's proposed "Budget Repair Bill" because of the disproportionate financial, personal, and professional burdens this legislation places on women. Certainly the bill would implement an array of policies and budget decisions that would have a devastating impact on the quality of life in Wisconsin for both public and private sector workers, but we want to highlight the many ways this bill is particularly damaging for Wisconsin women. Specifically, the collective bargaining provision will dramatically impact women in the workplace while the bill's other fiscal provisions will negatively affect women's access to healthcare services.
This course draws primarily on research in educational sociology, anthropology, and critical peda... more This course draws primarily on research in educational sociology, anthropology, and critical pedagogy to examine the multiple levels at which schools operate in society. We will look at how schools both support and challenge the dominant culture of which they are a part while helping students to develop a critical perspective on classrooms and schools. In particular, we will focus on: 1) the changing conceptions of culture and education, 2) the relationship between individuals (e.g., students, teachers, administrators, parents) and educational institutions, and 3) the relationship between educational institutions and the larger society in which they operate.
African Childhoods: Education, Development, Peacebuilding, and the Youngest Continent