Outputs (28)

Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review (2024)
Journal Article
Aleghfeli, Y. K., McIntyre, J., Hunt, L., & Stone, C. (2025). Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review. European Journal of Education: Research, Development and Policy, 60(1), Article e12852. https://doi.org/10.1111/ejed.12852

This systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (... Read More about Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review.

Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden (2024)
Journal Article
McIntyre, J. (2025). Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden. Research Papers in Education, 40(2), 236-258. https://doi.org/10.1080/02671522.2024.2368509

The concept of belonging has grown in prominence in research and policy relating to new arrivals from refugee and asylum-seeking backgrounds. Arguably, belonging is replacing integration and inclusion as the panacea to perceived problems associated w... Read More about Conceptualising the art of belonging for young refugees and asylum-seekers: reflections from England and Sweden.

Philosophy with refugees and sanctuary-seekers (2024)
Journal Article
Fisher, A., McIntyre, J., & Muhangi, S. (in press). Philosophy with refugees and sanctuary-seekers. Teaching Philosophy,

This paper outlines a teaching initiative designed to introduce philosophy to sanctuary seekers and refugees. Despite facing challenges such as scheduling conflicts and inconsistent attendance, the program demonstrated success. Participants displayed... Read More about Philosophy with refugees and sanctuary-seekers.

Refugees' gendered experiences of education in Europe since 2015: A scoping review (2023)
Journal Article
Hunt, L., Aleghfeli, Y. K., McIntyre, J., & Stone, C. (2023). Refugees' gendered experiences of education in Europe since 2015: A scoping review. Review of Education, 11(3), Article e3441. https://doi.org/10.1002/rev3.3441

This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportun... Read More about Refugees' gendered experiences of education in Europe since 2015: A scoping review.

Refugee education: a critical visual analysis (2023)
Journal Article
Mcintyre, J., Dixon, K., & Walton, E. (2024). Refugee education: a critical visual analysis. International Journal of Inclusive Education, 28(14), 3375-3391 . https://doi.org/10.1080/13603116.2023.2274111

Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how dis... Read More about Refugee education: a critical visual analysis.

Gendered experiences of refugee education in Europe: a scoping review protocol (2023)
Report
Aleghfeli, Y. K., Hunt, L., McIntyre, J., & Stone, C. (2023). Gendered experiences of refugee education in Europe: a scoping review protocol. Hub for Education for Refugees in Europe

This scoping review aims to explore the role of gender in refugees' education access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunit... Read More about Gendered experiences of refugee education in Europe: a scoping review protocol.

The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework (2023)
Report
Aleghfeli, Y. K., McIntyre, J., Hunt, L., & Stone, C. (2023). The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework. Hub for Education for Refugees in Europe

The Hub for Education for Refugees in Europe (HERE) provides a central reference point for information relating to refugee education throughout Europe in the form of a curated, searchable database of academic and non-academic resources on refugee edu... Read More about The Hub for Education for Refugees in Europe Knowledge Base: Technical Report and Framework.

Making a place for refugee education: routes towards meaningful inclusion for refugee teenagers in ‘new-normal’ England (2023)
Book Chapter
McIntyre, J. (2023). Making a place for refugee education: routes towards meaningful inclusion for refugee teenagers in ‘new-normal’ England. In M. Proyer, W. Veck, F. Dovigo, & E. Seitinger (Eds.), Education in an Altered World: Pandemic, Crises and Young People Vulnerable to Educational Exclusion. Bloomsbury Publishing

Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter? (2023)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2023). Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?. London Review of Education, 21(1), https://doi.org/10.14324/lre.21.1.01

Unprecedented reform to teacher education in England, through the Initial Teacher Training Market Review, led to the threat of removal of the right for established providers to offer programmes of initial teacher education beyond 2024 without reaccre... Read More about Learning to think, perform and act with integrity: does teacher education have a signature pedagogy, and why does this matter?.

Teacher education policy making during the pandemic: shifting values underpinning change in England? (2021)
Journal Article
Brooks, C., McIntyre, J., & Mutton, T. (2024). Teacher education policy making during the pandemic: shifting values underpinning change in England?. Teachers and Teaching: Theory and Practice, 30(7-8), 953-970. https://doi.org/10.1080/13540602.2021.1997984

This paper examines how the policy process around initial teacher education (ITE) during the pandemic of 2020 was experienced by the leaders of ITE programmes across England.Education policies,it is argued, are solutions to perceived problems, reveal... Read More about Teacher education policy making during the pandemic: shifting values underpinning change in England?.