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Outputs (4)

Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach (2025)
Journal Article
Monk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2025). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, 39(3), 669-669. https://doi.org/10.1111/chso.12969

The article listed below, intended for publication in the Special Issue ‘Childhoods and South-South Migration’ was inadvertently published in a regular issue, volume 38, Issue 5. This article should be cited as shown below. Interrogating the agency a... Read More about Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.

Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach (2023)
Journal Article
Monk, D., Walton, E., Madziva, R., Opio, G., Kruisselbrink, A., & Openjuru, G. L. (2024). Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach. Children & Society, 38(5), 1419-1434. https://doi.org/10.1111/chso.12810

This 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 an... Read More about Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach.

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa (2020)
Journal Article
Walton, E., McIntyre, J., Awidi, S. J., De Wet-Billings, N., Dixon, K., Madziva, R., Monk, D., Nyoni, C., Thondhlana, J., & Wedekind, V. (2020). Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa. Frontiers in Education, 5, Article 47. https://doi.org/10.3389/feduc.2020.00047

International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system... Read More about Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa.