Interrogating the agency and education of refugee children with disabilities in Northern Uganda: A critical capability approach

Article Authors: David Monk, Elizabeth Walton, Roda Madziva, George Opio, Annemaaike Kruisselbrink, George Ladaah Openjuru

Abstract

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 and their families face as they navigate their educational experiences and seek out opportunities to live well. The authors seek to make a contribution towards improving educational experiences by first highlighting compounding challenges faced by refugee children living with disabilities and their families and related policy gaps that have ramifications for refugee children’s access to education in particular, and second by expanding discourse about refugee children with disabilities agency in relation to these liminal gaps and the impact the gaps have for accessing education. The authors use Powell and McGrath’s (in Skills for Human Development: Transforming Vocational Education and Training, Routledge, 2019; Handbook of vocational education and training, Springer, 2019) concept of critical capabilities and relationality, to expand Klocker’s (in Global perspectives on rural childhood and youth: Young rural lives, Routledge, 2007) notions of thick and thin agency and to interrogate refugee children living with disabilities’ agency in relation to education opportunities and rights.

Bibliographical metadata

DOI https://doi.org/10.1111/chso.12810
Links https://onlinelibrary.wiley.com/doi/10.1111/chso.12810
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