Director's note
"When suffering knocks at your door and you say there is no seat for him, he tells you not to worry because he has brought his own stool."
- Chinua Achebe
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What is left to be said about 2020? Plagues of our bodies, our souls, our nations have rattled us to our core. And education. There are not enough numbers to count the tears shed or words to utter to describe the pall of heartache we all are under. We will not know the consequences of all these events on learners, possibly for years to come.
We did, however, learn a great deal about teaching and learning.
So let us celebrate the work that was done and look forward to the work on tap for next year.
Let me begin by thanking the Global Education Movement at Southern New Hampshire University, their internship program for refugees, and by saying goodbye to our interns who won placement with us: Chretien Makera, Segatashya Armande Ines, and Kennia Iradukunda Nyiraneza. We appreciate their contributions to our team in 2020!
Other highlights of 2020 include:
We launch 2021 with our new, global Refugee Educator Workforce Development for Quality Holistic Learning project. I am also honored to have been selected to co-chair the new INEE Distance Education Reference Group with Leya Amonde Ouko, UNHCR Senegal, beginning in January.
I close by asking for your help. Like so many others, we suffered devasting budgetary blows. I will be writing to you separately on this about ideas, transitions, and pathways forward. Please do not hesitate to reach out to me directly with your thoughts. In the meantime, please take a look at our services now on offer, one strategy to both share knowledge and at the same time raise a portion of our annual budget.
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I would be remiss if I did not ask you to make as generous a contribution to our work as you can. Thank you as always for your support.
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Yours in healing and hope,
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Dr. Diana D. Woolis, Director
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How can we help you with learning design?
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Webinars
Collaborate with us to design, facilitate, or host a formal presentation (or series of presentations) focused on a specific content area or aspect of learning design.
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Online workshops
Design customized and contextualized practice-based experiential activities and/or structured workshops on a specific topic or set of topics in consultation with our team.
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Discussion forums
Consult with our experts to structure and facilitate topical discussions focused on a specific question or set of questions related to a field of practice.
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Consultation
Schedule time to speak with someone on our team individually or in a focus-group about a question you have or an idea you are developing.
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Toolkit customization
Work with us to adapt and/or rebrand this toolkit for your organization, institution, discipline, or another purpose. Or have us design a toolkit for your specific learning objectives.
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Coaching
Someone on our team will work with you or your ministry, institution, or organization over a period of time to build a course or to support a cohort of teachers or other education personnel.
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Courses
Meet with us to talk about how to bring offline learning online. Utilize or customize our existing courses or work with us to design unique courses for and/or with you.
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Curriculum development
Experts in pedagogy will work with you to develop curriculum that is responsive to the needs of your learning community and which ensures access, inclusion, equity, and quality.
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We are now a member of the Connected Learning in Crisis Consortium
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We are proud to join the Connected Learning in Crisis in Consortium (CLCC) as a supporting member. We will continue to partner with CLCC to promote, collaborate, and support the provision of quality higher education in contexts of conflict, crisis, and displacement through connected learning.
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Higher educational digital pedagogies for inclusive teaching and learning
A collaborative project for designing faculty development in the MENA region
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Funded in part by the Open Society Foundations, the Center for Learning in Practice, the UNHCR, and the Connected Learning in Crisis Consortium joined together for this 6-month project to foster access, inclusion, and academic success of higher education learners, particularly refugees and other displaced persons in the MENA region, through quality faculty professional development on pedagogy and technology.
This project was intended to lay groundwork, with higher education faculty, on faculty professional development in the region. Together the faculty leadership team participated in the design of a survey and the lead in the three targeted countries (Egypt, Jordan, and Lebanon) probed five domains: Teaching Refugee Learners in Higher Education, Online Teaching and Learning, Education Technology, Instructional Design, and Faculty Professional Development.
The final report will be published in early February 2021.
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Inclusive digital education workshop for European educators
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Commissioned by the Migration Policy Group and SIRIUS, we designed and delivered this 2-day online workshop in December 2020. This workshop aimed to transform the participants' understanding of digital education and its potentiality for the future of education, to assure inclusion of all learners in education across the EU, and to help build robust and inclusive national digital education plans.
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Publications & Presentations
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Refugee Educator Academy Program Manager, Julie Kasper, and Refugee Educator Foundations of Practice course facilitator and Center for Learning in Practice Advisor, Marissa Winmill, co-authored a chapter "Teachers Leading in Refugee Education: Boundary-Breaking Leadership as Social Justice Intervention" in the Handbook of Social Justice Interventions in Education. Along with Dr. Jill Koyama, they identify teachers as leaders for social justice by focusing on the boundary-spanning work of one refugee education teacher.
Available from Springer.
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Center for Learning in Practice Project Consultant Araz Khajarian co-edited Refugees and Higher Education: Trans-national Perspectives on Access, Equity, and Internationalization and authored one chapter in it. This book provides a cross-disciplinary lens on one American university's approach to studying the policies, practices, and experiences associated with the higher education of refugee background students.
Available from Brill|Sense.
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Announcing our new global project: Refugee Educator Workforce Development for Quality Holistic Learning
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Funded by an international philanthropic organization, the Center for Learning in Practice will lead a multi-stakeholder collaborative effort to develop a competency-based quality holistic learning (QHL) framework for teacher professional development in refugee and displacement contexts. Professional learning curricula and materials—including courses, toolkits, assessments, micro-credentials, and holistic learning analytics—will be developed, tested, and shared as OERs in English, Arabic, and French.
This 18-month global project aims to increase quality holistic learning outcomes, encompassing both academic achievement and social and emotional well-being, for children in displacement contexts through student-centered, whole child pedagogies. Learn more about this project here. To discuss getting involved as a partner organization, researcher, or teacher participant, contact Julie Kasper, Refugee Educator Academy Program Manager, at jkasper@careyinstitute.org.
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Continuing events: Critical Issues in Refugee Education Workshop Series, 2020-2021
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Culturally responsive and sustaining pedagogies within a refugee education context
Presenter: Lynn Daniel
Saturday, January 23, 2021
8:00 am PST / 11:00 am EST
In this workshop, Lynn will examine four pillars of culturally responsive sustaining pedagogies within a refugee context to understand the instructional approaches and the kinds of support and training teachers need to create the best instructional environment for this population of students.
Learn more about this workshop and register here.
Get details on the other workshops in the series here.
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New events: Refugee Educator Academy 2021 Webinar Series
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Social studies education, belonging, & membership for Syrian refugees in Lebanon
Presenter: Vidur Chopra
Saturday, March 27, 2021
11:00 am EDT / 3:00 pm UTC
Vidur is a postdoctoral researcher in education at Columbia
University's Teachers College. His research focuses on issues of education, civic participation, membership and forced migration in countries of first asylum. In this webinar, Vidur will speak about the issue of recognition and belonging for refugee children in curriculum and pedagogy.
Register for the series here.
Download the full 2021 webinar series schedule here.
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New & revised courses available in our catalog
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Self-paced, unmoderated course from UNHCR is now available
We are pleased to be working with UNHCR to create a trilogy of courses to support educators working with refugee children in resettlement and asylum contexts. Teaching for Refugees: Building Knowledge is the first in this series of three courses. It aims to expand awareness, deepen understanding, and develop resources that will be useful in the classroom to cultivate harmony and belonging as part of larger efforts to welcome and fully integrate newcomers into communities across Europe (and worldwide). This is a fully self-paced, unmoderated version of the course. If you are interested in joining a cohort within a facilitated learning community, please contact Frederik Smets, UNHCR Education Officer, at smets@unhcr.org or Julie Kasper, Refugee Educator Academy Program Manager, at jkasper@careyinstitute.org.
Enroll in the course here.
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6 micro-courses to support educators of SLIFE
Now in English, Spanish and Arabic!
Our series of six short, introductory courses focused on supporting refugee and immigrant Students with Interrupted or Limited Formal Education (SLIFE) are now available in our catalog in Spanish and will be offered in Arabic this February.
Enroll here in one or all of the courses, in English, Spanish or Arabic.
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Contribute
Philanthropy plays a key role in advancing the mission of the Carey Institute for Global Good. We build strong partnerships with foundations, corporations, and individuals that allow positive and worthwhile outcomes.
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