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Harvard Law School Immigration and Refugee Clinical Program, Toronto University, Melbourne Law School, Paris 8 University, Uppsala University, University of Cape Town, Dokuz Eylul University.
Professor Heaven Crawley, Professor Deborah Anker (Harvard Law School Immigration and Refugee Clinical Program), Professor Audrey Macklin, (Toronto University), Professor Susan Kneebone (Melbourne Law School), Professor Jane Freedman (Paris 8 University), Dr Rebecca Stern (Uppsala University), Fatima Khan (University of Cape Town) and Dr Sibel Safi (Dokuz Eylul University).
Over the past three decades there have been important policy, case law and advocacy developments in relation to gender and international refugee law. To date however these efforts have largely failed to reconfigure the ways in which the experiences of refugee and asylum seeking women are understood and represented. To fill this gap and increase both academic knowledge and policy impact this project will undertake an ambitious programme of comparative research across nine case study countries generating new insights into the framing of gender issues in claims for protection, situated within a broader understanding of the contemporary politics of asylum.
The proposed research is ambitious, complex and innovative and has high user impact. For the first time, it brings into dialogue three areas of academic endeavour (feminist legal scholarship, post-colonial feminist scholarship, and the theory and practice of intersectionality) to unpack the framing of gender-based asylum claims within, and across, the case study countries opening up new ways of thinking about gender and international protection, the relationship between international protection and international human rights law and about the ways in which different actors come together to inform and shape the direction of policy and practice. The research also has the potential to shape a deeper and more nuanced application of refugee law more generally, particularly in relation to the intersection between the enumerated Convention grounds.
This report presents an analysis of white working-class communities’ perspectives on belonging, change, identity, and immigration. Recent studies about the white working class focus on national politics, religion, and immigration; this study tells a national story from a grassroots perspective with an eye toward the prospects for cross-racial coalition building between working-class white communities and communities of color.
Collaborate to Train is a three-year project that will engage with over 250 local small businesses and support them to increase their involvement in the education and workforce training system.
Exceed in Coventry is a three-year project providing tailored help and support to over 1,300 Coventry residents, enabling them to progress into education, training, job search or employment.
ConnectMe is a three-year project supporting Coventry’s long term unemployed and economically inactive people. The project aims to make it easier for people who are experiencing barriers to employment to move into education, training or employment.
In July 2015, a legal duty came into force requiring that ‘specified authorities’, including schools and further education colleges, show ‘due regard to the need to prevent people from being drawn into terrorism’ – popularly referred to as the ‘Prevent duty’.
The report ‘What the Prevent duty means for schools and colleges in England: An analysis of educationalists’ experiences’, published 2 years after the introduction of the Prevent duty, seeks to get beyond the polarised public debate about the duty to explore the experiences of ‘front line’ education professionals.