Notes on Contributors

Samantha Arnold

is an Adjunct Assistant Professor of Law at Trinity College Dublin. Samantha holds a Ph.D. from the School of Law, Trinity College Dublin and an LL.M. in European Refugee Law awarded by University College Cork. Her research interests include refugee and immigration law and policy and children’s rights law.

Asih Asikin-Garmager

is a post-doctoral research scholar in the Centre for Evaluation and Assessment at the University of Iowa. She received her Ph.D. in Educational Policy and Leadership Studies from the University of Iowa. Her professional interests include program evaluation, including assessments of English Language Learning (ELL) program evaluation.

Melanie Baak

is a Research Fellow in the School of Education at the University of South Australia and the convenor of the Migration and Refugee Research Network (MARRNet). In 2017 she was an Australian Government Endeavour Research Fellow in the School of Education at the University of Glasgow. Her research and teaching interests broadly cover areas of equity and inclusion, particularly in schools, with a focus on refugee education and resettlement

Sally Baker

is a Lecturer in the School of Social Sciences and the education ‘focal point’ for the Forced Migration Research Network at The University of New South Wales. Sally’s teaching and research interests centre on language, literacies, transition, and equity in higher education, particularly with regards to culturally and linguistically diverse students, and refugee students in particular. Sally’s recent co-written book, Refugees in Higher Education: Debate, Discourse, and Practice, is published with Emerald.

Zhiyan Basharati

is a former Kurdish refugee who came to New Zealand 17 years ago as part of the New Zealand refugee quota system. She completed a Doctor of Philosophy in Forensic Psychology at the University of Canterbury. Zhiyan is the Spokesperson & Health Coordinator for Canterbury Refugee Resettlement & Resource Centre (CRRRC). She has served in the community under a number of roles, including Founder & Advisor of the New Zealand National Refugee Youth Council (NZNRYC, National Youth NGO); Strengthening Refugee Voices (SRV) National Advisory Group – Ministry of Business, Innovation and Employment (MBIE); Vice-Chair of Multicultural Strategy Working Party for Christchurch City Council (CCC); Member of Culturally and Linguistically Diverse Services Advisory Committee (CALD) for Specialist Mental Health Services (SMHS) at Hillmorton Hospital Canterbury District Health Board (CDHB); and Chairperson of Consumer Council for CDHB.

Briana Byers

is a graduate student at the University of South Florida. She is currently a full-time Academic Advisor at the University of South Florida. Her research interests include retention and persistence of at-risk undergraduate student populations including refugees.

Merike Darmody

is a Research Officer at the Economic and Social Research Institute and an Assistant Professor at Trinity College Dublin, Republic of Ireland. While working mainly in the area of education, she is also interested in broader issues of the relationship between the individual and society. Much of her recent work has focussed on diversity and migration in education.

Lucia Dore

has been a financial journalist/editor in the UK and Middle East as well as in Asia/Pacific. She was head of a news wire service in the Middle East and has produced a documentary on refugees, entitled Stepping Up: NZ’s Response to the Refugee Crisis. Previously, she was an economist at the New Zealand Treasury.

Ain A. Grooms

is an Assistant Professor in the Educational Policy and Leadership Studies Department at the University of Iowa, USA. Her research focuses on access to educational opportunity, and uses the intersection of race, class, and place to examine the impact of historical and contemporary policies on the achievement of students of colour. Dr. Grooms previously served as an educational policy analyst in Atlanta, a college advisor at a youth development organization in East Harlem, New York City, and a founding administrator of a college preparatory charter high school in Boston. She received her Ph.D. in Education Administration and Policy from the University of Georgia.

Maria Hayward

is a senior lecturer at The Auckland University of Technology, New Zealand. She leads the education team at the Mangere Refugee Centre. She has worked in the field of refugee education for over 20 years. Her research involves the education of newly arrived refugees, resettlement issues, and refugee education.

Amanda Hiorth

is a language educator at the University of Melbourne Graduate School of Education. She has with keen interests in second language learning theory, plurilingualism, and humanist language teaching approaches. Amanda’s work focuses on highlighting issues of social equity and improving educational experiences and outcomes for refugee-background students in the Australian mainstream education system.

Asher Hirsch

is a Senior Policy Officer at the Refugee Council of Australia, the national umbrella body for refugees and the organisations and individuals who support them. His work involves research, policy development, and advocacy on national issues impacting refugee communities and people seeking asylum. Asher is also completing a Ph.D. at Monash University in refugee and human rights law.

Caroline Lenette

is Senior Lecturer in the School of Social Sciences, University of New South Wales, Sydney, Australia. She is the arts-based research ‘focal point’ of the interdisciplinary Forced Migration Research Network. Over the past ten years, Caroline has used arts-based methods in social-justice focused research in collaboration with co-researchers with lived experiences as refugees and asylum seekers. Together, they have explored stories of wellbeing and settlement, especially from women’s perspectives. Caroline’s research explores how storytelling can influence decision-makers towards meaningful change, and the ethical considerations of collaborative, arts-based research. Her book, Sanctuary: Arts-based Methods in Refugee Research, will be published with Springer in 2019.

Leslie Ann Locke

is an assistant professor of Educational Policy and Leadership Studies at the University of Iowa. She received her Ph.D. from Texas A&M University in 2011. Her research interests include leadership for social justice, schooling for students from marginalised groups, equity-oriented education policy, and qualitative methodologies.

Duhita Mahatmya

received her B.Sc. in Psychology from Drake University and her M.Sc. and Ph.D. in Human Development and Family Studies from Iowa State University. She is currently an Assistant Research Scientist in the College of Education at the University of Iowa. Her research examines how family, school, and community environments shape academic and social-emotional development from early childhood to young adulthood.

Jody McBrien

is a Professor at the University of South Florida, teaching courses in human migration, international human rights, and comparative and international education. She has conducted research on all three aspects of what the UN labels ‘durable solutions’ for refugees (voluntary repatriation, local integration, and resettlement) in the US, Canada, Ghana, Uganda, New Zealand, Australia, Japan, and Greece. She was an Ian Axford Fellow in Public Policy in 2014 and a Visiting Professor/Researcher at Soka University, Tokyo, in 2017. She was recently awarded a Fulbright Specialist Award.

Rory Mc Daid

is a lecturer in Sociology of Education and Research Methods in Marino Institute of Education, Dublin, Ireland. He is assistant co-ordinator of Lóchrann, the centre for intercultural education at MIE. Dr Mc Daid is a Visiting Research Fellow at the Cultures, Academic Values and Education research centre in the School of Education, Trinity College, Dublin. His research interests include the experiences of immigrant children and teachers in schools and education for refugee and asylum seeking children and young people.

Helen Murphy

is a critical social psychologist working at the University of East London and has been writing and producing research papers on the psychological health and wellbeing of individuals, groups and communities. Originally from Northern Ireland, Helen is now part and parcel of the great London metropolis and has seen her country and homeland change in the face of Brexit and austerity in the UK since 2008. The chapter is positioned within this socio-economic context.

Tara Ross

has a background in politics and policy with an emphasis on research of vulnerable populations. Her master’s degree is in International Affairs from Ohio University, where she studied Latin American politics and spent several years researching social programs in Nicaragua after the war. Her Ph.D. is in Educational Leadership from Keiser University where she studied higher education for resettled refugees. Dr. Ross is an experienced leader in higher education, having worked in a variety of university settings for 18 years. She has provided operational support for non-governmental organizations working with refugees in Africa, Asia, and the Middle East.

Jan Stewart

is Deputy Provost and Associate Vice-President, Academic at The University of Winnipeg and Acting Executive Director of The Global College. Jan was the lead investigator of a three-year national research program funded by SSHRC, CERIC, and Mitacs to examine promising practices for supporting refugee and newcomer youth. She is the lead investigator of a provincially-funded research program exploring the mental health needs and challenges for refugee youth and a SSHRC funded study on the settlement, education and psychosocial needs of Syrian refugees in Canada. Jan recently completed the Harvard Medical School Certificate in Global Mental Health: Trauma and Recovery.

Elizabeth Paulsen Tonogbanua

received her doctorate in education from the University of Massachusetts Boston’s Urban Education, Leadership, and Policy Studies’ program. Her dissertation, Transmigration Experiences of Newcomers in the Context of an English-only Education: Sense-making by Former Newcomer ELLs, won the Alumni Award for Dissertation Research from the Department of Leadership in Education in 2015. She also earned a Post-MA from New York University’s Multicultural Multilingual Studies program in Teaching English to Speakers of Other Languages.

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