Melis Cin
Biographic Data
| ID | 1304240 |
|---|---|
| NAME | Melis Cin |
| GIVEN NAMES | Melis |
| FAMILY NAME | Cin |
| SIGNATURE | CIN M |
| AFFILIATIONS | Lancaster University |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2022 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Teaching in displacement
A feminist decolonial challenge to European Union’s gender governance
This paper critically examines the European Union’s (EU) gender equality policies through a decolonial feminist lens, focusing on how epistemic hierarchies are reproduced within the gender equality discourse of the European Parliament (EP), which presents itself as a progressive actor and moral authority on gender equality. Drawing on existing critiques of the EU’s instrumental and neoliberal approaches to gender, the paper analyses 42 texts adop…
International Women’s Day
Scalar entrapment and the multiscalar geographies of refugee (im)mobility
This article examines how refugee spatiality is governed and experienced through scalar entrapment, which we define as the recursive immobilisation of refugees through intersecting global, national, and urban regimes. Drawing on extensive fieldwork with Syrian refugees in Istanbul, we demonstrate how international containment agreements, national asylum laws, and local bordering practices co-produce spatial injustice. Using a mutiscalar and relat…
Ecological Heritage and Relational Informal Learning for Youth Development in Southern Africa
This paper situates itself at the nexus of youth development and ecological heritage in Southern Africa, critically engaging with enduring challenges such as unemployment, poverty, and the gradual erosion of cultural identity. It examines the potential of Moringa oleifera as a key ecological resource for fostering sustainable livelihoods and reinforcing localised ecological and cultural heritage. Drawing on participatory methodologies including i…
Bridging Home and School
This qualitative research study examines the concept of the capability to be educated within the context of Early Leaving from Education and Training (ELET) policy. We argue that existing policies often overlook the importance of early intervention during compulsory education and explore the socio-economic and structural factors contributing to ELET by analysing the Home School Community Liaison (HSCL) programme in Ireland, which seeks to build p…
Feminist Art in Resistance
An Epistemological Break
In putting together this special issue of “Epistemological Break: Redefining participatory research in capabilitarian scholarship”, we wanted to push at the (decolonial) boundaries of participatory research. Our intention was not to make claims about a perfect version or understanding but rather to encourage a debate about participatory research, and how there is a variety of practices which may be more or less oriented to transformative educatio…
No prominent works on this page.
An Epistemological Break
In putting together this special issue of “Epistemological Break: Redefining participatory research in capabilitarian scholarship”, we wanted to push at the (decolonial) boundaries of participatory research. Our intention was not to make claims about a perfect version or understanding but rather to encourage a debate about participatory research, and how there is a variety of practices which may be more or less oriented to transformative educatio…
Feminist Art in Resistance
Ecological Heritage and Relational Informal Learning for Youth Development in Southern Africa
This paper situates itself at the nexus of youth development and ecological heritage in Southern Africa, critically engaging with enduring challenges such as unemployment, poverty, and the gradual erosion of cultural identity. It examines the potential of Moringa oleifera as a key ecological resource for fostering sustainable livelihoods and reinforcing localised ecological and cultural heritage. Drawing on participatory methodologies including i…
Bridging Home and School
This qualitative research study examines the concept of the capability to be educated within the context of Early Leaving from Education and Training (ELET) policy. We argue that existing policies often overlook the importance of early intervention during compulsory education and explore the socio-economic and structural factors contributing to ELET by analysing the Home School Community Liaison (HSCL) programme in Ireland, which seeks to build p…
Teaching in displacement
A feminist decolonial challenge to European Union’s gender governance
This paper critically examines the European Union’s (EU) gender equality policies through a decolonial feminist lens, focusing on how epistemic hierarchies are reproduced within the gender equality discourse of the European Parliament (EP), which presents itself as a progressive actor and moral authority on gender equality. Drawing on existing critiques of the EU’s instrumental and neoliberal approaches to gender, the paper analyses 42 texts adop…
International Women’s Day
Scalar entrapment and the multiscalar geographies of refugee (im)mobility
This article examines how refugee spatiality is governed and experienced through scalar entrapment, which we define as the recursive immobilisation of refugees through intersecting global, national, and urban regimes. Drawing on extensive fieldwork with Syrian refugees in Istanbul, we demonstrate how international containment agreements, national asylum laws, and local bordering practices co-produce spatial injustice. Using a mutiscalar and relat…
Citizen journalism (2 works) · Feminist Theory and Gender Studies (2 works) · Immigration (2 works) · Participatory action research (2 works) · Refugee (2 works) · Sociology (2 works) · Adult and Continuing Education Topics (1 work) · Anthropology (1 work) · Biopower (1 work) · Bridging (networking) (1 work)