Tejendra Pherali
Biographic Data
| ID | 5741819 |
|---|---|
| NAME | Tejendra Pherali |
| GIVEN NAMES | Tejendra |
| FAMILY NAME | Pherali |
| SIGNATURE | PHERALI T |
| AFFILIATIONS | University College London |
| ORCID | 0000-0003-2691-732X |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 33 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 4 |
Collaborative co‐design in action: Reimagining teacher professional development for crisis‐affected contexts
This paper focuses on the opportunities and challenges of conducting implementation research when co‐design is central to the project being implemented. A participatory co‐design methodology is proposed to evaluate the co‐design and implementation aspects of a teacher professional development course. The project aim was to co‐create evidence about the effectiveness of Co‐designed, Massive, Open, Online Collaborations (CoMOOCs)—an educational inno…
A Conceptual Framework for Education Research in Conflict and Protracted Crisis (Ericc): A Holistic Approach for Systematic Field Building
Despite growing interest in education for children in conflict and crisis (CAC) settings, evidence on how these children learn and develop—and how best to support them—remains limited. The fragmented research landscape across disciplinary traditions and sectoral silos limits holistic understanding and actionable insights to inform policies and programs. By focusing on four drivers of learning and development—access, quality, continuity, and coher…
Research ethics in social science research during health pandemics: What can we learn from Covid-19 experiences
The COVID-19 pandemic posed many ethical and practical challenges for academic research. Some of these have been documented, particularly in relation to health research, but less attention has been paid to the dilemmas encountered by educational and social science research. Given that pandemics are predicted to be more frequent, it is vital to understand how to continue crucial research in schools and other learning communities. This article ther…
Conflict, Education and Peace in Nepal: Rebuilding Education for Peace and Development
Increasing inequalities, political movements and violent extremism across the world cause social and political instability in which education is enormously implicated. Placed firmly in this wider global context, this volume explores interactions between education and armed conflict during the ‘People’s War’ (1996–2006) in Nepal. Building upon theoretical concepts that deal with multifarious links between education and conflict, Tejendra Pherali p…
In memory of Honorary Baice member, Professor Lalage Bown
Social justice, education and peacebuilding: Conflict transformation in Southern Thailand
Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflectin…
Ethical reflections on children’s participation in educational research during humanitarian crises
This paper aims to reflect upon ethical dilemmas arising from educational research in humanitarian contexts, particularly when involving children. In recognition of the paucity of knowledge on how to define ethics in humanitarian research, we review the existing body of literature that explores ethical responsibilities towards children involved in educational research at school and their communities. The paper argues that research ethics should b…
Higher Education in the Context of Mass Displacement: Towards Sustainable Solutions for Refugees
This article provides a theoretical review of higher-education (HE) access for refugees in humanitarian situations. Drawing upon the case of Syrian refugees in Lebanon, we discuss challenges and opportunities around developing new HE modalities to enhance its role in the humanitarian response as well as reconfiguring refugees’ ‘unknowable future’. We also examine opportunities for HE access and the process of multidimensional partnerships, engagi…
Meanings of education under occupation: The shifting motivations for education in Palestinian refugee camps in the West Bank
Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation fo…
Freirean critical consciousness in a refugee context: A case study of Syrian refugees in Jordan
This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in…
Syrian refugees in Lebanon: The search for universal health coverage
The crisis in Syria has forced more than 4 million people to find refuge outside Syria. In Lebanon, in 2015, the refugee population represented 30 % of the total population. International health assistance has been provided to refugee populations in Lebanon. However, the current humanitarian system has also contributed to increase fragmentation of the Lebanese health system. Ensuring universal health coverage to vulnerable Lebanese, Syrian and Pa…
School leadership during violent conflict: Rethinking education for peace in Nepal and beyond
This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996–2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils’ safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that…
Post-conflict identity crisis in Nepal: Implications for educational reforms
Education and conflict in Nepal: Possibilities for reconstruction
This paper analyses the nexus of the ‘People's War’ and education in Nepal and argues that education was one of the main causes of the violent conflict. Despite ‘modernisation’ efforts and increased participation, schools in Nepal continued to embody socially and culturally prejudiced values and institutionally legitimised the inequitable practices through the education system. Drawing on qualitative interviews with educational stakeholders from …
Freirean critical consciousness in a refugee context: A case study of Syrian refugees in Jordan
This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in…
Social justice, education and peacebuilding: Conflict transformation in Southern Thailand
Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflectin…
Higher Education in the Context of Mass Displacement: Towards Sustainable Solutions for Refugees
This article provides a theoretical review of higher-education (HE) access for refugees in humanitarian situations. Drawing upon the case of Syrian refugees in Lebanon, we discuss challenges and opportunities around developing new HE modalities to enhance its role in the humanitarian response as well as reconfiguring refugees’ ‘unknowable future’. We also examine opportunities for HE access and the process of multidimensional partnerships, engagi…
Education and conflict in Nepal: Possibilities for reconstruction
This paper analyses the nexus of the ‘People's War’ and education in Nepal and argues that education was one of the main causes of the violent conflict. Despite ‘modernisation’ efforts and increased participation, schools in Nepal continued to embody socially and culturally prejudiced values and institutionally legitimised the inequitable practices through the education system. Drawing on qualitative interviews with educational stakeholders from …
Post-conflict identity crisis in Nepal: Implications for educational reforms
School leadership during violent conflict: Rethinking education for peace in Nepal and beyond
This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996–2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils’ safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that…
Meanings of education under occupation: The shifting motivations for education in Palestinian refugee camps in the West Bank
Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation fo…
Education and conflict in Nepal: Possibilities for reconstruction
This paper analyses the nexus of the ‘People's War’ and education in Nepal and argues that education was one of the main causes of the violent conflict. Despite ‘modernisation’ efforts and increased participation, schools in Nepal continued to embody socially and culturally prejudiced values and institutionally legitimised the inequitable practices through the education system. Drawing on qualitative interviews with educational stakeholders from …
Post-conflict identity crisis in Nepal: Implications for educational reforms
Syrian refugees in Lebanon: The search for universal health coverage
The crisis in Syria has forced more than 4 million people to find refuge outside Syria. In Lebanon, in 2015, the refugee population represented 30 % of the total population. International health assistance has been provided to refugee populations in Lebanon. However, the current humanitarian system has also contributed to increase fragmentation of the Lebanese health system. Ensuring universal health coverage to vulnerable Lebanese, Syrian and Pa…
School leadership during violent conflict: Rethinking education for peace in Nepal and beyond
This paper outlines the impact and professional tensions created by the decade-long armed conflict (1996–2006) on school leadership in Nepal. Drawing on qualitative interviews and discussions with school heads and teachers (n = 92), the study reveals that the onerous pressure of pupils’ safety during crisis ultimately fell upon teachers and school leaders who faced direct violence on school grounds and communities they lived in. It was found that…
Freirean critical consciousness in a refugee context: A case study of Syrian refugees in Jordan
This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in…
Meanings of education under occupation: The shifting motivations for education in Palestinian refugee camps in the West Bank
Despite being a protracted refugee crisis that entails international debates and controversies, discussions about Palestinian education have frequently sidelined the perspectives, needs and priorities of the Palestinian refugee population. Drawing upon a qualitative study in the West Bank and engaging with theoretical ideas of Johan Galtung, Paulo Freire and Pierre Bourdieu, we argue that the nexus between educational motivation and motivation fo…
Higher Education in the Context of Mass Displacement: Towards Sustainable Solutions for Refugees
This article provides a theoretical review of higher-education (HE) access for refugees in humanitarian situations. Drawing upon the case of Syrian refugees in Lebanon, we discuss challenges and opportunities around developing new HE modalities to enhance its role in the humanitarian response as well as reconfiguring refugees’ ‘unknowable future’. We also examine opportunities for HE access and the process of multidimensional partnerships, engagi…
Ethical reflections on children’s participation in educational research during humanitarian crises
This paper aims to reflect upon ethical dilemmas arising from educational research in humanitarian contexts, particularly when involving children. In recognition of the paucity of knowledge on how to define ethics in humanitarian research, we review the existing body of literature that explores ethical responsibilities towards children involved in educational research at school and their communities. The paper argues that research ethics should b…
Social justice, education and peacebuilding: Conflict transformation in Southern Thailand
Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflectin…
Conflict, Education and Peace in Nepal: Rebuilding Education for Peace and Development
Increasing inequalities, political movements and violent extremism across the world cause social and political instability in which education is enormously implicated. Placed firmly in this wider global context, this volume explores interactions between education and armed conflict during the ‘People’s War’ (1996–2006) in Nepal. Building upon theoretical concepts that deal with multifarious links between education and conflict, Tejendra Pherali p…
In memory of Honorary Baice member, Professor Lalage Bown
Research ethics in social science research during health pandemics: What can we learn from Covid-19 experiences
The COVID-19 pandemic posed many ethical and practical challenges for academic research. Some of these have been documented, particularly in relation to health research, but less attention has been paid to the dilemmas encountered by educational and social science research. Given that pandemics are predicted to be more frequent, it is vital to understand how to continue crucial research in schools and other learning communities. This article ther…
Collaborative co‐design in action: Reimagining teacher professional development for crisis‐affected contexts
This paper focuses on the opportunities and challenges of conducting implementation research when co‐design is central to the project being implemented. A participatory co‐design methodology is proposed to evaluate the co‐design and implementation aspects of a teacher professional development course. The project aim was to co‐create evidence about the effectiveness of Co‐designed, Massive, Open, Online Collaborations (CoMOOCs)—an educational inno…
A Conceptual Framework for Education Research in Conflict and Protracted Crisis (Ericc): A Holistic Approach for Systematic Field Building
Despite growing interest in education for children in conflict and crisis (CAC) settings, evidence on how these children learn and develop—and how best to support them—remains limited. The fragmented research landscape across disciplinary traditions and sectoral silos limits holistic understanding and actionable insights to inform policies and programs. By focusing on four drivers of learning and development—access, quality, continuity, and coher…
Political science (11 works) · Sociology (10 works) · Social science (9 works) · Law (8 works) · Peace and Human Rights Education (8 works) · Law (6 works) · Refugee (6 works) · Politics (5 works) · Context (archaeology (4 works) · Economic growth (4 works)