Merih Ugurel-Kamisli
Biographic Data
| ID | 6175706 |
|---|---|
| NAME | Merih Ugurel-Kamisli |
| GIVEN NAMES | Merih |
| FAMILY NAME | Ugurel-Kamisli |
| SIGNATURE | UGUREL-KAMISLI M |
| AFFILIATIONS | TED University |
| VERIFIED | No |
| TOTAL WORKS | 2 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 2 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2026 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Culturally responsive or politically constrained? Exploring teachers’ pedagogical practices in refugee education
Framed within culturally responsive pedagogy, this qualitative phenomenological study examines how teachers’ pedagogical practices and instructional strategies influence refugee pupils’ adaptation, inclusion and the classroom atmosphere. Drawing on interviews and classroom observations of 18 primary school teachers working with refugee pupils, the study analyses how instructional practices emerge at the intersection of individual teacher agency, …
Curriculum, multilingualism, and identity in postcolonial education: Insights from India’s three language formula
This study examines how India’s Three Language Formula (TLF), a cornerstone multilingual education policy, is lived and remembered by those it was designed to serve. Drawing on phenomenological interviews with seven Indian graduates in U.S. doctoral programmes, the analysis reframes the TLF as a curriculum-as-lived to reveal the hidden hierarchies embedded within its official trilingual structure. Findings show the TLF was remembered and interpre…
No prominent works on this page.
Culturally responsive or politically constrained? Exploring teachers’ pedagogical practices in refugee education
Framed within culturally responsive pedagogy, this qualitative phenomenological study examines how teachers’ pedagogical practices and instructional strategies influence refugee pupils’ adaptation, inclusion and the classroom atmosphere. Drawing on interviews and classroom observations of 18 primary school teachers working with refugee pupils, the study analyses how instructional practices emerge at the intersection of individual teacher agency, …
Curriculum, multilingualism, and identity in postcolonial education: Insights from India’s three language formula
This study examines how India’s Three Language Formula (TLF), a cornerstone multilingual education policy, is lived and remembered by those it was designed to serve. Drawing on phenomenological interviews with seven Indian graduates in U.S. doctoral programmes, the analysis reframes the TLF as a curriculum-as-lived to reveal the hidden hierarchies embedded within its official trilingual structure. Findings show the TLF was remembered and interpre…
Global Education and Multiculturalism (2 works) · Ambiguity (1 works) · Discourse analysis (1 works) · Education and experiences of immigrants and refugees (1 works) · Ethnic group (1 works) · Global Educational Policies and Reforms (1 works) · Identity (music (1 works) · Language planning (1 works) · Migration, Health and Trauma (1 works) · Multilingual Education and Policy (1 works)