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2018 - Comparative and International Education Society Conference Words: 746 words || 
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1. Ristic, Tatjana. "Programme on the move: Development and implementation of innovative and flexible participatory educational programmes for children on the move" Paper presented at the annual meeting of the Comparative and International Education Society Conference, Hilton Mexico City Reforma Hotel, Mexico City, Mexico, <Not Available>. 2019-08-17 <http://citation.allacademic.com/meta/p1354939_index.html>
Publication Type: Panel Paper
Abstract: The European Refugee Crisis went from very high numbers of daily arrivals in quick transit through Serbia to significantly reduced arrivals but longer stays in reception centres after the EU-Turkey deal took place. The migration route through Serbia and the Balkans remained operational with new arrivals recorded daily. More than 40% of those arriving were children, with vulnerable unaccompanied and separated children representing an average of 25% of children in transit. In this context, psychosocial support (PSS) has emerged as an important pillar for the refugees and migrants in rapid transit and for those staying longer in Serbia. Believing that childhood and learning should not be postponed until the destination country is reached, Save the Children invested in PSS programme improvement to be able to provide meaningful structured activities with children on the move. Many innovative PSS activities were developed despite existing challenges due to language barriers, short stays of children, and an inability to have proper time schedules, as sometimes the facilitators could not be sure how long children had for activities. An additional challenge was the children's exposure to traumatic events affecting their wellbeing and ability to learn. We worked with a local partner organization to develop a child-rights based and participatory methodology for running a PSS programme with children on the move. The resulting Programme on the Move is a methodology of providing support to children on the move by developing and using the innovative toolkit Boxes of Wonder. The boxes are designed as physical boxes (plastic and wooden boxes filled with materials and templates for activities) but also as concepts to work on, re-design and adjust to the needs of children, facilitators and to the physical space where the activities are being held. The boxes create a meeting space between children and field workers, offer materials, ideas, and contents, and encourage dialogue, joint exploration, and participation in activities.

During the development and testing of the approach we found that many of the activities offer a combination of PSS and learning, which have the potential to overcome the serious gap in access to educational opportunities for children on the move. One of the key advocacy points emerging from our intervention was that learning should not be "postponed" until the child reaches their permanent place of residence. The Programme showed that increased emotional stability gained through psychosocial support interventions supported the learning process and we explored and developed ways to use the content of the boxes to create structured educational activities. We managed to show that learning should not be limited to schools and classrooms, but it is a process that happens everywhere. The typical schooling model might need to be adjusted to the transit context to be sensitive to changes in beneficiaries and contexts but access to PSS and non-formal educational opportunities leads to positive changes in a child's behaviour, including an increased motivation to learn, better confidence, improved self-awareness, and understanding of their rights and opportunities. The toolkit Boxes of Wonder offers a set of materials, ideas and activities that can facilitate block-by-block implementation and adjustment of activities in a situation when it is impossible to predict how many children will participate or how long they will stay. Eleven boxes were initially created offering activities that can be built upon each other as building blocks or can be used independently. The methodology invites the adjustment of existing boxes and the development of additional boxes based on specificities of the location where the programme is implemented, and on the specific characteristics of the beneficiary children. The boxes developed and used for programming include sets of activities such as for example the Mapping of the Journey, used for creating maps of children's journey; which promotes recognition and appreciation of children's strength and resilience, their dealing with traumatic experiences, recognizing the potential risks, introducing strategies to mitigate the risks, while teaching literacy and geography. Another example is the Citizen of the World box, which explores life and culture in different countries, including countries of origin, transit and destination while teaching geography, history, culture, music, and languages, and allowing children to be teachers to build their self-esteem.

Programme on the Move proved to have positive impact on children, parents, and field workers. The development and implementation of a quality programme for children on the move requires "thinking outside the box", flexibility and constant adjustments to changing contexts. It is important to have a multi-sectoral approach and, where appropriate, blend education into other activities, such as PSS programming.

2009 - ISA's 50th ANNUAL CONVENTION "EXPLORING THE PAST, ANTICIPATING THE FUTURE" Pages: 16 pages || Words: 8329 words || 
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2. Aalto, Pami. "The Human Subject in International Studies: An Outline of Research Programmes Extending to the Humanities, Sciences and Social Sciences" Paper presented at the annual meeting of the ISA's 50th ANNUAL CONVENTION "EXPLORING THE PAST, ANTICIPATING THE FUTURE", New York Marriott Marquis, NEW YORK CITY, NY, USA, Feb 15, 2009 Online <APPLICATION/PDF>. 2019-08-17 <http://citation.allacademic.com/meta/p311425_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Review Method: Peer Reviewed
Abstract: This paper enters the recent debate on the place of the human subject in international studies, with the aim of linking it better to the main disciplinary concerns of International Relations (IR) and to related research in other disciplines and fields of study. It is found that most of the main theoretical traditions of IR reserve some place for the human subject. However, these places remain imperfectly linked to suitable middle-range theories and other literatures on the human subject which would help with conceptualizing those places better. Moreover, in practical research efforts little or no empirical content is sought to fill the places reserved for the human subject. In order to correct this state of affairs the paper adapts some elements of the methodology of scientific research programmes of Lakatos to social scientific research. It is suggested that the Lakatosian ‘positive heuristics’ of the main theoretical orientations of IR – the possibilities for proposing new models and conceptualisations that keep research programmes going – represents a promising route for outlining what multidisciplinary linkages can be made to enrich and structure better the debate on the human subject. The paper argues that in order to exercise serious impact in IR, such multidisciplinary linkages must be sufficiently compatible with the ontological, epistemological, explanatory and normative assumptions of the available positive heuristics in the main theoretical orientations. The paper then concludes by outlining three possible broad directions whereby wider multidisciplinary research programmes on the human subject in international studies can be developed: the humanist, scientific and social scientific directions.

2009 - ISA's 50th ANNUAL CONVENTION "EXPLORING THE PAST, ANTICIPATING THE FUTURE" Words: 37 words || 
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3. Biermann, Frank., Bauer, Steffen. and Siebenhuener, Bernd. "Managers of Global Change: Core Findings of the MANUS Research Programme" Paper presented at the annual meeting of the ISA's 50th ANNUAL CONVENTION "EXPLORING THE PAST, ANTICIPATING THE FUTURE", New York Marriott Marquis, NEW YORK CITY, NY, USA, Feb 15, 2009 <Not Available>. 2019-08-17 <http://citation.allacademic.com/meta/p314072_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper reports on the research design, methods, and core findings of a four-year comparative research program that covered nine international bureaucracies in the field of global environmental policy: The Managers of Global Change (MANUS) project. Thi

2009 - Midwest Political Science Association 67th Annual National Conference Words: 183 words || 
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4. Rutledge, Jennifer. "A Child’s Right to Food: The Role of the World Food Programme and School Lunches" Paper presented at the annual meeting of the Midwest Political Science Association 67th Annual National Conference, The Palmer House Hilton, Chicago, IL, <Not Available>. 2019-08-17 <http://citation.allacademic.com/meta/p364096_index.html>
Publication Type: Conference Paper/Unpublished Manuscript
Abstract: This paper presents a detailed case study of the United Nations World Food Programme’s school lunch program in an effort to understand the emerging right of a child to have food. While the right to food is recognized in a number of international documents, including the Universal Declaration on Human Rights, this right has generally been ignored. However, a child’s right to food is slowly gaining traction as a human right with which states comply. In order analyze this change I examine the period between 1961 and 1990, when the World Food Programme exported the school lunch model across the developing world. The World Food Proramme did not operate from a human rights framework. Instead, school lunches were promoted as social and economic development tools. However, I argue that their work promoting the school lunch model laid the groundwork for a child’s right to food as a human right with which states increasingly comply. By providing a viable policy model that could fulfill a child’s right to food, I argue that the World Food Programme played an essential role in advancing this right.

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