Gwadabe Kurawa is the head of MA SENDI Programme at University of Hull. He teaches on Debating Special & Inclusive Education; International & Intercultural Perspectives in Education; Educators as Agents of Change for Inclusive Education; and Equality, Diversity & Inclusion modules.
His research interests are in the areas of Education, Peace, and Conflict. His current research focuses on issues related to Education and Social Change and Methodological Choices for Engaging Young People with disabilities in Co-production of Knowledge.
Research Interests
My research interests include the following.
Education, Peace, and Conflict
Educational Leadership and Policy
Development of Inclusive Schools
Knowledge Co-Production
Participatory Research Methodologies
Development of Inclusive Classrooms
Education and Environmental Justice
Transitional Justice
Co-Investigator:
Projects
→Changing nature of the doctoral supervisory relationship during and after COVID led by Laar Mindel van de (PI) Maastricht University (March 2022 – January 2024)
→JustEd: Education as and for the Environmental, Epistemic and Transitional Justice to Enable Sustainable Development led by Lizzi Milligan (PI) and Julia Paulson (Co-Investigator): University of Bath and Bristol (February 2020 – November 2023)
Publications: Selected Papers
Glazzard, G. & Kurawa, G. (2024) Dealing with Difference (1): Special educational needs: The current landscape, challenges and opportunities. Support for Learning, 39(4), 167-168. DOI: 10.1111/1467-9604.12503
Glazzard, G. & Kurawa, G. (2024) Dealing with Difference (2): Inclusive educational: Diverse perspectives and pedagogies. Support for Learning (early online). DOI: 10.1111/1467-9604.12501
Kurawa, G. (2024). Personal reflection: working in a social, emotional and mental health school in England. Support for Learning, 39(4), 208-212. DOI: 10.1111/1467-9604.12495
Kurawa, G. & Gumel, M. S. (2022). The distributed leadership in the UK primary school: An analysis of the view of a headteacher, in E. Sengupta & P. Blessinger (eds.) Role of leaders in managing higher education. Emerald Group Publishing. DOI: 10.1108/s2055-364120220000048004
Kurawa, G. (2021). Community learning centre as a promising medium for promoting Sustainable Development Goal 4: Lifelong Learning, in J. Servaes & M. J. Yusha’u (eds.) Palgrave international handbook of communication and sustainable development. Palgrave Macmillan. DOI: 10.1007/978-3-030-69770-9_8
Paulson, J., Espinal Meza, S., Karki, M., Komakech, D., Kurawa, G. & Ranabhat, S. (2021). Exploring transitional justice in education research: Background paper no.3. JustEd: Education as and for epistemic, environmental and transitional justice.
Milligan, L. O., Ajok, P., Balarin, M., Karki, M., Komakech, D., Kurawa, G., Espinal Meza, S., Monge, C., Nuwategeka, E., Paudel, M., Paulson, J., Ranabhat, S., Sarmiento, P., Singh, A., Singh, G., Shields, R. & Wilder, R. (2021). Education at the intersection of environmental, epistemic and transitional justices: An initial scoping review. Background paper no.4. JusEd: Education as and for epistemic, environmental and transitional justice.
Kurawa, G. (2020). Study circles as innovative tool for promoting lifelong learning and community empowerment, in E. Sengupta, P. Blessinger & Y.T. Subhi (eds) Teaching and learning strategies for sustainable development. Emerald Group Publishing. DOI: 10.1108/s2055-364120200000019014
Kurawa, G. (2019). Examining teachers’ professional development for promoting inclusive education in displacement, in B. M. Rice (ed.) Global perspectives on inclusive education. IGI Global publishing. DOI: 10.4018/978-1-5225-7703-4.ch016
Kurawa, G. (2019). The impact of the Boko Haram conflict on education in Northeast Nigeria, in E. A. Nyam & F. O. Idoko (eds.) Examining the social and economic impacts of conflict-induced migration. IGI Global Publishing. DOI: 10.4018/978-1-6684-7464-8.ch069
Kurawa, G. (2019). Improving the quality of inclusive education in emergencies: What are our methodological choices for engaging children in knowledge generation? In NORRAG (Special Issue 02: Data collection and evidence building to support education in emergencies), 66-69.
Musa, A. & Kurawa, G. (2018). The role of education in the resettlement of internally displaced persons in Nigeria: an exploratory discourse on the plight of the devastated communities in the northeast of Nigeria, in P. Blessinger & E. Sengupta (eds.) Strategies, policies and directions for refugee education. Emerald Group Publishing. DOI: 10.1108/s2055-364120180000013002
Kurawa, G. & Azare, G. (2014). Using drawing images in educational research, in F. Rauch, A. Schuster, T. Stern, M. Pribila and A. Townsend (eds.) Promoting change through action research. Rotterdam: Sense Publishers/Springer. DOI: 10.1007/978-94-6209-803-9_5
Kurawa, G. (2010). The views of students and practitioners of how to include all children in learning and regular classroom. Procedia- Social and Behavioural Science Journal, 5, 1550-1555. DOI: 10.1016/j.sbspro.2010.07.324
Kurawa, G. (2010). Teaching diversity in a primary school: examining teachers’ classroom strategies for inclusion. Procedia- Social and Behavioural Science Journal, 5, 1585-1591. DOI: 10.1016/j.sbspro.2010.07.329
Kurawa, G. (2009). Towards creation of an inclusive classroom. Educate~ Journal of Doctorate Research in Education, Special Issue, 85 (Abstract only)
Kurawa G. (2008). Primary school pupil perceptions of the processes of increasing participation and learning in classrooms, Proceedings of Paris International Conference on Education, Economy & Society (Picoees), Vol. 2, 335-348
Teaching and Learning
Gwadabe's areas of focus include:
* Education, Disability, & Migration
* Education, Peace, and Conflict
* Education and Environmental Justice
* Education and Sustainable Development
* Staff Professional Development for Inclusion
* Equality, Diversity, and Inclusion issues in Education
Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all
Make cities and human settlements inclusive, safe, resilient and sustainable
Take urgent action to combat climate change and its impacts
Promote peaceful and inclusive societies for sustainable development, provide access to justice for all and build effective, accountable and inclusive institutions at all levels
