Helen Avery
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Helen Avery's research belongs to the platform for Media, Literature and Language Didactics, and to the platform for Sustainability Research. Recent research has been oriented towards intercultural organisational development and language policy in education. She is currently working with participatory and future-oriented methodologies in projects that concern sustainability transitions in the Middle East, as well as refugee education.
Biography
Helen was born in Chicago in 1960. She holds a Licence ès Lettres in General and Applied Linguistics, from the universities of Neuchâtel and Geneva, Switzerland, and an MA in Education from Lund University.
Besides working for the International Red Cross and the World Alliance of YMCAs (Refugees and Rehabilitation), Helen has been active in the areas of teaching, documentation and translation. She has worked as a radio journalist and taught at the Zurich Institute of Translation and Interpreting. She was engaged in the Learning Lund centre for research on teaching and learning in higher education, and has been an active member of the FonSyd network since its inception.
Article
Enyetu, J., Ebitu, L., Avery, H.
(2025).
Performance analysis of the Doho Rice Irrigation Scheme in Uganda Journal of irrigation and drainage engineering, 151(1).
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Doumas, K., Avery, H.
(2024).
Lives 'on hold' in Europe: an explorative review of literature on youth aspirations and futures in situations of migration and mobility.
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Almahfali, M., Avery, H.
(2023).
Human Rights from an Islamic Perspective: A Critical Review of Arabic Peer-Reviewed Articles.
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Rämgård, M., Avery, H.
(2022).
Lay Health Promoters Empower Neighbourhoods: Results From a Community-Based Research Programme in Southern Sweden Frontiers in Public Health, 10, 1-13.
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Avery, H., Sjögren Forss, K., Rämgård, M.
(2022).
Empowering communities with health promotion labs: result from a CBPR programme in Malmö, Sweden Health Promotion International, 37(1).
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Ebitu, L., Avery, H., Mourad, K., Enyetu, J.
(2021).
Citizen science for sustainable agriculture – A systematic literature review.
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Norden, B., Avery, H.
(2021).
Global learning for sustainable development: A historical review.
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Wihlborg, M., Avery, H.
(2021).
Global Health in Swedish Nursing Curricula: Navigating the Desirable and the Necessary International Journal of Environmental Research and Public Health, 18(17).
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Bashitialshaaer, R., Alhendawi, M., Avery, H.
(2021).
Obstacles to Applying Electronic Exams amidst the COVID-19 Pandemic: An Exploratory Study in the Palestinian Universities in Gaza Information, 12(6).
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Brodin, E., Avery, H.
(2020).
Cross-Disciplinary Collaboration and Scholarly Independence in Multidisciplinary Learning Environments at Doctoral Level and Beyond Minerva, 58(3), 409-433.
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Mourad, K., Hosseini, S., Avery, H.
(2020).
The role of citizen science in sustainable agriculture.
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Nordén, B., Avery, H.
(2020).
Redesign of an Outdoor Space in a Swedish Preschool: Opportunities and Constraints for Sustainability Education International Journal of Early Childhood, 52, 319-335.
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Mourad, K., Avery, H.
(2019).
The sustainability of post-conflict development: The case of Algeria Sustainability, 11(11).
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Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T.
(2019).
Developing ecological literacy in a forest garden: children’s perspectives Journal of Adventure Education and Outdoor Learning, 19(3), 227-241.
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Avery, H., Halimeh, N.
(2019).
Crafting futures in Lebanese refugee camps: The case of Burj El Barajneh Palestinian camp FORMakademisk, 12(2).
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Avery, H., Nordén, B.
(2017).
Working with the divides: Two critical axes in development for transformative professional practices International Journal of Sustainability in Higher Education, 18(5), 666-680.
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Avery, H., Hoxhallari, I.
(2017).
From policy to practice: Roma education in Albania and Sweden The Urban review, 49(3), 463-477.
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Rämgård, M., Forsgren, A., Avery, H.
(2017).
PHR in health and social care for older people – regional development through learning within and across organisations Educational action research, 25(4), 506-524.
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Avery, H.
(2017).
At the bridging point: tutoring newly arrived students in Sweden International Journal of Inclusive Education, 21(4), 404-415.
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Avery, H., Said, S.
(2017).
Higher Education for Refugees: The Case of Syria Policy & Practice, 104-125.
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Avery, H.
(2015).
Teaching in the 'edgelands' of the school day: The organisation of Mother Tongue Studies in a highly diverse Swedish primary school Power and Education, 7(2), 239-254.
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Avery, H.
(2014).
The role of the school library: Reflections from Sweden Intercultural Education, 25(6), 497-507 London: Taylor & Francis Group .
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Avery, H.
(2013).
Pratiques d’engagements collaboratifs: Le rôle de la bibliothèque dans un quartier urbain multiethnique en Suède Education & Formation, 97-107 Mons, Belgique: Université de Mons .
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Avery, H., Wihlborg, M.
(2013).
Teachers’ interpretation of Bildung in practice: examples from higher education in Sweden and Denmark Journal of Learning Development in Higher Education.
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Norden, B., Avery, H., Anderberg, E.
(2012).
Learning in global settings: Developing transitions for meaning-making Research in Comparative and International Education, 7(4), 514-529.
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Arrueta, J., Avery, H.
(2012).
Education reform in Bolivia: Transitions toward which future? Research in Comparative and International Education, 7(4), 419-433 Oxford: Symposium Journals .
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Avery, H.
(2011).
Lärares språkbruk i tvåspråkiga klassrum Educare, 145-175.
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Avery, H.
(2010).
Enabling local action: issues of inclusion and empowerment Alphamatrix, 1(1), 121-131.
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Avery, H.
(2009).
Att förebygga stora översvämningar: reflektioner om språk och mening i ett flerspråkigt och interdisciplinärt sammanhang Pedagogisk forskning i Sverige, 14(4), 354-373.
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Avery, H.
(2005).
Gränsöverskridare med avstamp i Gallery 68 Karavan, 36-39.
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Doctoral thesis
Avery, H.
(2016).
Moving together – conditions for intercultural development at a highly diverse Swedish school
(Doctoral thesis, Jönköping:
Jönköping University, School of Education and Communication).
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Book chapter
Avery, H.
(2023).
Education of refugees.
In:
Robert J. Tierney, Fazal Rizvi & Kadriye Ercikan
(Ed.),
International Encyclopedia of Education
(pp. 135 -147).
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Avery, H.
(2023).
Future-oriented methodologies for sustainability.
In:
Walter Leal Filho, Anabela Marisa Azul, Federica Doni & Amanda Lange Salvia
(Ed.),
Handbook of Sustainability Science in the Future:
Policies, Technologies and Education by 2050
(pp. 945 -964).
Cham: Springer
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Avery, H.
(2022).
The role of organic fertilizers in transition to sustainable agriculture in the MENA region.
In:
Metin Turan & Ertan Yildirim
(Ed.),
New generation of organic fertilizers
London: IntechOpen
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Nordén, B., Avery, H.
(2022).
Συμμετοχικός ανασχεδιασμός σχολικής αυλής σε παιδικό σταθμό στη Σουηδία: Ευκαιρίες και περιορισμοί στην προώθηση της Εκπαίδευσης για την Αειφόρο Ανάπυξη.
In:
Konstantia Tamoutseli
(Ed.),
Participation and Education for Sustainability / Συμμετοχικότητα και Eκπαίδευση για την Aειφόρο Aνάπτυξη:
Collective Books
(pp. 251 -269).
Athens: Epikentro Publishers
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Avery, H., Said, S.
(2021).
Higher education for refugees: The case of Syria.
In:
A. Acinapura et al.
(Ed.),
Policy & Practice: A Development Education Review, Fifteenth Anniversary Special Edition
(pp. 318 -331).
Belfast: Centre for Global Education
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Avery, H., Nordén, B.
(2021).
We Can Only Do It Together: Addressing Global Sustainability Challenges Through a Collaborative Paradigm.
In:
W. Leal Filho, A. L. Salvia, L. Brandli, U. M. Azeiteiro & R. Pretorius
(Ed.),
Universities, Sustainability and Society:
Supporting the Implementation of the Sustainable Development Goals
(pp. 239 -252).
Cham: Springer
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Avery, H.
(2021).
Modersmålsundervisningens bidrag till interkulturell skolutveckling: Språksynens betydelse och modersmålslärarnas potentialer.
In:
Hans Lorentz & Bosse Bergstedt
(Ed.),
Interkulturella dimensioner:
pedagogik för interkulturellt lärande
(pp. 115 -142).
Lund: Studentlitteratur AB
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Avery, H.
(2021).
Vad spelar roll för föräldrarna?.
In:
Å. Delblanc, A. Harju & A. Åkerblom
(Ed.),
Möjligheter och utmaningar för förskola:
I en tid av mångfald och rörlighet
(pp. 139 -151).
Lund: Studentlitteratur AB
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Avery, H.
(2020).
Entre les mesures spéciales de soutien et l’enseignement: la réception des nouveaux-arrivants en Suède [Between special support measures and teaching: receiving newcomers in Sweden].
In:
C. Mendonça Dias, B. Azaoui & F. Chnane-Davin
(Ed.),
Allophonie:
Inclusion et langues des enfants migrants à l’école
Limoges: Lambert-Lucas
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Avery, H.
(2020).
Strandliv.
In:
A. Ackfeldt & L. Stenberg
(Ed.),
Dragomanen:
22/2020: FritidMore information
Avery, H.
(2017).
Perspektiv på arabiska som modersmål i svensk skola: [Perspectives on Arabic as a mother tongue in Swedish schools].
In:
Kerstin Eksell
(Ed.),
Öst är väst och väst är öst:
en vänbok till Henry Diab
(pp. 135 -162).
Stockholm: Portlak
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Avery, H.
(2017).
A library and school network in Sweden: social literacies and popular education.
In:
Teacher and librarian partnerships in literacy education in the 21st century
(pp. 45 -62).
Rotterdam: Sense Publishers
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Brodin, E., Avery, H.
(2014).
Conditions for scholarly creativity in interdisciplinary doctoral education through an Aristotelian lens.
In:
Eric Shiu
(Ed.),
Creativity Research: An Inter-Disciplinary and Multi-Disciplinary Research Handbook
(pp. 273 -294).
Abingdon: Routledge
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Avery, H., Wihlborg, M.
(2014).
Det (sam)skapande mötet i högre utbildning.
In:
Anders Burman
(Ed.),
Att växa som människa:
Om bildningens traditioner och praktiker
(pp. 251 -272).
Huddinge: Södertörns högskola
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Avery, H.
(2012).
Le modèle suédois, leçons et perspectives.
In:
Gilles, Jean-Luc; Potvin, Pierre; Tièche Christinat, Chantal
(Ed.),
Les alliances éducatives pour lutter contre le décrochage scolaire
(pp. 239 -258).
Bern, Berlin, Bruxelles, Frankfurt am Main, New York, Oxford, Wien: Peter Lang Publishing Group
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Avery, H.
(2008).
Att medverka till förändring – kulturarv och demokrati.
In:
Lars-Eric Jönsson, Anna Wallette & Jes Wienberg
(Ed.),
Kanon och kulturarv:
historia och samtid i Danmark och SverigeMore information
Conference paper
Avery, H.
(2024).
At the Timeshed: On the importance of seizing opportunity.
Relating Systems Thinking and Design Symposium, RSD13, Oslo School of Architecture and Design (AHO), Oslo, October 12-26, 2024.
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Avery, H.
(2024).
Cutting Loose From Ghost Nets: Reestablishing trust and common ground in perilous waters.
Relating Systems Thinking and Design (RSD12) Symposium, University of Georgetown, Washington DC, USA, October 6-20, 2023.
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Avery, H.
(2024).
The Frog that Leaped.
Relating Systems Thinking and Design (RSD11) Symposium, University of Brighton, Brighton, UK, October 13-16, 2022.
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Avery, H., Dias, C., Faure, K.
(2022).
Former les enseignants de mathématiques à la diversité sociolinguistique et culturelle de leurs élèves en France et en Suède.
RIED 2022, 4e rencontres internationales du RIED, 30 juin au 2 juillet 2022, Bruxelles, Belgique.
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Bodin, E., Avery, H.
(2019).
Navigating in multidisciplinary learning environments at doctoral level and beyond.
Postgraduate Supervision Conference, The global scholar: Implications for postgraduate studies and supervision, 26-29 March 2019, Stellenbosch, South Africa.
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Avery, H.
(2019).
How to manage change creatively: unravelling the conundrum of business-state relations.
Gulf Research Meeting 2019 - King's College, Cambridge, United Kingdom, 15-18 July, 2019.
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Avery, H.
(2019).
Acquérir les gestes qu’il faut: les mathématiques scolaires comme interaction et savoir-faire.
Congrès international de l'AREF, Bordeaux, France, 3-5 juillet 2019.
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Avery, H.
(2019).
De la nation-foyer à la nation-forteresse: quelles implications pour l’éducation des réfugiés en Suède?.
Congrès international de l'AREF, Bordeaux, France, 3-5 juillet 2019.
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Nordén, B., Avery, H., Harju, A., Åkerblom, A.
(2019).
Practices in development: How is meaning, context and motivation created for learning for sustainability in the preschool's educational outdoor activities?.
ECER 2019, Education in an Era of Risk – the Role of Educational Research for the Future, 2-6 September 2019, Hamburg, Germany.
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Nordén, B., Avery, H.
(2019).
Transitions towards an unknown future: Non-formal learning in transnational communities for a sustainable society.
NERA 2019, Education in a Globalized World, 6-8 March 2019, Uppsala, Sweden.
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Avery, H., Wihlborg, M., Almualm, Y., Almahfali, M., Christou, F.
(2019).
Access to health in emergency contexts: New models of international curriculum development to address global challenges.
ECER 2019, Education in an Era of Risk – the Role of Educational Research for the Future, 2-6 September 2019, Hamburg, Germany.
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Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T.
(2018).
Barns perspektiv på att vistas i en skogsträdgård.
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, 25–26 oktober 2018, Örebro universitet.
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Hammarsten, M., Almers, E., Askerlund, P., Avery, H., Samuelsson, T.
(2018).
The Forest Garden from Children's Perspectives.
Childhood and Materiality. VIII conference on childhood studies, 7-9 may Jyväskylä Finland.
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Halimeh, M., Avery, H., Halimeh, N.
(2017).
Sustainable camps: self-organising design in community centres.
Cities, Communities and Homes Is the Urban Future Liveable? Amps, University of Derby, June 22 – 23.
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Avery, H., Said, S.
(2017).
Higher education as a socio-economic advancement opportunity for refugees.
33. Deutscher Orientalistentag "Asia, Africa and Europe" 18 – 22 September 2017 in Jena, Germany.
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Harju, A., Åkerblom, A., Avery, H., Nordén, B.
(2017).
New in Sweden - Experiences from preschool reception and newly arrived families.
ECER 2017, Copenhagen, Denmark, August 22-25.
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Nordén, B., Avery, H.
(2017).
Sustainability dilemmas in preschool teacher training: Engaging students' experience in the local place.
ECER 2017, Copenhagen, Denmark, August 22-25.
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Wihlborg, M., Avery, H.
(2017).
Opening or closing doors? Perspectives on Bologna from inside and outside the European Union.
ECER 2017, Copenhagen, Denmark, August 22-25.
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Halimeh, N., Halimeh, M., Avery, H.
(2017).
Crafting futures in a Lebanese refugee camp: the Burj el Barajneh Souk.
RSD6 Symposium. Relating Systems Thinking and Design 6 Oslo School of Architecture and Design (AHO) Oslo, Norway October 18-20.
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Granstedt, L., Avery, H.
(2017).
Social practices in education in Sweden regarding collaboration between bilingual mother tongue teachers and other teachers in school.
Multilingual Education in Linguistically Diverse Contexts MELDC17, University of Primorska, Koper, Slovenia, September 29-30.
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Hammarsten, M., Almers, E., Askerlund, P., Avery, H.
(2016).
School children's special places in a forest garden in Sweden.
NERA 2016, 9-11 March, Helsinki Finland, NERA 44th Congress, Social Justice, Equality and Solidarity in Education.
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Nordén, B., Avery, H.
(2016).
Hållbarhetsdilemman och platsbaserat arbete i förskolelärarutbildningen (Sustainability dilemmas and place-based work in preschool teacher education).
NU 2016: Digitalisering - Delaktighet – Demokrati. Malmö, 15-17 juni.
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Nordén, B., Avery, H.
(2016).
Nyanlända studenters behov av utbildning – möjligheter och hinder (Newly arrived students’ education needs – opportunites and barriers).
Nordisk forskningskonferens om miljö- och hållbarhetsutbildning, Örebro universitet, Örebro, 27 – 28 oktober.
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Avery, H., Wihlborg, M.
(2016).
Whose internationalisation? Quality criteria and implicit hierarchies in course descriptions.
ECER 2016: Leading Education. University College Dublin, Dublin, 22-26 August..
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Nordén, B., Avery, H.
(2016).
Heading Towards an Unknown Future: Non-Formal Learning Communities for Sustainable Societies – a Possible Pedagogy in Refugee Education?.
ECER 2016: Leading Education. University College Dublin, Dublin, 22-26 August.
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Wihlborg, M., Avery, H.
(2016).
The Bologna Process on the highway or sideway - making way for innovation and creativity.
ECER 2016: Leading Education. University College Dublin, Dublin, 22-26 August..
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Avery, H.
(2016).
Dynamics of becoming in intercultural and interprofessional educational collaboration configurations.
ISCAR: 7th Nordic Conference on Cultural and Activity Research, Elsinore, Denmark, June 16-18.
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Avery, H., Barhoum, R.
(2016).
Education in Transition.
Network of Education Policy Centers: The Primary Colours of Education, Cavtat, Croatia, April 13-14.
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Emtairah, T., Avery, H., Mourad, K.
(2016).
Visioning Labs with displaced academics as a design strategy for sustainable post-conflict reconstruction.
Relating Systems Thinking and Design (RSD5), Toronto, October 13-15, 2016..
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Avery, H.
(2015).
Taking responsibility for a marginal vocation: Mother tongue teacher training and the logistics of autonomous higher education in Sweden.
NERA 2015 - Marketisation and Differentiation in Education, Gothenburg, March 4-6 2015.
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Avery, H.
(2015).
The other education: Creative oasis or just another instrument?.
DPR, Discourse, Power, Resistance - Creative spaces for collective voices, London, April 15-17 2015.
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Avery, H.
(2015).
Broken itineraries and back translation: Geometries of methodology in language policy as applied research.
Bridging Language Acquisition and Language Policy Symposium, Lund, June 17-18 2015.
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Avery, H., Nordén, B.
(2015).
Within, above, between or outside?: ESD in teacher training : implications of various institutional constructions.
World Environmental Education Congress, 8th WEEC, Planet and people - how can they develop together? Gothenburg, June 29 – July 2 2015.
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Avery, H., Wihlborg, M.
(2015).
Ten years on: Curricular quandaries for the Roskilde model in the Bologna period.
ECER, Education and Transition - Contributions from Educational Research, Budapest, 7 – 11 Sept 2015.
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Avery, H.
(2015).
From pupils' reading habits to teachers' working conditions: research on prerequisites for educational development in mother tongue instruction.
Arabic heritage language pupils: experiences from Sweden and Denmark. Languages and Cultures of the Middle East, Stockholm University,14 September.
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Avery, H.
(2014).
Continuités et ruptures dans les paysages de pratiques du soutien scolaire aux élèves migrants: un cas suédois.
Luxembourg:
Université de Luxembourg, 2me colloque international du Lasalé sur le décrochage scolaire, 14-16 Mai 2014 à Luxembourg.
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Avery, H.
(2014).
Intercultural practices of an integrated public and school library network in Sweden.
NERA 42nd Congress, Lillehammer, 5-7 March, 2014.
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Avery, H.
(2014).
Paths that cross and move apart: Itineraries of teaching in a pluricultural primary school environment.
Discourse Power Resistance 14, 8-10 April, Greenwich.
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Askerlund, P., Almers, E., Hyltse-Eckert, Y., Avery, H., Kjellström, S.
(2014).
The Nordic forest garden: An educational opportunity for learning about ecological and emotional relationships between organisms.
NERA 42nd congress: education for sustainable development, Lillehammer, March 5.-7. 2014.
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Avery, H.
(2014).
Swedish Second Language for Immigrant Students: Slow Lane or Fast Track Forward?.
ECER 2014, Porto - The Past, the Future and Present of Educational Research in Europe, 1-5 September 2014.
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Avery, H.
(2013).
Encouraging Participation, Expression and Culture in a Highly Diverse Environment: Intercultural Practices of a School Library Network.
European Conference on Educational Research, 9-13 September 2013 Istanbul.
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Wihlborg, M., Avery, H.
(2013).
Learning from a Bildung perspective: Critical thinking and reflection as competences developed in a learning practice.
European Conference on Educational Research, 9-13 September 2013, Istanbul.
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Avery, H.
(2012).
Opening for tensions in understanding: How students' mother tongue and personal experience can be used to stimulate reflection on complex phenomena.
EARLI SIG 9 Phenomenography and Variation Theory Conference, 27-28 August 2012, Jönköping.
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Brodin, E., Avery, H.
(2012).
Gränsöverskridande lärande i tvärvetenskapliga forskarskolor: Gränslöst eller begränsande?.
Göteborg NU2012, Göteborg 17-19 oktober 2012.
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Avery, H., Nielsen, B., Davidson-Bask, L.
(2012).
Le désir de lire: Sur le rôle des bibliothèques pour l'accrochage scolaire.
XVIIe Congrès de l'AMSE-AMCE-WAER, Reims, June 3-8, 2012.
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Avery, H., Wihlborg, M.
(2011).
Teachers’ interpretation of Bildung in practice: Examples from Scandinavian higher education.
CAVE, Formation, Reformation and Transformation: The Concept of Bildung in the contemporary University, Trinity College, School of Education, Dublin, Ireland, 9-10 juni 2011..
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Avery, H.
(2010).
Impacts of language on knowledge formation in European higher education contexts.
Milestones in the Construction of Europe: from the Schuman Declaration to the Treaty of Lisbon. European Studies Institute, Deusto University, Baskien. 3-4 maj 2010..
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Avery, H.
(2010).
Le modèle suédois: lecons tirées et tendances actuelles.
XVI congress of the World Association for Educational Research: Las identidades culturales en el marco de la mundializacion: el surgimiento de nuevos actors en educacion. Monterrey, Mexico. 30 maj- 4 juni 2010.
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Other publications
Hammarsten, M., Askerlund, P., Almers, E., Avery, H., Samuelsson, T.
(2018).
Developing ecological literacy in a forest garden: children’s perspectives.
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Avery, H.
(2016).
Swedish and the ‘second language learner’: From induction to segregation.
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Avery, H.
(2008).
Abd al-Sattar NASIR, "Hos mig varje dag".
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Avery, H.
(2008).
Fawzia ASHMAWI, "Främling i sitt eget land".
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Avery, H.
(2008).
Ghalia KABBANI, "En kopp te hos Mrs Robinson".
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Avery, H.
(2008).
Laila AL-OTHMAN, "Zahra kommer till kvarteret".
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Avery, H.
(2008).
May TELMISSANI, "Nawal".
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Avery, H.
(2008).
Salwa EL-NAIMI, "Siestan".
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Report
Kleba, M.
Wallerstein, N.
van der Donk, C.
Wright, M.
Belon, A.
Gastaldo, D.
, ... Shier H.
(2021).
Position Paper No. 5: Empowerment and Participatory Health Research.
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Avery, H.
(2010).
Language use and understanding in a multilingual interdisciplinary teaching and learning context.
Lund:
Lund University
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