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Dr Ozlem Erden is currently a postdoctoral researcher at the Centre for Research into the Education of Marginalised Children and Young Adults in the Faculty of Education, Humanities and Social Sciences at St Mary’s University, London.
Dr Erden completed her PhD in Curriculum Studies at Indiana University, Bloomington, the USA with the sponsorship of the Fulbright Foreign Student Program. Dr Erden holds an MSc degree in Curriculum and Instruction at Middle East Technical University, Ankara, Turkey and a BSc degree in Science Teaching at Hacettepe University, Ankara, Turkey. During her graduate work, she also received Postgraduate Exchange Certificate in Education Studies at Middlesex University, London. She attended training on Sexuality, Culture, and Society at the University of Amsterdam, the Netherlands, and a summer school on Forced Migration at the University of Oxford, the UK.
Before coming to St Mary’s University, Dr Erden worked as an adjunct lecturer at Middle East Technical University and taught BA level courses such as Educational Philosophy, Educational Sociology and Introduction to Education. She also co-taught an MA level Comparative Migration Policies class at Ankara Yildirim Beyazit University. She worked as an academic specialist and inquiry project coordinator of the Fulbright Distinguished Awards in Teaching, the Afghan Junior Faculty Development Program, and the Fulbright Russian International Education Administrators at the Centre for International Education, development and Research at Indiana University Bloomington. She also worked as a project and field coordinator of several projects on immigrant and refugee communities from the Middle Eastern and North African countries in the UK, the Netherlands and Turkey.
Dr Erden’s research concentrates on refugee and immigrant education, multicultural education, curriculum theories, sexuality politics, and inquiry methodology. Her scholarship examines issues such as youth’s identity development, schooling experiences of refugee and immigrant children, livelihood approaches, citizenship education and civic participation, alternative educational programs and educational inequalities.
Her doctoral research explains Syrian refugee students’ identity and agency development in Turkish public schools within the framework of such local refugee protection and education model. In her master program, she analysed the Turkish government-funded scholarship program by collecting opinions of Turkish graduate students’ experiences of studying in the UK.
- Erden, O. (2020). Elementary school science teachers’ responses to problem scenarios related to teaching sexuality-related topics. Sex Education, 1-14.
- Erden, O. (2019). Child labour and school attendance. Forced Migration Review.
- Erden, O. (2018). Strategies to Organize and Manage Academic Aspects of Professional Exchange Programs. Eurasia Higher Education Summit 2018. Istanbul: Istanbul Aydin University
- Erden, O. (2017). Schooling experience of Syrian child refugees in Turkey (Order No. 10606366). Available from ProQuest Dissertations & Theses Global. (1970018755).
- Erden, O. (2016). Building Bridges for Refugee Empowerment. Journal of International Migration and Integration, 1-17.
- Erden, O. (2013). An assessment of MoNE-YLSY scholarship program from the perspectives of scholars’: Changes in cultural, political, economic and educational perceptions. (Master), Middle East Technical University, Ankara.
- Erden, O. (In press). Refugee education curriculum. In D. J. Flinders (Ed.), Routledge Encyclopedia of Education.
- Erden, O. (Under Review). The conditions and discourses for Educating Syrian Child Refugees in Turkey.
- Erden, O. (In Preparation). Ethical responsibility to protect refugee students' psychological and emotional wellbeing at the end of qualitative research projects.
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