Paper details
| Paper authors | Pat Foley |
| In panel on | When Humanitarian Knowledge Hits the Road; Matching Learning Needs with Context |
| Paper presenter(s) will be presenting |
In-Person / |
Abstract
18 New York City undergraduates utilised Action Against Hunger (Uganda) data for their final papers in an advanced humanitarian studies course at Fordham University between 2016-2017. Student essays examined a one year livelihoods recovery project for returnee households that evolved through iterative cycles into an eight year initiative confronting gender based violence through economic security.
Heuristically presented as interagency reports, the students’ work is impressive for its breadth and depth: One evaluates empowerment outcomes, another quantifies nutritional changes, one critiques inclusion of people with disabilities, another analyses integrated water-sanitation targeting criteria, etc.
This presentation explores boundaries between teaching undergraduate generalists and fostering constructive reflexivity in emerging professionals. It discusses curating field data and headquarters documentation for student research pursuing individually tailored objectives and learning outcomes, then questions whether the World Humanitarian Summit scholar commitments overlook cultivating ethical, empathetic praxis among students at home.
Presenters
Freelance