Children’s Literature in Critical Contexts of Displacement

Project Team

Find out more about our team and partners

Our Partners

University of Glasgow logo
URL logo
Riecken logo
iBbY logo
The University of Waikato
AHRC logo
UNHCR logo
Libros Ninos logo
Assabil logo
CRIM logo
iBbY Mexico logo
CRS logo
Biblioteca de las Suenos logo
SFC logo
The American University in Cairo logo
Fard Foundation logo
Todas Las Voces logo
eBbY logo
CCF logo
Educate Me logo
Red Leemos logo
Ibero logo
CJE logo
Saint Andrews Refugee Services logo


Evelyn Arizpe

Evelyn is a Senior Lecturer at the University of Glasgow and a Board member of the International Research Society for Children’s Literature (IRSCL). She has been working in the field of children’s literature and literacy for over 25 years, developing her expertise by bridging, on one hand, the theory and analysis of text and, on the other, reading and reader response. She has worked with both young adult texts and picturebooks in research with participants of different ages and across different countries, especially in Mexico. While at the University of Cambridge, together with Morag Styles, she pioneered research into children’s response to picturebooks and visual literacy; their co-authored book, Children Reading Picturebooks: Interpreting visual texts (2003/2016) is now considered a classic study in this area. In the last decade, her research projects have had a focus on migration and displacement (Visual Journeys and Journeys from Images to Words) and she built on these to develop a programme for migrant readers through the Salas de Lectura project in the Mexican Ministry of Culture (2016-2018). She has published widely in both English and Spanish.

“We read books to find out who we are. What other people, real or imaginary, do and think and feel… is an essential guide to our understanding of what we ourselves are and may become.” 
Ursula K. LeGuin


Lavinia Hirsu

Lavinia is a Lecturer in the School of Education at the University of Glasgow. Her research and teaching are multidisciplinary as she works at the confluence of digital literacies, theories of cultural diversity and social inclusion, academic writing, translingualism and translingual pedagogy. She has recently been involved in a series of international projects, including the AHRC network, Children’s Literature in Critical Contexts of Displacement: Exploring how story and arts-based practices create ‘safe spaces’, as well as a British Academy project, entitled Strengthening Urban Engagement of Universities in Asia and Africa. Together with her colleague, Sally Zacharias, she has developed a British Council ELTRA project entitled Challenging the Translingual Turn: Student-Teachers’ Perceptions, Practices and Networks and a series of CPD workshops for language teachers on arts-based practices that support multilingual classrooms. For more information about her work, visit her profile and website.

Opening a book is a beautiful risk: you can find yourself or you can find someone else — either way, take the chance and turn the first page.


Julie Elaine McAdam

Julie is a Lecturer at the University of Glasgow in Language and Literacies. She has developed teacher education programmes in Scotland and the Middle East, emphasising inclusive and culturally relevant pedagogy to promote learning in diverse contexts and publishing on threshold concepts in becoming a teacher. Over the past ten years she has worked on research projects with Evelyn Arizpe, looking at the role played by children’s literature to support teachers working with New Arrival children across Europe. A focus on migration and displacement has permeated this work, published in Visual Journeys and Journeys from Images to Words. Her current work is connected to the use of directed hope and storytelling in the creation of Narratives of Change, which are used to challenge prevalent negative discourses and recount positive stories connected to identity, language and migration. Elements of this work have been embedded into creating training courses for Egyptian mediators working with picturebooks in contexts of flux.

“Imagining what it is like to be someone other than yourself is at the core of our humanity. It is the essence of compassion, and it is the beginning of morality.” Ian McEwan


Susanne Abou Ghaida

Susanne Abou Ghaida graduated with an MA in Sociology from the American University of Beirut (2002) before completing another MA in Children’s Literature from Roehampton University (2014). She has worked in the field of Arabic children’s literature and reading promotion since 2010, with the Anna Lindh Foundation, the UAE Board on Books for Young People and ASSABI. She is currently a PhD student at the University of Glasgow where she is preparing a doctoral thesis on the Arabic adolescent novel. She was previously involved in a research project that explored the multicultural, multimodal and multilingual potential of Arabic picture books with Scottish school students. She is one of the founders of Mersal Magazine, a blog on Arabic children’s literature.


Yasmine Motawy

Motawy teaches Rhetoric and Composition at the American University in Cairo and is a translator, scholar, editor, consultant, and writing coach in the area of children’s literature. Motawy was on the board of the the Egyptian Board on Books for Young People (EBBY) since its revival in 2012 until 2018. She has served on the 2016 and 2018 Hans Christian Andersen Award Jury and the 2017 Etisalat Award for Arabic Children’s Literature jury. She is currently the recipient of the Mellon Foundation postdoctoral grant where she supports interdisciplinary Arabic language knowledge production around Egyptian children’s literature.

Motawy is interested in picturebooks, speculative fiction, the metropolis in cinema and fiction, Arab YA fiction, service learning, informal education, teaching children’s writing, life narratives, and the creative writing process. In previous lives, Motawy worked in the corporate world and trained for three years to be a member of the Lakeland College of Homeopathy.


Magda Angelica Garcia Von Hoegen

  • PhD in the program History of Latin America, Indigenous Worlds, by the Pablo de Olavide University, Seville.
  • Master’s degree in communication and culture from the Universidad Iberoamericana, Mexico City
  • Degree in communication from the Rafael Landívar University.
  • Academic-Researcher at the Research Institute on Global and Territorial Dynamics at the Rafael Landívar University. She also collaborates with the Landívar Department of Arts.
  • Teacher in undergraduate and master’s programs in the Department of Communication Sciences in the same university.
  • She has worked in programs of International Cooperation: Support Program for Educational Quality, PACE of the GIZ, as responsible for the Social Dialogue component. Consultant in internal communication for the Central Agency of the German Cooperation.
  • Production of media campaign in electoral context for UNOPS.
  • Singer-songwriter. Her musical project seeks to generate spaces of encounter between different cultures.


Macarena García González

Macarena is Associate Researcher at the Center for Advanced Studies in Educational Justice at the Pontificia Universidad Católica de Chile. She holds a PhD in Social Anthropology and Cultural Studies from Zurich University (Switzerland) and a MA in Cultural Studies from Maastricht University (The Netherlands). She currently the leads the research project Emotional and Literary Repertoires for Childhood (funded by Fondecyt, 2018-2021), which inquires into emotional scripts in literary and media cultures for children; a project that combines narrative analysis of children’s books with empirical work with adult literary mediators and children living in marginalized communities. She is the author of Origin Narratives. The Stories We Tell Children about International Adoption and Immigration (Routledge, 2017) and of several articles on children’s texts and culture addressing topics such as cultural memory, immigration, international adoption and diversities. She has worked with the Chilean Ministry of Education developing a program for schools with a large number of foreign children. She has been a research fellow at the Internationale Jugend Bibliothek in Munich and at the Center for Cultural Studies of the University of Graz.


Cristina Amescua

Cristina Amescua holds a PhD in Social Anthropology from the National University of Mexico (UNAM), and is a member of the faculty of the National University of Mexico’s Regional Center for Multidisciplinary Research as a professor and researcher. In 2011, her essay on Disability/Handicap: From The Symbolic Form To The Social Phenomenon won the first place in the Contest “Research on Disability” organized by the Comisión De Derechos Humanos del Distrito Federal, and the Universidad Nacional Autónoma De México. In 2013, her doctoral dissertation was awarded the best PhD Thesis on North America, by the Centro de Investigaciones sobre América del Norte (UNAM). In 2014 she received the National University award for Young Scholars in the Social Sciences. She serves as Director for the UNESCO Chair on Intangible Heritage and Cultural Diversity and as she also chairs the IUAES Commission for Research on Intangible Cultural Heritage.


Nadia El Kholy

Nadia El Kholy is Professor of English Literature at the Faculty of Arts, Cairo University. She was Professor and Chair of the Dept. of English Language & Literature at Cairo University from 2008-2011. She is a member of the Supreme Council of Higher Education Promotions Committee for English Language & Literature and a member of the Accreditation and Evaluation Sector Committee. She served as Director of the National Council for Children’s Culture and is President of the Egyptian Book Council for Young Readers (EBBY). Most recently she was the Cultural Counsellor in London (2012-2015). She was a member of the jury for the Hans Christian Anderson international award for Children’s Literature and a member of the IBBY (international Board of Books for Young Readers) Executive Committee. She has been selected once again to be a member of the Hans Christian Anderson International Award for Children’s Literatureor 2020. She has been working as a consultant for the Glasgow project on “Using Picture Books in Contexts of Displacement”. Her research interests include writing and translation for children, Comparative and Postcolonial Literature, and Gender Studies. She has contributed to the Oxford Encyclopaedia of Children’s Literature, was co-editor of the Women Writing Africa series published by the Feminist Press in New York, and the ASTENE publication Egypt in the Eyes of Travellers. She has published several articles on the modern Arabic and English novel and has translated Alice in Wonderland into Arabic.

Her teaching experience:
Locally: Dept. of English, Faculty of Arts, Cairo University from 1979 – to date. Areas of Specialization: American Literature, Novel, Criticism, Cultural Studies, Children’s Literature, Gender Studies, Comparative Literature.
American University in Cairo: taught there for ten years at intervals. Areas of Specialization: Freshman Writing, Rhetoric & Composition, Seminar 200 (Texts that changed the world).
U.K. :University of Kent, 2010 & 2011. Taught a post graduate course on post-colonial literature.
USA: Virginia Common Wealth College, Richmond. 2007-8 and 2009. Taught courses on Egyptian Feminism and Arab Women Writers.


María Cristina Vargas

Cristina Vargas was born in Mexico City on February 1st, 1958. She studied Biological Sciences and Health at the Autonomous Metropolitan University. “I had my first close contact with literature outside my country, having had the opportunity to take a course and a diploma at the Sorbonne in Paris on French Language and Civilization. Having returned to Mexico City, I became for four years, English teacher, to profit the title of Teacher’s Diploma. That’s when the family immigrated for a period of six years to the city of Guadalajara where I started my professional experience as a promoter of reading in the workshop utli (path in Maya Language) and my partners and I participated with a workshop in FIL Guadalajara, the largest Book Fair in Iberoamerica, which was just beginning. Returning to my native Mexico City I worked for six years in the promotion department in the management of children’s books Fondo de Cultura Económica. This experience catapulted to devote eight years editing in the department of children’s books in Ediciones SM.” She currently develop professionally as Coordinator of the Liaison department in IBBY Mexico.

Nora Obregón

With a Master in Latin American Studies and a Law Degree, Nora Obregón is a Montessori teacher certified by the María Montessori International Center in Perugia, Italy. She has collaborated as a teacher, coordinator, director and librarian at UAEMex; Tecnológico de Monterrey, Valle de Bravo School and Formus School in Monterrey, Nuevo León.  She has developed cultural management projects, training young people as cultural bridges, and promoting reading through Kunstgalerie Valle, Todas las voces, the Reading Room Acordes Cotidianos and served as adviser of educational and cultural mediation programs for vulnerable populations, primarily migrants in Mexico, El Salvador (Hilda Rothschild Foundation) and Guatemala (UPAVIM).  She is co-founder (with María Esther Pérez Feria) of RedLEEMOS: Lecturas en Movimiento y Solidaridad, an initiative that was born during the Eighth World Social Forum on Migration (Mexico 2018).

Mirena

Mirena Martínez

Mirena has worked in Communication for Development, since 2000. From that area she has collaborated with international cooperation programs, that defend human rights and fight for the strengthening of educational quality in Guatemala. Along these lines, she has worked on the production of several documentaries and educational videos.

In recent years, she has specialized in the systematization of educational projects, both in writing and audiovisual, also in the production of playful tools that serve teachers to address issues such as human rights and citizenship training with their students (children and teenagers).

She currently works as an independent consultant and as a professor at the Rafael Landívar University.

Laura Guerrero

Dr. Laura Guerrero Guadarrama

Dr. in Modern Literature. Full-time researcher in the Department of Literature of the Ibero-American University where she coordinates the Diploma in Children and Youth Literature. She directs the digital publication LIJ Ibero, Magazine of Contemporary Children and Youth Literature, winner of the National and Latin American Prize “La Hormiguita ”, convened by the Popular Library “Mother Teresa” of Argentina 2017. She is a member of the National System of Researchers level 1. She has obtained three times the Research Grant Basic Scientist SEP-CONACYT for projects on Children and Youth Literature. Screenwriter, radio producer and columnist. She sat on judging panels in important national and international competitions. She has published many articles of literary criticism and chapters in anthological volumes in Spain, Great Britain, Germany, Argentina and Mexico. She is author of the following books: Irony in the early work of Rosario Castellanos, Postmodernity in Children and Youth Literature, Neosubversion in contemporary LIJ: an approach to Mexico and Spain, Children’s and youth graphic narrative and was editor of New directions in the criticism of children’s literature.

Cutzi L. M. Quezada

Cutzi L. M. Quezada graduated with Honorable Mention as a graduate in Latin American Letters from the University of the Cloister of Sor Juana. She obtained the Master in Teaching of a Foreign Language, as well as the Laurea Magistrale in European, American and Postcolonial Languages ​​and Literatures at the University of Ca’Foscari di Venezia. Currently, at the Universidad Iberoamericana, she is carrying out doctoral research on the metafictional album book in the collection Los Especiales de A Orilla del Viento (FCE) and the promotion of reading in Mexico. In the same institution, she manages the blog ReLIJ-Ibero, which complements the LIJ Ibero. Magazine of Contemporary Children and Youth Literature. She also coordinates the Diploma in Children and Youth Literature. She is co-investigator in “The genres of memory as a neosubversive modality of contemporary Children and Youth Literature (LIJ). A study of this trend in recent years in Mexico (2010-2018)”, a winning project of the National Scholarship for Basic Scientific Research 2017-2018 of the National Council of Science and Technology (CONACYT) of Mexico. She collaborates as a research assistant in “Children’s Literature in Critical Contexts of Displacement”, a project funded by Arts and Humanities Research Concil (AHRC) in the United Kingdom. In addition, she is part of the National Reading Rooms (Salas de Lectura) Programme of the Mexican government with the Rayuela de Letras Reading Room. Her personal project includes writing notes on the promotion of reading in the blog rayueladeletrasblog.wordpress.com.

Mónica Zárate

 Mónica Zárate is an educator specialised in the design and development of cultural activities and programmes addressed to children and adolescents. In 2006, Mónica completed the ‘Childhood and Adolescence in the Global Age’ coordinated by the Complutense University of Madrid, and in 2008, she received a scholarship from the Autonomous University of Madrid and University of Valencia to develop professional activities with adolescent migrants in Spain. Mónica has designed and delivered capacity building workshops with cultural promoters and managers on how to develop programmes that cater to experiences of children and young people.  

In 2018, Mónica took part in the publication of the book, La fuerza de las palabras: La fuerza de las palabras: Protocolo para una intervención cultural en situaciones de emergencia (The power of words: a protocol for cultural intervention in emergency situations), as well as the publication Para leer en contextos adversos y otros espacios emergentes (Reading in adverse contexts and other emergent spaces).

Pedagoga enfocada en la conceptualización y diseño de contenidos culturales dirigidos a niñas, niños y adolescentes. En 2006 cursó el experto Infancia y adolescencia en la era de globalización impartido por la Universidad Complutense de Madrid y en 2008 fue becada por la UAM y la Universidad de Valencia para desarrollar prácticas profesionales con adolescentes migrantes en España. Ha diseñado e impartiendo cursos de capacitación para promotores y gestores culturales bajo la perspectiva de infancias y juventudes.

En 2018 participó en la creación del libro La fuerza de las palabras. Protocolo para una intervención cultural en situaciones de emergencia, así como en la publicación Para leer en contextos adversos y otros espacios emergentes.

Diana Cruz

Diana Cruz started her trajectory within children’s literature as an illustrator artist and designer of children’s books. She has participated in editorial projects with AGLIJ (Asociación Guatemalteca de Literatura Infantil) and Santillana. She has an Industrial Design undergraduate degree with Universidad Rafael Landívar. Following this she was granted an Erasmus Scholarship for undertaking the international master programme CLMC (Children’s Literature, Media and Culture) in 2020-2022. During the master’s degree, she studied the first semester at University of Glasgow, Scotland; the second semester at Aarhus University, Denmark; and finally, she opted the reading promotion path with Universidad Autónoma de Barcelona in her third semester. In this last semester, she did an internship with the Venezuelan editorial Ekaré, where she learned the behind the scenes of picturebooks, the art of images and texts itself. For her dissertation, she developed a case study with the Peruvian itinerary library “Bibliomochilas”. In this research she has focused on early years reading promotion; reading at social spaces (school and libraries); and image reading modality as a strategy for enhancing “democratic reading spaces”. She is currently developing her PhD research at University of Glasgow with the CoSS Scholarship, to expand the concept of “democratic reading spaces” within “Bibliomochilas” project with the purpose of tracing guidelines that allow the sustainability and propagation of these reading spaces. Additionally, she collaborates with Children’s Literature in Contexts of Precarity project as the website coordinator. 

The Regional Center for the Promotion of Books in Latin America and the Caribbean (CERLALC) is an intergovernmental organisation sponsored by UNESCO based in Bogotá, Colombia. Its main goal is to foster positive environments for reading in communities in Latin America and the Caribbean.CERLALC has 21 member states (Argentina, Bolivia, Brazil, Chile, Colombia, Costa Rica, Cuba, Ecuador, El Salvador, España, Guatemala, Honduras, Mexico, Nicaragua, Panama, Paraguay, Peru, Portugal, Dominican Republic, Uruguay, Venezuela). CERLAC aims to support the following activities:

  • Advice and technical assistance
  • Engage stakeholder and development of networks
  • Develop statistics information
  • Research
  • Training
  • Assessments
  • Awards, incentives, and funding
  • Projects
  • Publishing

The Federal Institute of Education, Science, and Technology of Paraíba is a Brazilian federal institution linked to the Ministry of Education, offering basic, professional and higher education, in addition to postgraduate courses. It was created by integrating the Federal Center for Technological Education of Paraíba (CEFET-PB) and the Escola Agrotécnica Federal de Sousa. Its Rectory is installed in the city of João Pessoa.

The University of Waikato

The Waikato Picturebook Research Unit at the University of Waikato has the prime objective of researching and analysing the picturebook form and exploring its pedagogical potentials.  Members of the unit will carry out collaborative research into picturebook pedagogical practice across the New Zealand Curriculum in early childhood, primary and secondary classrooms, and within preservice and inservice teacher education.

The Global Challenges Research Fund (GCRF) is a £1.5 billion fund announced by the UK Government in late 2015 to support cutting-edge research that addresses the challenges faced by developing countries. Alongside the other GCRF delivery partners we are creating complementary programmes that:

  • promote challenge-led disciplinary and interdisciplinary research, including the participation of researchers who may not previously have considered the applicability of their work to development issues
  • strengthen capacity for research, innovation and knowledge exchange in the UK and developing countries through partnership with excellent UK research and researchers
  • provide an agile response to emergencies where there is an urgent research need.

GCRF forms part of the UK’s Official Development Assistance (ODA) commitment, which is monitored by the Organisation for Economic Cooperation and Development (OECD).

The GCRF delivery partners are: UK Research and Innovation, Scottish Funding Council, Higher Education Funding Council for Wales, Higher Education Division Northern Ireland, Academy of Medical Sciences, Royal Society, British Academy, Royal Academy of Engineering and UK Space Agency.

The Fund is advised by a Strategic Advisory Group and a UKRI International Development Peer Review College forms part of the GCRF global engagement strategy for Official Development Assistance (ODA) research.

Red Leemos logo

In the framework of the 8th WSFM (World Social Forum for Migration) we, María Esther Pérez Feria and Nora Obregón, launched the initiative for the creation of REDLEEMOS: Readings in Movement and Solidarity Network (LEEMOS), whose fundamental purpose will be to support responses of solidarity when meeting people  who have experienced migration, forced displacement or other conditions of vulnerability. The network works towards the construction of symbolic, hospital and dialogical spaces that provide experiences of peace, shelter and refuge that vindicate dignity and strengthen the individual agency of those who are away from their place of origin or home. The network also aims to meet and protect the integrity of those in search of a dignified life with peace, justice and equity. These symbolic spaces will be mediated by the presence of books and readings that will give rise to dialogical and intercultural exchanges, sharing of traditional knowledge and other forms of creative expression of identities.

The LEEMOS Network calls for individuals, groups and organisations of civil society, as well as other public bodies and institutions that wish to join or add their actions, resources and platforms to the actions of this network.

We created a Facebook group and a space in social networks to disseminate and exchange experiences, knowledge and proposals around actions mediated by books and readings aimed at communities in conditions of migration, forced displacement or refuge.

Todas Las Voces logo

Through the project Todas Las Voces, we organise activities for cultural community engagement using reading as a generator of intercultural dialogue in which everyone’s practices and knowledge are recognized. We aim to empower people and strengthen bonds in the community that help to rebuild the social fabric. Some activities are include workshops to promote reading and writing for children, youth, families, teachers, librarians and officials; participation in talks and round tables on promotion of reading, organization of Book Fairs.

The project Todas Las Voces con migrantes emerged in 2010 to provide hospitality to people who migrate, sensitise the community to decriminalize the migrant and to train young people as cultural bridges that develop actions around the migrants. This project is part of the Children’s Literature Network and Safe Spaces, led by Dr. Evelyn Arizpe from the University of Glasgow and co-founder of RedLEEMOS: Readings in Movement and Solidarity Network, an initiative that was born during the 8th World Social Forum on Migration (Mexico 2018).

Biblioteca de las Suenos logo

The Library of Dreams was inaugurated in July 2016, thanks to the financial support of Salvadoran writer and poet Jorge Argueta and IBBY (International Board on Books for Young People).

The Library of Dreams develops the programme Reading is wonderful as a mobile library with books exclusively for children, which is developed in public schools near the facilities of the Library of Dreams, in the San Jacinto Market and in the municipality of Santo Domingo de Guzmán in Sonsonate.

The purpose of the Library of Dreams is that the programme Reading is wonderful is permanently established in the spaces where it emerges and can further create a culture of reading for pleasure, a culture of peace, rescuing values and Salvadoran traditions that identify us as a nation.

Assabil logo

ASSABIL is a non-governmental organization established in 1997 to promote reading, in particular through the establishment, promotion and support of public libraries in Lebanon that are free and open to all. Public libraries play an important role in the development of individuals and societies. Free and unlimited access to information is an essential prerequisite for the development of a well-informed citizenry and democratic society. Public libraries are also important public spaces: places where everyone is welcome and where people from different socioeconomic, religious, and political backgrounds can meet one another and exchange ideas.

iBbY logo

IBBY is an non-profit organisation that was founded in Zurich, Switzerland in 1953. Today, it is composed of 75 National Sections all over the world. It represents countries with well-developed book publishing and literacy programmes, and other countries with only a few dedicated professionals who are doing pioneer work in children’s book publishing and promotion.

Saint Andrews Refugee Services logo

In 1979, StARS began serving refugees through English language instruction and community support. Founded by St. Andrew’s United Church of Cairo, StARS was one of the first organizations in Egypt dedicated to improving the quality of life of refugees and vulnerable migrants. Our purpose is twofold: to provide high-quality services meeting unaddressed needs of refugees, and to provide a safe and inclusive space for displaced people to come together as a community. Our mission is to enhance the quality of life of refugees in Egypt and make their rights a reality through client-centered programs. Our vision is a safe, inclusive and supportive environment for refugees in which they can exercise their rights, pursue their aspirations, and live in dignity. Our students and clients come from many places, including Ethiopia, Eritrea, Iraq, South Sudan, Sudan, Somalia, Syria and Yemen. StARS does not discriminate on the basis of nationality, ethnicity, or religion.

Educate Me logo

Educate Me is a registered Egyptian non-profit foundation that aspires to redefine education in Egypt through a progressive learner-centered and skill-based education model. Our model aims to realize Educate Me’s vision of a world where we are all accountable to one another’s self-actualization. It combines a set of 21st century skills and Educate Me values with national and international education standards to create learning programs that allow children to grow into self-actualized lifelong learners.  Educate Me has a pre-school facility in Talbeya, Haram as well as a government certified community school where it tests its learning model and scales the outcome to public schools through the provision of an integrated professional development program. In 2016, Educate Me trained 2500 school teachers and staff members in 93 public schools across 6 governorates.

Fard Foundation logo

Our Mission: To empower the individual; the core of society; to reach his full potential through a strategic approach that focuses on three areas; The thorough provision of humanitarian basics and relief aids for the needy and inspiring breakthrough solutions in the fields of Health Care and Education.

Our Vision: Making a constructive impact on each individual by meeting their needs through a string of exceptionally developed services to attain a just community in which the privileged help the less fortunate.

Core Values reach his full potential through a strategic approach that focuses on three areas; The thorough provision of humanitarian basics and relief aids for the needy and inspiring breakthrough solutions in the fields of Health Care and Education.

CRS logo

Currently, CRS Egypt supports economic opportunities for refugees, women and other marginalized groups. CRS Egypt’s current interfaith action strategy promotes collaboration between Muslims and Christians in at-risk communities in Egypt to reduce interreligious conflict through community action.

CRS Egypt also offers education assistance to refugees from Africa, Syria and Iraq. CRS works closely with Egyptian organizations to carry out these programs, supporting each organization to become more effective, efficient and responsive—creating lasting positive change as this age-old society goes about reinventing itself.

Libros Ninos logo

We are a non-profit Nicaraguan organization that promotes reading, because we have the firm conviction that reading quality works contributes to transforming the reader’s life, enhances the imagination and favors the critical spirit and growth in freedom. We favor girls and boys from impoverished sectors in our work, for whom the opportunity to discover the magic of books in a quality children’s story is an unattainable luxury and a denied right.

Founded in 1993 by Mary Jo Amani and directed by Eduardo Báez Cruz, from 1995 until his death in May 2010, Libros para Niños! It has been a leading project in the promotion of the reading and edition of children’s books in Central America, and brings together a team of dedicated promoters of children’s literature who over the years have developed pioneering work in the region.

Riecken logo

Since the year 2000, the Riecken Foundation has worked with poor rural communities and their municipalities in Guatemala and Honduras to create a network of dynamic community libraries. The libraries are independent, open and free to all, and highly valued in this region of such great need. The vision behind each Riecken Community Library is that it will nourish the minds of its users and drive social initiatives that contribute to community solutions for the common good. To that end, each Riecken library serves as a community center in which to experience the spirit of discovery, books and literacy programs, support for local schools and teachers, safe activity choices for young people, access to the Internet whenever possible and training in technology tools, and other community development initiatives geared for relevance to the community.

CJE logo

The Center for Advanced Studies in Educational Justice (CJE) is a research center based at the Pontificia Universidad Católica de Chile (PUC) in partnership with the universities of Tarapacá, Magallanes, de la Frontera, and DUOC-UC. CJE develops interdisciplinary and cutting-edge research in the frontiers of knowledge to approach educational systems, schools, and interactions between children, parents, and teachers from a broad spectrum of domains. Its BioSocioCultural Inclusion Research Line conducts arts-based research projects with children’s books to explore how literary texts and encounters with books may produce co-affectiveness and disruption of normativities in communities and groups. Within this stream of work, Macarena  García-González has worked with the teachers from the schools with the higher number of foreign students, as well as with mixed-background communities in informal educational spaces assisting the work of the NGO Techo.

CCF logo

The Children’s Cultural Forum (CCF) is an NGO in the process of finalizing the last stage of its legal status under the Ministry of Social Affairs in Egypt. It is founded by a group of academics, researchers and publishers concerned about improving the quality of children’s books through establishing a research network that will work towards creating a focal point for Children’s Literature in Egypt. We believe that one of the main obstacles facing Arabic children’s literature is the scarcity of information and knowledge about the history of children’s literature as a genre, bibliographic data and research. It is a forum that aims to contribute effectively to the production of children’s books, children’s literature, literary criticism and translation. It also aims to create a new cultural and social awareness that is supportive of children’s social and cultural roles in building the future of their country.

The American University in Cairo logo

Nadia El Kholy is currently Professor of English Literature at the Faculty of Arts, Cairo University. She was Professor and Chair of the Department of English Language & Literature at Cairo University from 2008-2011. She is a member of the Supreme Council of Higher Education Promotions Committee for English Language & Literature and a member of the Accreditation and Evaluation Sector Committee. She served as Director of the National Council for Children’s Culture, and is President of the Egyptian Book Council for Young Readers. Most recently she was the Cultural Council in London. She was a member of the jury for the Hans Christian Anderson international award for Children’s Literature and a member of the IBBY (international Board of Books for Young Readers) Executive Committee. She has been selected once again to be a member of the Hans Christian Anderson International Award for Children’s Literature. She has been working as a consultant for the Glasgow project on “Using Picture Books in Contexts of Displacement”. Her research interests include writing and translation for children, Comparative and Postcolonial Literature, and Gender Studies. She has contributed to the Oxford Encyclopaedia of Children’s Literature, was co-editor of the Women Writing Africa series published by the Feminist Press in New York, and the ASTENE publication Egypt in the Eyes of Travellers. She has published a number of articles on the modern Arabic and English novel and has translated Alice in Wonderland into Arabic.

iBbY Mexico logo

IBBY Mexico is a Mexican non-profit association with 40 years of experience leading the formation of reading communities in Mexico.

Our association is affiliated to IBBY (International Board on Books for Young people) a collective organization founded in 1953 with more than 75 national sections whose mission is to promote better understanding among people through children’s literature and appropriate books.

At IBBY Mexico we understand reading as been essential for personal and social development.  We consider the access to reading as a human right that must be available to everyone, especially for children and young people to provide them with necessary communication skills that will have an impact on their personal and professional development.

We have expertise in the development of children’s communities that read and write with enjoyment and creativity and that enables them to acquire necessary skills for their future lives.

UNHCR logo

UNHCR conducts work in Egypt in regard to the protection of refugees and asylum-seekers. UNHCR carries out asylum activities (reception, registration, documentation, and refugee status determination (RSD)) on behalf of the Government. UNHCR seeks one of three durable solutions for refugees and asylum-seekers. These include voluntarily repatriation to the country of origin, local integration in the country of asylum, or resettlement to a third country. UNHCR Egypt cooperates closely with NGOs who function as operating partners on the ground in the areas of refugee protection and/or public information and awareness raising activities.

URL logo

The Rafael Landivar University is a Jesuit institution in Guatemala, member of the network of counterparts in Latin America, AUSJAL. Dr. Magda Angelica Garcia Von Hoegen represents the university in our network while acting as researcher at the Institute of Research and Projection on Global and Territorial Dynamics, IDGT and the Department of Arts Landívar of this house of studies. She is in charge of the line of research in Art and Cultural Movements for Social Transformation.

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IBERO (Universidad Iberoamericana) offers 36 degrees and six TSU careers; 28 master’s degrees, 11 doctorates and five specialties; as well as various diploma courses and languages. With the premise of academic excellence, seeks at all times to train professionals committed to reality.

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The Egyptian Board on Books for Young People (EBBY), founded in 1987,  is the Egyptian Section of the International Board on Books for Young People (IBBY). It serves as a hub for children, parents, librarians, scholars, writers, illustrators, publishers, and others who are interested and invested in the field of children’s and young adult literature in Egypt.

Follow us on: ebbyegypt : @IBBY_EGYPT

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The Scottish Funding Council (SFC) is helping make Scotland the best place in the world to educate, to research and to innovate. Investing around £1.8 billion of public money each year, SFC’s funding enables Scotland’s colleges and universities to provide life-changing opportunities for over half a million people.

Our support for university research means every one of Scotland’s 19 universities is able to carry out world-leading research. Our investment of over £120m to create innovation centres is making exciting things happen between industry and university research. Our work in widening access is bringing colleges and universities together in new ways and providing more people with more routes into learning and skills.

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The Regional Center for Multidisciplinary Research (CRIM) is a research center attached to the Coordination of Humanities of the National Autonomous University of Mexico (UNAM) located in the Morelos campus, in the city of Cuernavaca, Morelos. Its mission is to promote and develop research on the problems of the social reality of the country and its regions, based on approaches and methodologies that integrate the different contributions of the social sciences, humanities and other scientific disciplines.

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At the Arts and Humanities Research Council (AHRC) we fund world-class, independent researchers in a wide range of subjects from history and archaeology to philosophy and languages. We also fund more contemporary research including the design and effectiveness of digital content and the impact of artificial intelligence.

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The University of Glasgow is a major research-led university operating in an international context with the following fundamental aims:

  • to provide education through the development of learning in a research environment
  • to undertake fundamental, strategic and applied research
  • to make a major contribution to local, regional, national and international communities through widening access and through working in partnership to support economic regeneration
  • to sustain and add value to Scottish culture, to the natural environment and to the national economy.