{"id":193,"date":"2024-05-28T15:52:32","date_gmt":"2024-05-28T15:52:32","guid":{"rendered":"https:\/\/www.clarku.edu\/integration-and-belonging\/?post_type=cu_people&#038;p=193"},"modified":"2025-06-10T18:53:01","modified_gmt":"2025-06-10T18:53:01","slug":"manya-kagan","status":"publish","type":"cu_people","link":"https:\/\/www.clarku.edu\/integration-and-belonging\/people\/manya-kagan\/","title":{"rendered":"Manya Kagan"},"content":{"rendered":"<p>Manya Oriel Kagan, PhD is a sociologist of education, currently a postdoctoral research fellow at Perry World House, University of Pennsylvania, under the \u201cGlobal Shifts: Migration, Urbanization, and Climate Change\u201d initiative. She focuses on refugee and migrant children\u2019s rights to and in education in urban settings, primarily in East Africa and the Middle East. Her work focuses on development policy, social justice, and migration and how these affect education and child rights. She has published in journals including <em>Race, Ethnicity and Education, Critique of Anthropology, Girlhood Studies<\/em>, and <em>Adoption and Fostering<\/em>. She co-edited a Hebrew-language book, <em>Development in Africa<\/em>, and is the current co-editor of the <em>American Anthropological Association\u2019s Anthropology of Childhood<\/em> (NEOS).<\/p>\n<p>Her PhD is from the School of Education at Ben Gurion University, Israel, and focused on refugee children in Kampala, Uganda. She holds a BA in comparative religions and a Master\u2019s in international development, both from The Hebrew University of Jerusalem, Israel. She also teaches at Ben Gurion University, in a Masters program focusing on African Sustainable Communities, a course on Youth in Africa, and acts as a supervisor at RSUC, Oslo for Masters students in education.<\/p>\n<h3>Relevant Works<\/h3>\n<ul>\n<li>Kagan, M. (2022). Redefining integration: What can we learn from the educational experiences of refugee children in the Global South? <em data-start=\"230\" data-end=\"240\">NEOS, 14<\/em>(1). <a class=\"\" href=\"https:\/\/acyig.americananthro.org\/neosvol14iss1sp22\/\" target=\"_blank\" rel=\"noopener\" data-start=\"245\" data-end=\"296\" aria-label=\"link to article\">https:\/\/acyig.americananthro.org\/neosvol14iss1sp22\/<\/a><\/li>\n<li>Kagan, M., &amp; Nakattude, W. (2024). \u201cI don\u2019t meet Somali girls because they\u2019re not supposed to go out\u201d: Intersectional barriers facing Somali urban refugee girls in Uganda. <em data-start=\"1045\" data-end=\"1067\">Girlhood Studies, 17<\/em>(1). <a href=\"https:\/\/doi.org\/10.3167\/ghs.2024.170108\" target=\"_blank\" rel=\"noopener\" aria-label=\"link to article\">https:\/\/doi.org\/10.3167\/ghs.2024.170108<\/a><\/li>\n<li>Kagan, M., Pinson, H., &amp; Schler, L. (2022). No policies and no politics: Israeli teachers, asylum seeker pupils and remobilized strategies of avoidance and depoliticization. <em data-start=\"1344\" data-end=\"1379\">Race, Ethnicity and Education, 25<\/em>(1), 73\u201391. <a class=\"\" href=\"https:\/\/doi.org\/10.1080\/13613324.2019.1599346\" target=\"_blank\" rel=\"noopener\" data-start=\"1391\" data-end=\"1436\" aria-label=\"link to article\">https:\/\/doi.org\/10.1080\/13613324.2019.1599346<\/a><\/li>\n<\/ul>\n","protected":false},"author":718,"featured_media":194,"parent":0,"template":"","meta":{"_acf_changed":false,"cu_people_sortname":"Kagan","cu_people_title":"Visiting Scholar","cu_people_email":"manyaor@upenn.edu","cu_people_phone":"","footnotes":"","_links_to":"","_links_to_target":""},"peoplegroups":[4],"class_list":["post-193","cu_people","type-cu_people","status-publish","has-post-thumbnail","hentry","peoplegroups-visiting-scholars"],"acf":[],"yoast_head":"<!-- This site is optimized with the Yoast SEO Premium plugin 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