The next virtual colloquium in York University’s ‘Reciprocal Learning in Times of Crisis’ monthly series will feature a discussion from two international experts on the impacts of COVID-19 for mobile populations across Africa.
“COVID-19 and vulnerable migrants across Africa” takes place on March 10 at 9:30 a.m. EST/5:30 p.m. EAT via Zoom.
Moderated by York doctoral candidate Mohamed Duale, the event will feature Helidah Ogude and Tamuka Chekero from the World Bank, who will share their findings from a World Bank-led social analysis of the risks and impacts of COVID-19 for mobile populations across Africa.
Refiloe Ogude, a South African-Kenyan national, is a social development specialist at the World Bank. Her work focuses on the development dimensions of migration and forced displacement, social cohesion and violence prevention, and the political economy of reform. She holds a MSc in international relations from New York University and is a doctoral candidate in Public and Urban Policy at The New School.
Chekero a Zimbabwean national, is a PhD student in anthropology at the University of Cape Town (UCT), South Africa and part of the Africa Fellowship Program of the World Bank, in the Social Development Global Practice. His doctoral research, based in Cape Town, interrogates mobility and conviviality among migrants from African countries. He holds an MSc in social anthropology from UCT, and a BSc honors degree in social anthropology from Great Zimbabwe University, Zimbabwe.
York University’s Borderless Higher Education for Refugees (BHER) Project, Faculty of Education, and Centre for Refugee Studies present the ‘Reciprocal Learning in Times of Crisis’ colloquium series, which examines the intersections of refugee education, anti-Black racism, and COVID-19 in Canada and East Africa.
This colloquium is the first of its kind to feature experts from York University and from institutions that are comprised of or work with refugees in equal measure. Together, this series will: (1) deepen connections among refugee communities, educational leaders, and scholars within and across institutions; (2) foster a sense of reciprocity in learning; (3) recognize and validate the unique expertise that refugee communities bring to time- or resource-constrained situations; and (4) educate all attendees on a range of topics relevant to refugee education, COVID-19, and anti-Black racism.