Dr Preeti Dagar

  • Lecturer in Education (School of Education)

Biography

Preeti is a Lecturer in Education Policy at the School of Education. She has an interdisciplinary PhD in Education and Urban Studies from the University of Glasgow. 

She has worked as a postdoctoral Research Associate on the ESRC-funded international research project – Gendered Journeys: the trajectories of STEM students through Higher Education and into Employment in India, Rwanda and the UK. She contributed to a multidisciplinary GCRF (£7m) project, Sustainable Healthy and Learning Cities and Neighbourhoods (SHLC), with partners in Education, Urban Studies, and Health departments in seven countries across Africa and Asia. Her doctoral research focused on the complex interaction of international and national refugee education and livelihood policies with lived realities of five distinct refugee communities: Afghan, Rohingya, Somali, Chin and Tibetan. Prior to that, she worked with indigenous groups in India. 

Preeti’s research focuses on skills development, sustainable livelihoods, decent work, and social inclusion opportunities for different marginalised populations in the Global South. She is a co-investigator on a study, ‘Decolonising Higher Education’, that analyses a master’s programme from a postcolonial lens. 

Preeti has worked with various international and local organisations such as UNIDO (Austria), UNESCO UIL (Germany), grassroots-level NGOs in India, and refugee organisations. 

 

Research interests

  • Refugee education and migration 
  • International development 
  • Adult education 
  • Gender inequalities in education and employment 
  • Postcolonial perspectives

Publications

List by: Type | Date

Jump to: 2024 | 2023 | 2022 | 2021 | 2019
Number of items: 10.

2024

Dagar, P. (2024) Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups. British Educational Research Journal, 50(2), pp. 713-731. (doi: 10.1002/berj.3943)

Dagar, P. (2024) Evaluating and reframing vocational education and training for refugees: Insights from five refugee groups across three cities of India. Compare: A Journal of Comparative and International Education, 54(1), pp. 110-127. (doi: 10.1080/03057925.2022.2078957)

Dagar, P. and Khurshid, K. (2024) Adult education in a postcolonial world. In: Slade, B., Mayo, P. and Bogossian, T. (eds.) Adult Education and Difference. Series: International issues in adult education (36). Brill: Leiden, pp. 246-257. ISBN 9789004692619 (doi: 10.1163/9789004692626_015)

2023

Dagar, P. (2023) Subaltern perspectives in adult education. In: Deb, P. and Bhattacharya, A. (eds.) Adult Education in India. Series: International issues in adult education (35). Brill, pp. 160-173. ISBN 9789004688780 (doi: 10.1163/9789004688780_010)

Dagar, P. (2023) Rethinking skills development and entrepreneurship for refugees: The case of five refugee communities in India. International Journal of Educational Development, 101, 102834. (doi: 10.1016/j.ijedudev.2023.102834)

Slade, B. and Dagar, P. (2023) Tracing longitudinal impact of Professor Lalage Bown: international master in adult education for social change. In: Slowey, M., Hinzen, H., Omolewa, M. and Osborne, M. (eds.) Adult Education and Social Justice: International Perspectives. Series: Studies on adult learning and education (17). Firenze University Press, pp. 269-279. ISBN 9791221502527 (doi: 10.36253/979-12-215-0253-4.27)

2022

Dagar, P. and Sharma, N. (2022) Education and lifelong learning for refugees: Equity and inclusion in policy and practice. In: Rajan, S. I. (ed.) The Routledge Handbook of Refugees in India. Routledge: London ; New York, pp. 318-330. ISBN 9780367531096 (doi: 10.4324/9781003246800-28)

Dagar, P. (2022) Vocational education and training for indigenous women in India: toward a participatory planning approach. International Journal of Training Research, 20(1), pp. 43-57. (doi: 10.1080/14480220.2021.1959379)

2021

Moskal, M. , Odena, O. , Arizpe, E. , Gormally, S. , Pacheco, E.-M. , Dagar, P. and Aldegheri, E. (2021) Education, Culture and Learning in Response to Conflict and Protracted Crisis [Symposium]. Comparative and International Education Society (CIES) 65th Annual Conference, Seattle, WA, 25-29 Apr 2021.

2019

Dagar, P. (2019) Adult education In India from a subaltern perspective. Postcolonial Directions in Education, 8(1), pp. 61-77.

This list was generated on Wed Nov 20 17:53:34 2024 GMT.
Jump to: Articles | Book Sections | Conference or Workshop Item
Number of items: 10.

Articles

Dagar, P. (2024) Building sustainable and decent refugee livelihoods through adult education? Interplay between policies and realities of five refugee groups. British Educational Research Journal, 50(2), pp. 713-731. (doi: 10.1002/berj.3943)

Dagar, P. (2024) Evaluating and reframing vocational education and training for refugees: Insights from five refugee groups across three cities of India. Compare: A Journal of Comparative and International Education, 54(1), pp. 110-127. (doi: 10.1080/03057925.2022.2078957)

Dagar, P. (2023) Rethinking skills development and entrepreneurship for refugees: The case of five refugee communities in India. International Journal of Educational Development, 101, 102834. (doi: 10.1016/j.ijedudev.2023.102834)

Dagar, P. (2022) Vocational education and training for indigenous women in India: toward a participatory planning approach. International Journal of Training Research, 20(1), pp. 43-57. (doi: 10.1080/14480220.2021.1959379)

Dagar, P. (2019) Adult education In India from a subaltern perspective. Postcolonial Directions in Education, 8(1), pp. 61-77.

Book Sections

Dagar, P. and Khurshid, K. (2024) Adult education in a postcolonial world. In: Slade, B., Mayo, P. and Bogossian, T. (eds.) Adult Education and Difference. Series: International issues in adult education (36). Brill: Leiden, pp. 246-257. ISBN 9789004692619 (doi: 10.1163/9789004692626_015)

Dagar, P. (2023) Subaltern perspectives in adult education. In: Deb, P. and Bhattacharya, A. (eds.) Adult Education in India. Series: International issues in adult education (35). Brill, pp. 160-173. ISBN 9789004688780 (doi: 10.1163/9789004688780_010)

Slade, B. and Dagar, P. (2023) Tracing longitudinal impact of Professor Lalage Bown: international master in adult education for social change. In: Slowey, M., Hinzen, H., Omolewa, M. and Osborne, M. (eds.) Adult Education and Social Justice: International Perspectives. Series: Studies on adult learning and education (17). Firenze University Press, pp. 269-279. ISBN 9791221502527 (doi: 10.36253/979-12-215-0253-4.27)

Dagar, P. and Sharma, N. (2022) Education and lifelong learning for refugees: Equity and inclusion in policy and practice. In: Rajan, S. I. (ed.) The Routledge Handbook of Refugees in India. Routledge: London ; New York, pp. 318-330. ISBN 9780367531096 (doi: 10.4324/9781003246800-28)

Conference or Workshop Item

Moskal, M. , Odena, O. , Arizpe, E. , Gormally, S. , Pacheco, E.-M. , Dagar, P. and Aldegheri, E. (2021) Education, Culture and Learning in Response to Conflict and Protracted Crisis [Symposium]. Comparative and International Education Society (CIES) 65th Annual Conference, Seattle, WA, 25-29 Apr 2021.

This list was generated on Wed Nov 20 17:53:34 2024 GMT.

Grants

University of Glasgow College of Social Sciences Research Fund
Awarded to analyse a master's programme from a decolonial lens. The research contributes to the global discourse on decolonising higher education.

GCRF-SHLC College of Social Sciences PhD Scholarship
University of Glasgow, 2018-2021

Erasmus Mundus Joint Masters Scholarship by European Union's Education, Culture and Audiovisual Executive Agency (EACEA)
International Master in Adult Education for Social Change (IMAESC), 2016-2018

Supervision

  • Bhagat, Abhishek Gulab
    A Critical Exploration of Caste and the Hidden Curriculum in Indian Schools
  • Devadas, Mayukh
    The Impact of education through Digital Communication Technologies in Kerala, India
  • Nur, Jahid
    Informal Apprenticeship for Human Development in the Global South: The Case of BRAC STAR in Expanding Capabilities for Underprivileged Urban Female Youth