Dr Yulia Nesterova

  • Research Associate - Education & International Development (School of Education)

Biography

I am a research fellow based at the Centre for Sustainable, Healthy and Learning Cities and Neighbourhoods (SHLC), University of Glasgow, funded via UK Research and Innovation as part of the UK Government’s Global Challenges Research Fund. I am also a core member of the Centre for Research and Development in Adult and Lifelong Learning.

I work at the nexus of development and education for vulnerable and marginalised populations and have a wide-ranging and varied professional experience in research, policy development, curriculum design, and programme and project management with education institutions, governments, multi-laterals, and NGOs across the world.

Prior to joining the University of Glasgow in January 2020, I worked as a consultant on peace and sustainability in Asia-Pacific for UNESCO Bangkok, in partnership with the Governments of Japan and Thailand, and a consultant on prevention of violent extremism for UNESCO MGIEP, in partnership with the Australian Government. My other key research projects and publications have focused on the rights, education, and wellbeing of Indigenous peoples, ethnic and religious minorities, women in complex and sensitive contexts, and other disadvantaged populations. I have conducted extensive research in Taiwan, Ethiopia, Hong Kong S.A.R., Russia, and Brazil, along with work with UNESCO’s Member States in Asia and the Pacific.

For the SHLC project, I focus on seven countries: Bangladesh, China, India, the Philippines, Rwanda, South Africa, and Tanzania. Apart from that, I am leading an international project on peacebuilding, a lifelong learning project focused on Sub-Saharan Africa, and co-leading a project on youth and peace processes in conflict and post-conflict zones.

Qualifications:

PhD (Education), University of Hong Kong, Hong Kong S.A.R.
MA (Education and Globalisation), University of Oulu, Finland
MA (History/African Studies), Dalarna University, Sweden

Research interests

Education, Development, and Peace in general.

In particular:

  • Addressing inequalities/injustices faced by minority groups (Indigenous, religious, and ethnic) in and through education/learning
  • The role of education in peacebuilding, reconciliation, and conflict transformation
  • Adult and youth lifelong learning (life skills, continuing and vocational training, citizenship learning) for development and peacebuilding
  • Gender, education/learning, and health in conflict and post-conflict areas
  • Local, place-based, community-driven solutions and programming for development
  • Ethical and effective engagement of marginalised (unreachable) populations in peacebuilding and development
  • Evidence-based and transformational education policy and policymaking

Publications

List by: Type | Date

Jump to: 2020 | 2019 | 2018 | 2017 | 2016
Number of items: 26.

2020

Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge. Journal of Philosophy of Education, 54(4), pp. 1047-1052. (doi: 10.1111/1467-9752.12471)

Nesterova, Y. and Young, G. (2020) Education Policies, Systems, and Progress in Africa and Asia : A Comparative Analysis of 12 Cities in Six Countries. Documentation. GCRF Centre for Sustainable, Healthy and Learning Cities and Neighbourhoods (SHLC).

Nesterova, Y. (2020) Schools out forever? : supporting resilient learning in the face of COVID-19. Impakter, 9 Apr.

Bhandari, R. and Nesterova, Y. (2020) Support thy neighbour : why a strong local response will help beat COVID-19. [Website]

Moore, S. J. and Nesterova, Y. (2020) Indigenous Knowledges and Ways of Knowing for a Sustainable Living. Documentation. UNESCO, Paris.

2019

Nesterova, Y. and Arat, G. (2019) Working towards gender equality to eradicate HIV/AIDS in Ethiopia. In: Savelyeva, T., Banack, H. and Lee, S. (eds.) SDG3 – Good Health and Wellbeing: Re-Calibrating the SDG Agenda. Series: Concise guides to the United Nations sustainable development goals. Emerald Publishing Limited, pp. 61-81. ISBN 9781789737127 (doi:10.1108/978-1-78973-709-720191007)

Nesterova, Y. (2019) Teaching Indigenous children in Taiwan: tensions, complexities and opportunities. Global Studies of Childhood, 9(2), pp. 156-166. (doi: 10.1177/2F2043610619846349)

Christodoulou, E. and Nesterova, Y. (2019) Violent extremism: types, implications, and responses. In: Fihlo, W. L., Azul, A. M., Brandli, L., Salvia, A. L., Özuyar, P. G. and Wall, T. (eds.) Encyclopedia of the UN Sustainable Development Goals: Peace, Justice and Strong Institutions. Springer. (doi:10.1007/978-3-319-71066-2_60-1)

Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11(4), pp. 253-270. (doi: 10.1080/2005615X.2019.1686561)

Nesterova, Y. (2019) The UNESCO Together for Peace T4P Initiative : A Shared Commitment to Building a Peaceful and Sustainable Future in Asia-Pacific. Other. UNESCO, Bangkok, Thailand.

Nesterova, Y. and Jackson, L. (2019) Educating indigenous people: historical analysis and contemporary practices. In: Filho, W. L., Azul, A. M., Brandli, L., Özuyar, P. G. and Wall, T. (eds.) Encyclopedia of the UN Sustainable Development Goals: Quality Education. Springer. (doi:10.1007/978-3-319-69902-8_91-1)

Nesterova, Y. and Jackson, L. (2019) Indigenous perspectives on ecopedagogical literacy: the case of Taiwan. In: Peters, M. A. and Heraud, R. (eds.) Encyclopedia of Educational Innovation. Springer. (doi:10.1007/978-981-13-2262-4_72-1)

2018

Nesterova, Y. and Jackson, L. (2018) Gender inequality in universities. Impakter, 2 Nov.

Nesterova, Y. (2018) Women and violent extremism. Impakter, 28 May.

Nash, C., Nesterova, Y. , Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V. and Zowmi, A. (2018) #PaixParLesJeunes : Résumé des Pistes d’Action pour Prévenir l’Extrémisme Violent par l’Éducation. Documentation. CPRMV, Montreal, Canada.

Nash, C., Nesterova, Y. , Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V. and Zowmi, A. (2018) #YouthWagingPeace. Action Guidelines for the Prevention of Violent Extremism : Reflection is Action, Conversation is Action, Compassion is Action. Documentation. Mahatma Gandhi Institute of Education for Peace and Sustainable Development, New Delhi, India.

Nesterova, Y. and Jackson, L. (2018) Understanding the ‘local’ in indigenous Taiwan. International Education Journal: Comparative Perspectives, 17(3), pp. 55-66.

2017

Nesterova, Y. (2017) Indigenous peoples : key trends that affect their development. Impakter, 28 Sep.

Nesterova, Y. (2017) Shen-Keng Yang and Jia-Li Huang (eds). Teacher education in Taiwan: State control vs marketization. Policy Futures in Education, 15(6), pp. 805-807. (doi: 10.1177/1478210317725675)[Book Review]

Nesterova, Y. (2017) Indigenous peoples and their rights : how they started, why they matter. Impakter, 28 Aug.

Nesterova, Y. and Macaluso, A. (2017) Building safe resilient urban spaces : a discussion with Hague Institute researcher Agnese Macaluso. Impakter, 16 May.

Jackson, L. and Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9(2), pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)

Nash, C., Nesterova, Y. , Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V. and Zowmi, A. (2017) Youth-led Guide on Prevention of Violent Extremism Through Education. Documentation. Mahatma Gandhi Institute of Education for Peace and Sustainable Development, New Delhi, India.

Nesterova, Y. (2017) Fabricating an educational miracle: Compulsory schooling meets ethnic rural development in southwest China. Jinting Wu. Albany, NY: SUNY, 2017. 290 pp., (hardcover), $85.00, ISBN: 978-1-4384-6037-6. Frontiers of Education in China, 12(3), pp. 438-441. (doi: 10.1007/s11516-017-0030-5)[Book Review]

2016

Nesterova, Y. (2016) Principles for developing a culturally responsive and inclusive classroom. In: Jackson, L. (ed.) Encyclopaedia of Education for Sustainable Development. University of Hong Kong: Hong Kong.

Nesterova, Y. and Jackson, L. (2016) Transforming service learning for global citizenship education: moving from affective-moral to social-political. Revista Española de Educación Comparada, 2016(28), pp. 73-90. (doi: 10.5944/reec.28.2016.17074)

This list was generated on Mon Oct 19 01:50:14 2020 BST.
Number of items: 26.

Articles

Nesterova, Y. (2020) Rethinking environmental education with the help of indigenous ways of knowing and traditional ecological knowledge. Journal of Philosophy of Education, 54(4), pp. 1047-1052. (doi: 10.1111/1467-9752.12471)

Nesterova, Y. (2020) Schools out forever? : supporting resilient learning in the face of COVID-19. Impakter, 9 Apr.

Nesterova, Y. (2019) Teaching Indigenous children in Taiwan: tensions, complexities and opportunities. Global Studies of Childhood, 9(2), pp. 156-166. (doi: 10.1177/2F2043610619846349)

Nesterova, Y. (2019) Multiculturalism and multicultural education approaches to Indigenous people’s education in Taiwan. Multicultural Education Review, 11(4), pp. 253-270. (doi: 10.1080/2005615X.2019.1686561)

Nesterova, Y. and Jackson, L. (2018) Gender inequality in universities. Impakter, 2 Nov.

Nesterova, Y. (2018) Women and violent extremism. Impakter, 28 May.

Nesterova, Y. and Jackson, L. (2018) Understanding the ‘local’ in indigenous Taiwan. International Education Journal: Comparative Perspectives, 17(3), pp. 55-66.

Nesterova, Y. (2017) Indigenous peoples : key trends that affect their development. Impakter, 28 Sep.

Nesterova, Y. (2017) Indigenous peoples and their rights : how they started, why they matter. Impakter, 28 Aug.

Nesterova, Y. and Macaluso, A. (2017) Building safe resilient urban spaces : a discussion with Hague Institute researcher Agnese Macaluso. Impakter, 16 May.

Jackson, L. and Nesterova, Y. (2017) Multicultural Hong Kong: alternative new media representations of ethnic minorities. Multicultural Education Review, 9(2), pp. 93-104. (doi: 10.1080/2005615X.2017.1313021)

Nesterova, Y. and Jackson, L. (2016) Transforming service learning for global citizenship education: moving from affective-moral to social-political. Revista Española de Educación Comparada, 2016(28), pp. 73-90. (doi: 10.5944/reec.28.2016.17074)

Book Sections

Nesterova, Y. and Arat, G. (2019) Working towards gender equality to eradicate HIV/AIDS in Ethiopia. In: Savelyeva, T., Banack, H. and Lee, S. (eds.) SDG3 – Good Health and Wellbeing: Re-Calibrating the SDG Agenda. Series: Concise guides to the United Nations sustainable development goals. Emerald Publishing Limited, pp. 61-81. ISBN 9781789737127 (doi:10.1108/978-1-78973-709-720191007)

Christodoulou, E. and Nesterova, Y. (2019) Violent extremism: types, implications, and responses. In: Fihlo, W. L., Azul, A. M., Brandli, L., Salvia, A. L., Özuyar, P. G. and Wall, T. (eds.) Encyclopedia of the UN Sustainable Development Goals: Peace, Justice and Strong Institutions. Springer. (doi:10.1007/978-3-319-71066-2_60-1)

Nesterova, Y. and Jackson, L. (2019) Educating indigenous people: historical analysis and contemporary practices. In: Filho, W. L., Azul, A. M., Brandli, L., Özuyar, P. G. and Wall, T. (eds.) Encyclopedia of the UN Sustainable Development Goals: Quality Education. Springer. (doi:10.1007/978-3-319-69902-8_91-1)

Nesterova, Y. and Jackson, L. (2019) Indigenous perspectives on ecopedagogical literacy: the case of Taiwan. In: Peters, M. A. and Heraud, R. (eds.) Encyclopedia of Educational Innovation. Springer. (doi:10.1007/978-981-13-2262-4_72-1)

Nesterova, Y. (2016) Principles for developing a culturally responsive and inclusive classroom. In: Jackson, L. (ed.) Encyclopaedia of Education for Sustainable Development. University of Hong Kong: Hong Kong.

Book Reviews

Nesterova, Y. (2017) Shen-Keng Yang and Jia-Li Huang (eds). Teacher education in Taiwan: State control vs marketization. Policy Futures in Education, 15(6), pp. 805-807. (doi: 10.1177/1478210317725675)[Book Review]

Nesterova, Y. (2017) Fabricating an educational miracle: Compulsory schooling meets ethnic rural development in southwest China. Jinting Wu. Albany, NY: SUNY, 2017. 290 pp., (hardcover), $85.00, ISBN: 978-1-4384-6037-6. Frontiers of Education in China, 12(3), pp. 438-441. (doi: 10.1007/s11516-017-0030-5)[Book Review]

Research Reports or Papers

Nesterova, Y. and Young, G. (2020) Education Policies, Systems, and Progress in Africa and Asia : A Comparative Analysis of 12 Cities in Six Countries. Documentation. GCRF Centre for Sustainable, Healthy and Learning Cities and Neighbourhoods (SHLC).

Moore, S. J. and Nesterova, Y. (2020) Indigenous Knowledges and Ways of Knowing for a Sustainable Living. Documentation. UNESCO, Paris.

Nesterova, Y. (2019) The UNESCO Together for Peace T4P Initiative : A Shared Commitment to Building a Peaceful and Sustainable Future in Asia-Pacific. Other. UNESCO, Bangkok, Thailand.

Nash, C., Nesterova, Y. , Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V. and Zowmi, A. (2018) #PaixParLesJeunes : Résumé des Pistes d’Action pour Prévenir l’Extrémisme Violent par l’Éducation. Documentation. CPRMV, Montreal, Canada.

Nash, C., Nesterova, Y. , Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V. and Zowmi, A. (2018) #YouthWagingPeace. Action Guidelines for the Prevention of Violent Extremism : Reflection is Action, Conversation is Action, Compassion is Action. Documentation. Mahatma Gandhi Institute of Education for Peace and Sustainable Development, New Delhi, India.

Nash, C., Nesterova, Y. , Primrose, K., Chan, W.Y.A., Rios, R.A., Flores, M.J.V. and Zowmi, A. (2017) Youth-led Guide on Prevention of Violent Extremism Through Education. Documentation. Mahatma Gandhi Institute of Education for Peace and Sustainable Development, New Delhi, India.

Website

Bhandari, R. and Nesterova, Y. (2020) Support thy neighbour : why a strong local response will help beat COVID-19. [Website]

This list was generated on Mon Oct 19 01:50:14 2020 BST.

Grants

Research Grants:

  • Local, place-based, and community-driven approaches to peacebuilding. (PI, British Academy/Leverhulme grant, 2020-2021)
  • Developing inclusive lifelong learning policies and practices in the Global South. (PI, Global Challenges Research Fund grant, 2020-2021)
  • Youth-led peace: inclusion of youth in peace processes. (Co-I, Economic and Social Research Council, Impact Acceleration Account, 2020-2021)
  • Preparing teachers for inclusive education. (PI, Kazan Federal University Fund, Innovative Research in Education, 2020)
  • Experiences of local research postgraduate students at the University of Hong Kong. (Co-I, University of Hong Kong Teaching Development Grant, 2019-2021)
  • Teacher perceptions of Indigenous learners in Taiwan. (PI, Universitas21, 2018-2019)
  • Experiences of international research postgraduate students at the University of Hong Kong. (Co-I, University of Hong Kong Teaching Development Grant, 2016-2018)

Consultancies:

  • National and subnational approaches to regulating private technical and vocational education and training: comparative insights from Asia and Africa. (Author, UNESCO Global Education Monitoring Report, 2020-2021)
  • Indigenous knowledge and ways of knowing for a sustainable living. (Author, UNESCO Futures of Education, 2020)
  • The UNESCO Together for Peace T4P Initiative: A shared commitment to building a peaceful and sustainable future in Asia-Pacific. (Consultant, UNESCO Office Bangkok and Regional Bureau for Education in Asia and the Pacific, 2019)
  • #YouthWagingPeace - Prevention of violent extremism through education. (Consultant, UNESCO MGIEP, 2016-2018)

Knowledge Exchange Grants:

  • "Neighbourhood matters" virtual event (Co-lead, Economic and Social Research Council, Festival of Social Sciences, 2020)

 

Supervision

Current PhD student:

  • Brown, Rhona
    Perceptions and experiences of urban neighbourhood teaching and learning environments and implications for pedagogy in Tanzanian primary schools: a comparative case study.

Professional activities & recognition

Prizes, awards & distinctions

  • 2015-2019: PhD Scholarship (incl. fieldwork, travel grants) (University of Hong Kong)
  • 2017: Scholarly Excellence Award (Philosophy of Education Society of Australasia)
  • 2017: New Scholar Award (Oceania Comparative and International Education Society)
  • 2017: Earnest Fellowship, Human Rights Protection (Common Ground Centre, Kenya)
  • 2011: Academic Excellence (University of Oulu Scholarship Foundation)

Editorial boards

  • 2020 - present: International Education Journal: Comparative Perspectives

Professional & learned societies

  • 2020 - present: Member, Development Studies Association, Ireland
  • 2018 - present: Member, Asia and the Pacific Policy Society
  • 2018 - present: Member, Comparative Education Society of Europe
  • 2017 - present: Member, Network for International Policies and Cooperation in Education and Training
  • 2017 - present: Member, Comparative and International Education Society
  • 2016 - present: Member, Women’s International League for Peace and Freedom
  • 2015 - present: Member, International Work Group for Indigenous Affairs

Selected international presentations

  • 2019: Comparative and International Education Society (USA)
  • 2019: American Educational Research Association (Canada)
  • 2018: Comparative and International Education Society (Mexico)
  • 2018: Philosophy of Education Society of Australasia (New Zealand)
  • 2018: Oceania Comparative and International Education Society (New Zealand)
  • 2018: Comparative Education Society of Europe (Cyprus)
  • 2018: Comparative Education Society of Asia (Cambodia)
  • 2017: Comparative and International Education Society (USA)
  • 2017: Philosophy of Education Society of Australasia (Australia)
  • 2017: Oceania Comparative and International Education Society (New Caledonia)
  • 2016: Philosophy of Education Society of Australasia (Fiji)
  • 2016: Comparative Education Society of Asia (Philippines)
  • 2016: World Congress of Comparative Education Societies (China)
  • 2016: Philosophy of Education Society of Great Britain (UK)

Additional information

Knowledge Exchange: 

Non-academic presentations and workshops 

- “Belonging” and UNESCO MGIEP’s #YouthWagingPeace – Youth-led guide on prevention of violent extremism through education [with W.Y. Alice Chan]. World Anti-Bullying Forum, Ireland, June 2019.

- It’s not enough to counter violent extremism, we need to prevent it. DefenceIQ’s 17th Annual Countering Violent Extremism Global Event, London, May 2018.

- Workshop for human rights teachers, scholars, and activists: UNESCO MGIEP Youth-led Guide on Prevention of Violent Extremism through Education [with Carolyn Nash]. 8th International Conference on Human Rights Education, Canada, December 2017.

- Training for teachers and school administrators: Exploring Push and Pull factors of Violent Extremism. UNESCO MGIEP Capacity Building Workshop for Teachers on Preventing Violence Extremism, India, August 2017.

- Training for teachers and school administrators: Key Interventions in Prevention of Violent Extremism. UNESCO MGIEP Capacity Building Workshop for Teachers on Preventing Violence Extremism, India, August 2017. 

Peer Reviewer:

Other service to profession:

Co-editor, Encyclopaedia of Education for Sustainable Development, The University of Hong Kong, 2015-2020

Assistant Editor, Society’s Newsletter, Philosophy of Education Society of Australasia, 2016-2018

Moderator, online discussion on Education for Sustainable Development and Global Citizenship Education. Invited by UNESCO MGIEP, 2017

UNESCO TAGe Delegate, UNESCO International Conference on Prevention of Violent Extremism through Education: Taking Action (New Delhi), 2016