{"id":27,"date":"2012-07-03T13:17:06","date_gmt":"2012-07-03T13:17:06","guid":{"rendered":"http:\/\/www.kn-j.com\/?page_id=27"},"modified":"2022-03-08T12:30:53","modified_gmt":"2022-03-08T12:30:53","slug":"conference-contributions-and-publications","status":"publish","type":"page","link":"https:\/\/www.kn-j.com\/?page_id=27","title":{"rendered":"Publications"},"content":{"rendered":"

Blogs<\/b><\/span><\/span><\/span><\/p>\n

Ahmed A,\u00a0<\/span><\/span><\/span>Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0and Powell R (2020)\u00a0<\/span><\/span><\/span>Different evidence, same community: putting female genital cutting research into practice.<\/i><\/span><\/span><\/span>\u00a0 ORCHID PROJECT\u00a0<\/span><\/span><\/span>https:\/\/www.orchidproject.org\/different-evidence-same-community-putting-female-genital-cutting-research-into-practice\/<\/u><\/span><\/span><\/span><\/a><\/p>\n

Millora C and<\/span><\/span><\/span>\u00a0Newell-Jones K (2020)\u00a0<\/b><\/span><\/span><\/span>BALID leading research exploring the impact of COVID-19 on adult literacy\u00a0<\/i><\/span><\/span><\/span>(September 2020)\u00a0<\/span><\/span><\/span>https:\/\/balid.org.uk\/blog\/<\/u><\/span><\/span><\/span><\/a><\/p>\n

Newell-Jones K (2020)\u00a0<\/b><\/span><\/span><\/span>Literacy friendly approaches in Samburu\u00a0<\/i><\/span><\/span><\/span>BALID<\/span><\/span><\/span>\u00a0<\/b><\/span><\/span><\/span>https:\/\/balid.org.uk\/blog\/<\/u><\/span><\/span><\/span><\/a><\/p>\n

Articles<\/b><\/span><\/span><\/span><\/p>\n

Newell-Jones, K<\/b><\/span><\/span>\u00a0(2000) Using case studies in the training of trainers.\u00a0<\/span><\/span>Indian Journal of Adult Education 26 (3) 16-25<\/i><\/span><\/span><\/span><\/p>\n

Newell-Jones, K<\/b><\/span><\/span>\u00a0(2001)\u00a0<\/span><\/span>An Evaluation model for development education.\u00a0<\/i><\/span><\/span>Journal of Development Education 16 (2) 26-29<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2004)\u00a0<\/span><\/span>Evaluating the Partnership Dimension.<\/i><\/span><\/span>\u00a0In proceedings of Improving Global Education in Europe: Issues of Evaluation and Quality pp 67-72. The North-South Centre of the Council of Europe<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0(2004)\u00a0<\/span><\/span><\/span>Report for DFID Health and Health Systems Resource Centres on Service Delivery in Difficult Environments\u2019<\/i><\/span><\/span><\/span>\u00a0(drawing on experiences in Sierra Leone and South Sudan) <\/span><\/span><\/span>http:\/\/www.gsdrc.org\/docs\/open\/cc95.pdf<\/span><\/span><\/a><\/u><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2005)\u00a0<\/span><\/span>Whose Reality Counts? Interprofessional Learning through the eyes of Participatory Rural Appraisal.<\/i><\/span><\/span>\u00a0Academy of Higher Education, LTSN Occasional Paper 7, Academy of Higher Education, Health Sciences and Practice<\/span><\/span><\/span><\/p>\n

Newell-Jones K <\/b><\/span><\/span><\/span>(2015) Between Scylla and Charybdis: the case for Zero Tolerance of FGM is not as simple as it seems.<\/span><\/span><\/span> Church Times <\/i><\/span><\/span><\/span>https:\/\/www.churchtimes.co.uk\/articles\/2015\/6-february\/comment\/opinion\/between-scylla-and-charybdis<\/i><\/span><\/span><\/a><\/u><\/span> <\/i><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0(2016)\u00a0<\/span><\/span><\/span>Empowering communities to collectively abandon FGM\/C in Somaliland AAIS \/ Orchid Project <\/i><\/span><\/span><\/span>https:\/\/orchidproject.org\/resource\/empowering-communities-to-collectively-abandon-fgmc-in-somaliland\/<\/u><\/span><\/span><\/span><\/a><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0(2017)\u00a0<\/span><\/span><\/span>Female genital cutting in Somaliland: baseline assessment.\u00a0Nairobi:\u00a0<\/i><\/span><\/span><\/span>Population Council <\/span><\/span><\/span>https:\/\/knowledgecommons.popcouncil.org\/cgi\/viewcontent.cgi?article= 1594&context=departments_sbsr-rh<\/u><\/span><\/span><\/span><\/a><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0(2017) Female Genital Cutting in Somaliland: Baseline Assessment\u00a0<\/span><\/span><\/span>https:\/\/knowledgecommons.popcouncil.org\/cgi\/viewcontent.cgi?article=1594&context=dep artments_sbsr-rh<\/u><\/span><\/span><\/span><\/a>\u00a0<\/span><\/span><\/span><\/p>\n

Newell-Jones K\u00a0<\/b><\/span><\/span>(2017)\u00a0<\/span><\/span>A Review of the role of Knowledge Sharing Workshops in changing attitudes and building capacity in relation to FGC<\/i><\/span><\/span>. Orchid Project<\/span><\/span><\/span><\/p>\n

Newell-Jones K <\/b><\/span><\/span><\/span>(2017) <\/span><\/span><\/span>Embedding adult literacy and numeracy activities into community-based adult learning programmes. <\/span><\/span>Research and Practice in Adult Literacy: Global Literacies Edition<\/i><\/span><\/span> (RaPAL) (93) 79-83 <\/span><\/span><\/span>https:\/\/rapal2012.files.wordpress.com\/2018\/01\/rowa-rapal-93-1-7.pdf<\/span><\/span><\/span><\/a><\/u><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0(2018)\u00a0<\/span><\/span><\/span>Knowledge sharing workshops on FGM\/C: Policy and programme implementation.<\/i><\/span><\/span><\/span>\u00a0\u00a0<\/span><\/span><\/span>https:\/\/www.orchidproject.org\/wp- content\/uploads\/2021\/01\/KSW-2-Somaliland-REVISED-FINAL-report-19.07.18.pdf<\/a> <\/u><\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2018)\u00a0<\/span><\/span>Empowering communities to abandon FGC in Somaliland: mid term review.<\/i><\/span><\/span>\u00a0ActionAid \/ Orchid Project<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2019)<\/span><\/span>\u00a0Empowering communities to abandon FGC in Somaliland: final evaluation<\/i><\/span><\/span>. ActionAid \/ Orchid Project<\/span><\/span><\/span><\/p>\n

Newell-Jones K,<\/b><\/span><\/span>\u00a0Cheffy I, Fransman J, McCaffery J & Street B. (2010)\u00a0<\/span><\/span>A review of youth and adult literacy policies and programmes in selected countries: lessons for mainstreaming literacy in the EFA agenda.<\/i><\/span><\/span>\u00a0Background Paper for the EFA Global Monitoring Report 2010, Reaching and Teaching the Most Marginalised<\/span><\/span><\/span><\/p>\n

Newell- Jones, K\u00a0<\/b><\/span><\/span><\/span>and Colbourne D<\/span><\/span><\/span>\u00a0<\/b><\/span><\/span><\/span>(2006)\u00a0<\/span><\/span><\/span>Are tension and conflict in groups essential ingredients for learning? Or is harmony preferable?\u00a0<\/i><\/span><\/span><\/span>Development Education Journal <\/span><\/span><\/span>https:\/\/think-global.org.uk\/wp-content\/uploads\/dea\/documents\/dej_13_1_newell_jones_colbourne.pdf<\/span><\/span><\/a><\/u><\/span><\/p>\n

Newell-Jones, K<\/b><\/span><\/span>\u00a0and Colbourne, D (2008)\u00a0<\/span><\/span>Reframing tension and conflict to maximize learning\u00a0The Foundation Years.<\/i><\/span><\/span>\u00a0pp. 137-139, ISSN: 1744-1889 MEDICINE PUBLISHING<\/span><\/span><\/span><\/p>\n

Newell-Jones, K,\u00a0<\/b><\/span><\/span><\/span>McCarthy C and Richards J (2018)\u00a0<\/span><\/span><\/span>Female genital cutting in Kenya: A baseline review of attitudes and behaviours in Kuria, Narok and Loita Hills.\u00a0<\/i><\/span><\/span><\/span>Orchid Project\u00a0<\/span><\/span><\/span>https:\/\/www.orchidproject.org\/wp-content\/uploads\/2020\/02\/Orchid_Project_Kenyan_Baseline_Review_2020_FINAL.pdf<\/u><\/span><\/span><\/span><\/a><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0and McCaffery J (2007)\u00a0<\/span><\/span><\/span>Rebuilding communities: the contribution of integrated literacy and conflict resolution programmes<\/i><\/span><\/span><\/span>. In\u00a0<\/span><\/span><\/span>Critical Literacy: theories and practice.\u00a0<\/i><\/span><\/span><\/span>ISSN 1753-0873 <\/span><\/span><\/span><\/span>www.criticalliteracy.org.uk\/images\/journal\/v1issue1\/jonesmccaffery.pdf<\/u><\/span><\/span><\/span><\/span><\/a><\/p>\n

Newell-Jones K <\/b><\/span><\/span>and McCaffery J (2017) Learning together across the generations. <\/span><\/span>Research and Practice in Adult Literacy: Global Literacies Edition<\/i><\/span><\/span> (RaPAL) (93) 57-62 <\/span><\/span>https:\/\/rapal2012.files.wordpress.com\/2018\/01\/rowa-rapal-93-1-7.pdf<\/span><\/span><\/a><\/u><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span><\/span>, Osbourne D and Massey D (2005)\u00a0<\/span><\/span><\/span>Academic Skills Development \u2013 changing attitudes through a community of practice<\/i><\/span><\/span><\/span>. Brookes eJournal of Learning and Teaching 1 1-5\u00a0 <\/span><\/span><\/span>https:\/\/research-repository.griffith.edu.au\/handle\/10072\/27251<\/u><\/span><\/span><\/span><\/a><\/p>\n

Pard\u00ed\u00f1az-Sol\u00eds R,\u00a0<\/span><\/span>Newell-Jones K<\/b><\/span><\/span>, Hastings A Hennessy M and Hong J (2012)\u00a0<\/span><\/span>Learning Global Health: impact on student learning as global citizens in the medical field.<\/i><\/span><\/span><\/span><\/p>\n

Shadell F<\/span><\/span><\/span>, Newell-Jones K\u00a0<\/b><\/span><\/span><\/span>and O\u2019Leary D (2018)\u00a0<\/span><\/span><\/span>Providing contextually apt feedback in clinical education<\/i><\/span><\/span><\/span>\u00a0<\/b><\/i><\/span><\/span><\/span>International Journal of Medical Education 9, 129-131 <\/span><\/span><\/span>https:\/\/www.ncbi.nlm.nih.gov\/pmc\/articles\/PMC5951781\/<\/span><\/span><\/a><\/u><\/span><\/p>\n

Books, training manuals and booklets<\/b><\/span><\/span><\/span><\/p>\n

Doe S, McCaffery J and\u00a0<\/span><\/span><\/span>Newell-Jones K<\/b><\/span><\/span><\/span>\u00a0(2004)\u00a0<\/span><\/span><\/span>Literacy and peacebuilding guide: integrated literacy, conflict management and peacebuilding.\u00a0<\/i><\/span><\/span><\/span>Reading: Education for\u00a0<\/span><\/span><\/span>Development. <\/i><\/span><\/span><\/span>http:\/\/balid.org.uk\/pdfs\/Literacy%20and%20peacebuilding.pdf<\/i><\/span><\/span><\/a><\/u><\/span> <\/i><\/p>\n

Hannemann U, McCaffery J,<\/span><\/span><\/span>\u00a0Newell-Jones K\u00a0<\/b><\/span><\/span><\/span>and\u00a0Scarpino C (2018)\u00a0<\/span><\/span><\/span>Learning together across the generations: guidelines for family literacy and learning programmes\u00a0<\/i><\/span><\/span><\/span>Hamburg: <\/span><\/span><\/span>UNESCO<\/span><\/span><\/span><\/span>\u00a0 <\/b><\/span><\/span><\/span><\/span>https:\/\/unesdoc.unesco.org\/ark:\/48223\/pf0000248446<\/span><\/span><\/span><\/a><\/u><\/span> (available <\/span><\/span><\/span>in English, French, Portuguese) <\/span><\/span><\/p>\n

Hirst R and\u00a0<\/span><\/span>Newell-Jones K<\/b><\/span><\/span>\u00a0(2002)\u00a0<\/span><\/span>Evaluating development education: A handbook for trainers.\u00a0<\/i><\/span><\/span>London: DEA<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2001)\u00a0<\/span><\/span>Post literacy: developing a national curriculum.\u00a0<\/i><\/span><\/span>Knowledge and information management Series 3. Kenya Department of Adult Education<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2003)\u00a0<\/span><\/span>Global Perspectives in Adult Learning.\u00a0<\/i><\/span><\/span>London: DEA<\/span><\/span><\/span><\/p>\n

Newell-Jones K\u00a0<\/b><\/span><\/span>(2005)\u00a0<\/span><\/span>Life after War.<\/i><\/span><\/span>\u00a0Reading: Education for\u00a0<\/span><\/span>Development<\/i><\/span><\/span><\/span><\/p>\n

Newell-Jones K <\/b><\/span><\/span><\/span>(2007) <\/span><\/span><\/span>Global Skills and Lifelong Learning: Future Challenges. <\/i><\/span><\/span><\/span>Development Education Association <\/span><\/span><\/span>https:\/\/www.sustainabilityexchange.ac.uk\/files\/a_global_skills_and_ll.pdf<\/span><\/span><\/a><\/u><\/span><\/p>\n

Newell-Jones K\u00a0<\/b><\/span><\/span>(2012)\u00a0<\/span><\/span>Education and Rights: a toolkit for facilitators.\u00a0<\/i><\/span><\/span>Feed the Minds UK<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2014)\u00a0<\/span><\/span>Literacy and numeracy for Trade: a toolkit for facilitators.\u00a0<\/i><\/span><\/span>Feed the Minds UK<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2013)\u00a0<\/span><\/span>Embedding Education and Rights into Literacy Programmes<\/i><\/span><\/span>: Contribution to the policy debate on adult literacy in South Sudan Feed the Minds UK<\/span><\/span><\/span><\/p>\n

Newell-Jones K\u00a0<\/b><\/span><\/span><\/span>and Crowther R (2011)\u00a0<\/span><\/span><\/span>Trauma healing through storytelling, reading and writing<\/i><\/span><\/span><\/span>. Feed the Minds UK \u00a0<\/span><\/span><\/span>https:\/\/www.feedtheminds.org\/wp-content\/uploads\/2014\/09\/STORYTELLING-English.pdf<\/u><\/span><\/span><\/span><\/a>\u00a0(available in English, Kinyarwanda, Kiswahilli, Bengali)<\/span><\/span><\/span><\/p>\n

Newell-Jones, K<\/b><\/span><\/span> and Pallitto C (2021) Ethical considerations in research on female genital mutilation.World Health Organization <\/span><\/span>https:\/\/creativecommons.org\/licenses\/by-nc-sa\/3.0\/igo\/<\/span><\/span><\/a><\/u><\/span><\/p>\n

Oloo H, Wanjuri M and\u00a0<\/span><\/span>Newell-Jones K\u00a0<\/b><\/span><\/span>(2011)\u00a0<\/span><\/span>Female Genital Mutilation in Kenya: the role of Alternative Rites of Passage: a case study of Kisii and Kuria<\/i><\/span><\/span>. Feed the Minds\/Population Council, UK<\/span><\/span><\/span><\/p>\n

Rogers A, Maddox B, Millican J,\u00a0<\/span><\/span><\/span>Newell-Jones K,<\/b><\/span><\/span><\/span>\u00a0Papen U, and Robinson-Pant A (1999) Redefining post-literacy in a changing world. DFID Serial No. 29\u00a0<\/span><\/span><\/span>https:\/\/www.researchgate.net\/publication\/44824413_Re-defining_Post- Literacy_in_a_Changing_World<\/u><\/span><\/span><\/span><\/a><\/p>\n

Book chapters<\/b><\/span><\/span><\/span><\/p>\n

Newell-Jones K,\u00a0<\/b><\/span><\/span>(2005) The Global Network. In\u00a0<\/span><\/span>The Global University: The Role of the Curriculum. London:\u00a0<\/i><\/span><\/span>Development Education<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2007) Palliative Care Education in Other Continents. In\u00a0<\/span><\/span>Education and Training in Palliative Care.<\/i><\/span><\/span>\u00a0Wee, B and Hughes, N (eds.). Oxford: Oxford University Press<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0(2008) Embedding IPL in postgraduate programmes of learning and teaching. In\u00a0<\/span><\/span>Preparing for Interprofessional learning and teaching: theory and practice<\/i><\/span><\/span>. Howkins, E and Bray, J (eds) Oxford: Radcliffe Publishers<\/span><\/span><\/span><\/p>\n

Newell-Jones K<\/b><\/span><\/span>\u00a0and Lord, M (2008) A Framework for Interprofessional Learning and Teaching in\u00a0<\/span><\/span>Preparing for Interprofessional learning and teaching: theory and practice<\/i><\/span><\/span>. Howkins E and Bray J. Oxford: Radcliffe Publishers<\/span><\/span><\/span><\/p>\n

Conferences<\/b><\/span><\/span>\u00a0\u2013 International:<\/span><\/span><\/span><\/p>\n

Carnegie Colloquium<\/b><\/span><\/span>\u00a0The Scholarship of Teaching and Learning: evidence of student learning. \u2018Evidence of role identity and developing professional practice as educators\u2019. Atlanta March 2005<\/span><\/span><\/span><\/p>\n

United Nations Development Programme<\/b><\/span><\/span>\u00a0(UNDP) Perspectives of Global Development Education in Poland \u2013 Implementation of the key issues to the higher education programs. \u2018Harnessing faculty creativity in Higher Education Institutions\u2019. Warsaw May 2005<\/span><\/span><\/span><\/p>\n

Higher Education Research and Development Society of Australasia<\/b><\/span><\/span>\u00a0(HERDSA) \u2018Academic Skills Development Academic Skills Development: changing attitudes through a community of practice\u2019. Katy Newell Jones, Debbie Massey, Debbie Osbourne. Sydney June 2005<\/span><\/span><\/span><\/p>\n

Association for Medical Education in Europe<\/b><\/span><\/span>\u00a0(AMEE) Teacher preparation for IPL: emerging issues from the PIPE Project. Amsterdam August 2005<\/span><\/span><\/span><\/p>\n

International Society for the Scholarship of Teaching and Learning<\/b><\/span><\/span>\u00a0(ISSOTL). \u2018International perspectives on learning and curriculum design\u2019. Vancouver October 2005<\/span><\/span><\/span><\/p>\n

1st\u00a0Nurse Education International Conference<\/b><\/span><\/span>, (NETNEP),. (A) \u2018Preparing for Interprofessional Learning and Teaching\u2019, Newell-Jones, K, Lord, M and Goldsmith, J. (B) \u2018Interprofessional Learning and Teaching in Practice\u2019. Newell Jones, K and Wee, B. Vancouver May 2006<\/span><\/span><\/span><\/p>\n

National<\/span><\/span>:<\/span><\/span><\/span><\/p>\n

More than just a PIPE Dream<\/b><\/span><\/span>: emerging issues from the PIPE project. Embedding Interprofessional Learning in Postgraduate Learning and Teaching programmes. Oxford July 2006.<\/span><\/span><\/span><\/p>\n

UK Forum for International Education and Training<\/b><\/span><\/span>\u00a0(UKFIET) The Oxford Conference on International Development. \u2018Rebuilding communities through integrated literacy and peacebuilding programmes: pan-African experiences\u2019 Oxford September 2005<\/span><\/span><\/span><\/p>\n

Education for Sustainable Development<\/b><\/span><\/span>\u00a0Bournemouth University. \u2018Small Beginnings of a Community of Practice with a Global Focus\u2019. Bournemouth September 2005<\/span><\/span><\/span><\/p>\n

Centre for the Advancement of Interprofessional Education<\/b><\/span><\/span>\u00a0(CAIPE) and Bradford City Council \u2018Teacher Preparation for IPL: emerging issues from the PIPE project\u2019. Bradford June 2005<\/span><\/span><\/span><\/p>\n

Development Education Association<\/b><\/span><\/span>. Graduates as Global Citizens, session entitled \u2018Global interdependence\u2019. London April 2005.<\/span><\/span><\/span><\/p>\n\n\n

<\/p>\n","protected":false},"excerpt":{"rendered":"

Blogs Ahmed A,\u00a0Newell-Jones K\u00a0and Powell R (2020)\u00a0Different evidence, same community: putting female genital cutting research into practice.\u00a0 ORCHID PROJECT\u00a0https:\/\/www.orchidproject.org\/different-evidence-same-community-putting-female-genital-cutting-research-into-practice\/ Millora C and\u00a0Newell-Jones K (2020)\u00a0BALID leading research exploring the impact of COVID-19 on adult literacy\u00a0(September 2020)\u00a0https:\/\/balid.org.uk\/blog\/ Newell-Jones K (2020)\u00a0Literacy friendly approaches in Samburu\u00a0BALID\u00a0https:\/\/balid.org.uk\/blog\/ Articles Newell-Jones, K\u00a0(2000) Using case studies in the training of trainers.\u00a0Indian Journal of … <\/p>\n

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