Dr. Seyda Subasi Singh, BA, MSc.

Dr. Seyda Subasi Singh, BA MSc

Porzellangasse 4
1090 Wien
Zimmer: 440

T: +43-1-4277-60042
seyda.subasi@univie.ac.at

Sprechstunde: nach Vereinbarung

Aktuelle Lehrveranstaltungen

Forschungsschwerpunkte

Interkulturelle Bildung
Migrationspädagogik
Ungleichheit, Macht und Intersektionalität
Lehrerbildung und Professionalisierung
Migration, Interkultur, Mehrsprachigkeit im österreichischen Schulwesen
Chancengleichheit im Bildungswesen
Inklusive Pädagogik
Gerechtigkeit im Sonderschulwesen

Tätigkeitsbereiche

Forschungsaktivitäten im Bereich der genannten Schwerpunkte
Lehre im Bereich der Spezialisierung Inklusive Pädagogik, Intersektionalität sowie Bildungsungleichheit
Vortrags- und Vernetzungstätigkeit an der internationalen Ebene
Durchführung der Forschungsprojekte

Wissenschaftliches Profil

Curriculum vitae (PDF)

Ehemalige „Stipendiatin der uni:docs-Individualförderinitiative für herausragende Nachwuchswissenschafter*innen“

Projekte

EDULUM: Educational Rights in the Asylum Process https://edulum.univie.ac.at/
TASTKESHD: Transnational Action on Traditional Knowledge Ethos in Strategic Human Development
ITIRE
Cov_enable
SLUSIK Service-Learning Upscaling Social Inclusion for Kids https://www.slusik.eu/
Projekt IN-COLLABORATE with Nepal - EPU
IN:CRIS Projekt IN:CRIS with Thailand - ASEA UNINET ÖAD
FAMDIS Projekt FAMDIS with Indonesien - ASEA UNINET ÖAD
MORALIE with Thailand
MAP_INC with Indonesien
EDUPOL with Indonesien
Comunity4Inclusion with Cambodia
Projekt Trauma-Informed Practices in Teaching and Learning mit Universität Chicago
Intersections of disability and migration in and between Austria and Japan in the current era of instability and flight

Publikationen

Soeharto S, Subasi Singh S, Afriyanti F. Associations between attitudes toward inclusive education and teaching for creativity for Indonesian pre-service teachers. Thinking Skills and Creativity. 2024 Mär;51:101469. doi: 10.1016/j.tsc.2024.101469

Subasi Singh S, Schuelka M. Disability, Inclusion, and Gross National Happiness: the complex case of Bhutan. in Mutanga O, Marovah T, Hrsg., Southern Theories Contemporary and Future Challenges. Abingdon, Oxon: Routledge, Taylor & Francis. 2024 doi: https://doi.org/10.4324/9781003358879

Subasi Singh S , Hager B, Proyer M. Lost in Meaning: Validation of Understandings of Inclusive Education in Different Languages and Cultural Contexts. Global Education Review. 2023;10:36.

Singh SS. Putting on Intersectional Glasses: Listening to the Voice of the Vulnerable. Social Inclusion. 2023;11(1):92-101. doi: 10.17645/si.v11i1.5759

Proyer M, Singh SS. Behinderung und (forced) migration in Österreich: Ausgewählte Perspektiven auf die Rolle von Familien im Kontext von Bildungsentscheidungen entlang einer komplexen Intersektion. in Peterlini HK, Donlic J, Hrsg., Jahrbuch Migration und Gesellschaft 2021/2022: Schwerpunkt "Familie". Bielefeld : transkript. 2022. S. 165-176 doi: 10.14361/9783839459379-009

Singh SS. Enriching or challenging? The attitudes of Viennese teachers towards religious diversity in urban schools. Intercultural Education. 2022 Sep 3;33(5):526-539. doi: 10.1080/14675986.2022.2144116

Proyer M, Kremser G, Hager B , Subasi Singh S. Behinderung und Flucht: Momentaufnahmen zur Situation in der Ukraine und darüber hinaus. Zeitschrift für Disability Studies. 2022;2.

Subasi Singh S, Pellech C, Gutschik A, Proyer M, O'Rourke IM. Intersectional Aspects of Education at the Nexus of Disability and Forced Migration: Perspectives of Parents, Educational Experts, and School Authorities in Greater Vienna. Education Sciences. 2021 Aug 11;11(8):423. doi: 10.3390/educsci11080423

Obermayr T , Subasi Singh S, Kremsner G, Koenig O, Proyer M. Revisiting vulnerabilities – Auswirkungen der Pandemie auf die (Re)Konstruktion von Vulnerabilität*en im Kontext von Bildung. in Krause S, Breinbauer IM, Proyer M, Hrsg., Corona bewegt – auch die Bildungswissenschaft. Bildungswissenschaftliche Reflexionen aus Anlass einer Pandemie. Bad Heilbrunn: Verlag Julius Klinkhardt. 2021. S. 137 - 152

Subasi Singh S, Akar H. Culturally responsive teaching: Beliefs of pre-service teachers in the Viennese context. Intercultural Education. 2021;32(1):46-61. Epub 2021 Feb 3. doi: 10.1080/14675986.2020.1844533

Subasi Singh S. Overrepresentation of Immigrants in Special Education: A Grounded Theory Study on the Case of Austria. Bad Heilbrunn: Verlag Julius Klinkhardt, 2021. 236 S. doi: 10.35468/5866

Biewer G, Koenig O, Kremsner G, Möhlen L-K, Proyer M, Prummer S et al. Evaluierung des Nationalen Aktionsplans Behinderung 2012-2020. Wien: Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz , 2020. 762 S.

Subasi Singh S, Paudel F. Teacher Training in Austria in the Last Decade: The Development of and Challenges for an Inclusive School System. Frontiers in Education. 2020 Nov 16;2020(5):1-10. 596244. doi: 10.3389/feduc.2020.596244

Subasi Singh S. Family Involvement and Immigrant Parents: Perceptions of Indian mothers in Vienna. Shanlax International Journal of Education. 2020 Jun 1;8(3):61-66. doi: 10.34293/education.v8i3.3172, 10.34293/education.v8i3.3172

Subasi Singh S. Migrantinnen beziehungsweise Migranten mit Behinderungen. in Evaluierung des Nationalen Aktionsplanes Behinderung 2012-2020: Strategie der österreichischen Bundesregierung zur Umsetzung der UN-Behindertenrechtskovention. Bundesministerium für Soziales, Gesundheit, Pflege und Konsumentenschutz . 2020

Proyer M, Subasi Singh S, Pellech C, Möhlen L-K. Refugee education approaches and strategies in Central Europe. in Davigo F, Hrsg., An overview of refugee education in Europe. 2020. S. 48-56

Khawaja I, Subasi Singh S, Proyer M, Möhlen L-K, Deiß H, Simovska V et al. Refugee education approaches and strategies in Southeast Europe. in Dovigo F, Hrsg., An overview of refugee education in Europe. 2020. S. 57-72

Subasi Singh S. Adult education efforts for refugees: a case of a border city in Turkey. Adult Education Discourses. 2019;19:79-94. doi: 10.34768/dma.vi19.45

Subasi Singh S, Proyer M, Atanasoska T. Re-Accessing Higher Education: Regulations and Challenges for Refugees in Austria and Turkey. in ʿArʾar Ḥ, Haj-Yehia K, Hrsg., Higher Education Challenges for Migrant and Refugee Students in a Global World. New York, Bern, Berlin, Bruxelles, Vienna, Oxford: Peter Lang. 2019. S. 297-310. (Equity in Higher Education Theory, Policy and Praxis).

Subasi Singh S. Refugee teachers of refugee students: temporary education centres and teacher experiences. Bildung und Erziehung. 2019;72(2). doi: 10.13109/buer.2019.72.2.200

Vorträge

On the verge of inclusion: case of disproportionality in Austria

Seyda Subasi Singh

ECER 2018 - European Conference on Educational Research

Konferenz, Vortrag

..2018 - ..2018

Dr. Seyda Subasi Singh, BA, MSc.

Forschungsschwerpunkte

Tätigkeitsbereiche

Wissenschaftliches Profil

Publikationen

Vorträge

On the verge of inclusion: case of disproportionality in Austria

Recruiting Pre-service Teachers as Curriculum Developers: How to make teacher education more multicultural?

Teach for Austria: scope, target, achievements, and criticism of the program

Community efforts to compensate for state’s failure: Voluntary-based adult education for refugees

Emergency education efforts in Turkey for Syrian refugee kids: How plans and regulations reflect on real life practices in schools

From Diagnosis to disproportionality: Immigrants in Austrian special education

How to accommodate Syrian teaching force as a tool of emergency education in Turkey: Challenges and expectations

Not challenges but sources: refugee teacher employment in Europe and beyond

Pre-service Secondary School Teachers' Perspectives on Their Cultural Responsiveness Level

What is stressful, what is not? Perceptions of families with disabled kids

Developing an Understanding for the Overrepresented Referrals of Students with Turkish Background to Special Education in Austria

Multicultural classrooms with mono-cultural teachers: A critical examination of teachers’ self-understanding

Pre-service teachers’ self-assessments for cultural diversity: Does migration background of pre-service teachers make a difference?

• Program Evaluation for Curriculum Development: An Empowerment Example

Preparing Teachers for Multicultural Classrooms: Beliefs of Pre-Service Teachers in the Viennese Context

The Overrepresentation of Students with Turkish Background in Austrian Special Education Schools: Learning from real life experiences

The Persuasive Effect of Language in Politics