Dr Liyana Kayali
Biography
Dr. Liyana Kayali joined the Centre for Arab and Islamic Studies as a lecturer in January 2020. Prior to this, Liyana was a research fellow at the School of Law, Politics and Sociology at the University of Sussex, where she was part of a project examining the use of restorative justice approaches to respond to hate crime and hate incidents on university campuses. She also previously held a research associate role at the Centre for Gender Studies at the School of Oriental and African Studies (SOAS) at the University of London, and lectured at the School of Politics and International Relations at the ANU.
Liyana’s research interests primarily encompass justice, resistance, gender, Muslim civil society groups, and the Middle East, with a particular focus on Israel-Palestine. Her first book, Palestinian Women and Popular Resistance: Perceptions, Attitudes, and Strategies, is based on ethnographic research conducted in the Occupied Palestinian Territories and will be published as part of Routledge's Studies on the Arab-Israeli Conflict series in November 2020.
Researcher's projects
- Hate Crime on University Campuses: Repairing the Harms of Hate and Prejudice through Student-Led Restorative Dialogue. Project led by Professor Mark Walters, University of Sussex. Funded by HEFCE, UK.
Publications
- Kayali, L & Walters, M 2020, 'Responding to hate incidents on university campuses: benefits and barriers to establishing a restorative justice programme', Contemporary Justice Review, vol. online, no. May 18 2020.
- Kayali, L & Walters, M 2020, 'Restoring Respect: Addressing Anti-LGBTQ Hate Incidents on University Campuses through Restorative Justice', in Alexi De Greef & Kelly Grossthal (ed.), Safe to Be: Handbook, Speak Out Project, United Kingdom, pp. 78-96.
- Kayali, L & Walters, M 2019, [Evaluation Report] Prejudice and Hate on University Campuses: Repairing Harms through Student-Led Restorative Dialogue.
- Kayali, L & Walters, M 2018, [Preliminary Report] Prejudice and Hate on University Campuses: Repairing Harms Through Student-Led Restorative Dialogue .