Suchergebnisse

In the context of Education for All (EFA) and the Millennium Development Goals (MDG), global movements for expanded access to education have focused on primary education. In refugee situations, where one-quarter of refugees do not have access to primary school and two-thirds do not have access to secondary school, donors and agencies resist supporting higher education with arguments that, at great cost, it stands to benefit a small and elite group. At the same time, refugees are clear that progression to higher levels of education is integrally connected with their future livelihoods and future stability for their regions of origin. This paper examines where higher education fits within a broader framework of refugee education and the politics of its provision, with attention to the policies and priorities of UN agencies, NGOs, national governments, and refugees themselves. ; Dans le contexte des initiatives Éducation pour tous et Objectifs du millénaire pour le développement, les mouvements internationaux pour élargir l'accès à l'éducation sont axés sur l'enseignement primaire . Dans le cas des réfugiés, dont le quart n'a pas accès à l' école primaire et les deux tiers, à l'école secondaire, les donateurs et les agences hésitent à soutenir l'éducation supérieure arguant que celle-ci, d'emblée plus coûteuse, ne profitera qu' à un groupe restreint et privilégié . Parallèlement, les réfugiés croient fermement que la progression vers de plus hauts niveaux d'éducation fait partie intégrante d'un gagne-pain futur et d'une éventuelle stabilité dans leurs régions d'origine . Cet article examine où se situe l'éducation post-secondaire dans un cadre élargi de l' éducation des réfugiés ainsi que les politiques pour sa prestation, et s'attarde sur les politiques et les priorités des agences des Nations Unies, des ONG, des gouvernements nationaux et des réfugiés eux-mêmes.

In this article in the special issue on Refugee Livelihoods: Continuity and Transformation, the tensions between the double priority of current & future livelihoods are explored in the case of the Congolese refugees in Uganda to argue that children in situations of displacement need current stability, & a decision on which country to focus educational energy. An outline of the language policies of the United Nations High Commission for Refugees(UNHCR) is set in the context of larger academic debates about language of instruction in schools. A portrait of language at Bujubuli Primary School focuses on the experiences of teachers, children, & family. Analysis of the enrollment data & personal experiences regarding the tension between current & future livelihoods concludes that the durable solution of the future will allow children to be educated in the skills & knowledge which are ultimately transferable between languages. Tables, References. J. Harwell

An in-depth investigation of the Kampala Urban Refugee Children's Education Centre (KURCEC), a refugee-initiated community-based organization in Uganda, allows for detailed exploration of the livelihood strategies employed by urban refugees in the sphere of education and of the ways in which these strategies can promote self-reliance and individual and community development in urban situations. Urban refugees' development of KURCEC challenges perceived notions of refugees as burdens or as passive recipients in a system that fosters dependency and shows that they are agents of social change within their own and their host communitieis. The focus on what works in the midst of crisis, desperation, and uncertainty is a deliberate attempt to promote research and policy-setting that is forward-looking and productive rather than reactionary and regressive in the context of new developments in policy and practice relating to urban refugees worldwide. (Journal of Refugee Studies)

Abstract
Education is one of the key tools of nation-building, as it aims to create future citizens. Yet what happens in seemingly 'futureless' contexts where refugees cannot access even social membership, let alone legal citizenship? In this introduction to our special issue on education for refugees, we explore the aspirations and conceptions of possible futures that students, teachers, governments, international non-governmental organizations (INGOs), and funders have when they promote and pursue education as the solution to the liminal position that refugees in protracted refugee situations find themselves in. Based on insights from the articles, we analyse disconnects between aspirations for education and realities of access to quality education and to opportunities after completing education. We argue that to address these disconnects requires us to move beyond temporal and spatial binaries—present vs. future, here vs. there—that are so common in refugee education discourse and policy. Our suggestion is to draw on and support stakeholders' work, powerfully exemplified in this special issue, to contribute to improved conditions through pedagogies, practices, and policies that address these binaries.

The protracted nature of conflicts in countries of the global South means that return to home countries for many refugees is increasingly delayed. At the same time, global terrorism and concerns about security have slowed processes of resettlement in countries of the North. Local integration to host communities in countries of first asylum may be a remaining option. This paper explores possibilities for revival of local integration as a durable solution. The authors situate the study within the framework of protracted refugee situations globally and, specifically, within the existing local settlement structure and the Self Reliance Strategy (SRS) in Uganda. Benefits to refugee-hosting communities are analyzed through two case studies: local integration through commerce and through primary education. The paper concludes by exploring ways in which stakeholders, including refugees, UNHCR, and donor governments can work together to promote shared and simultaneous development in refugee and national communities, specifically in conceptualizing the durable solution of local integration within the context of a national framework for development. ; Le fait que les conflits dans l'hémisphère Sud se prolongent interminablement signifie que pour beaucoup de réfugiés le retour dans leur pays d'origine est de plus en plus retardé. En même temps, le terrorisme global et les craintes sécuritaires ont considérablement ralenti les procédures de réinstallation dans les pays de l'hémisphère Nord. Dans ces conditions, il semblerait que l'intégration des réfugiés dans les communautés hôtes dans les premiers pays d'asile pourrait être la seule solution possible. Cet article examine donc les possibilités de raviver l'intégration locale comme solution durable. Les auteurs placent leur étude dans le cadre des situations de réfugiés qui se prolongent, et, plus particulièrement en référence à la structure locale de réinstallation qui existe déjà en Ouganda, ainsi que leur 'Self Reliance Strategy' (SRS) (« stratégie autocentré »). Les ...

Educating children in zones of conflict: an overview and introduction / Karen Mundy and Sarah Dryden-Peterson -- Education and fragile states / Jackie Kirk -- Can education interrupt fragility?: toward the resilient citizen and the adaptable state / Lynn Davies -- Are we all soldiers now?: the dangers of the securitization of education and conflict / Mario Novelli -- Addressing gender disparities in education in contexts of crisis, post-crisis, and state fragility / Jackie Kirk -- Refugee children aspiring toward the future: linking education and livelihoods / Sarah Dryden-Peterson -- Learning for a bright future: schooling, armed conflict, and children's well-being / Rebecca Winthrop and Jackie Kirk -- Understanding the diverse forms of learning valued by children in conflict contexts / Rebecca Winthrop -- The multiple relationships between education and conflict: reflections of Rwandan teachers and students / Elisabeth King -- Alphabet soup: making sense of the emerging global architecture of aid to education in fragile and conflict-affected situations / Peter Buckland -- Aid and education in fragile states / Victoria Turrent -- On the road to resilience: capacity development for educational planning in Afghanistan / Lyndsay Bird ... [et al.] -- "Helping our children will help in the reconstruction of our country": repatriated refugee teachers in post-conflict Sierra Leone and Liberia / Susan Shepler -- Picturing violence: participatory visual methodologies in working with girls to -- Address school and domestic violence in Rwanda / Claudia Mitchell -- From child-friendly schools to child-friendly research methods: lessons learned on child-centered research from UNICEF's learning plus initiative / Stephanie Bengtsson and Lesley Bartlett -- Innovative methods in education in emergencies research: a randomized trial assessing community-based schools in Afghanistan / Dana Burde

Abstract
Limitations on membership and participation in host societies sharply constrain refugee young people's civic development. Especially when refugees attend national schools, they find themselves submerged in civic learning that does not include them or represent their experiences and realities. To explore possibilities for civic learning among refugees, we examine the education created by a Syrian community inside the structures of a Lebanese private school in Beirut. We conceive of this school as a 'borderlands' and find that it supports civic membership and participation in three ways: through adaptations to the Lebanese structures, curricula, and languages of schooling; through pedagogies focused on pragmatism; and through opening limited spaces for students to practice civic skills. We argue that the borderlands space created by this school holds lessons for both refugee and national teachers and school systems seeking to foster civic learning among refugees.