Literaturnachweis - Detailanzeige
| Autor/inn/en | Waters, Tony; Leblanc, Kim |
|---|---|
| Titel | Refugees and Education: Mass Public Schooling without a Nation-State. |
| Quelle | In: Comparative education review, 49 (2005) 2, S. 129-147Infoseite zur Zeitschrift |
| Beigaben | Literaturangaben |
| Sprache | englisch |
| Dokumenttyp | gedruckt; Zeitschriftenaufsatz |
| ISSN | 0010-4086 |
| Schlagwörter | Öffentliche Erziehung; Nationalerziehung; Recht auf Bildung; Kind; Bildungsprogramm; Organisation; Übersicht; Flüchtling; Afghanistan; Malawi; Somalia; Tansania; Thailand |
| Abstract | Mass public education is focused on secular tasks of creating citizens able to engage effectively in the economy, politics, and culture. ... The world's refugees as a stateless "them" provide an unusual challenge for understanding the relationships imagined between school curriculum and modern citizenship. ... This article examines the schooling that is provided in the world's refugee camps. ... [Specifically, Waters and Leblanc] discuss cases of refugee education in Afghanistan, Thailand, Tanzania, Somalia, and Malawi. ... The limitations provided both by the nature of schooling itself and by the international refugee relief system are explored. [The authors] conclude that there are actually three separate paradoxes making problematic the development of refugee education programs. The first is the challenge that the "pseudo-state" (the international refugee relief regime) faces in identifying curriculum and pedagogy. The second is that education is always embedded in political judgements, about values that are only poorly defined in refugee populations. The third is that schooling is inherently embedded in broader issues of individual and economic development that for refugee populations are inherently unclear and often unimaginable. (DIPF/Orig.). |
| Erfasst von | DIPF | Leibniz-Institut für Bildungsforschung und Bildungsinformation, Frankfurt am Main |
| Update | 2006/1 |
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