Asking "Why" and "How": A Historical Turn in Refugee Education Research

Autor/in	Monaghan, Christine
Titel	Asking "Why" and "How": A Historical Turn in Refugee Education Research
Quelle	In: Journal on Education in Emergencies, 5 (2019) 1, S.35-61 (27 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Refugees; Emergency Shelters; Foreign Countries; Educational History; Case Studies; Educational Policy; Policy Formation; Educational Practices; Teaching Methods; International Organizations; Educational Change; Oral History; Emergency Programs; Teacher Attitudes; Student Attitudes; Administrator Attitudes; Educational Research; Archives; Teacher Strikes; Elementary Education; Child Safety; Peace; Community Services; Language of Instruction; Decision Making; Standards; Curriculum Development; Kenya + Suchen Sie Ihr Suchwort? Flüchtling; Notunterkunft; Ausland; History of education; Bildungsgeschichte; Case study; Fallstudie; Case Study; Politics of education; Bildungspolitik; Politische Betätigung; Bildungspraxis; Teaching method; Lehrmethode; Unterrichtsmethode; International organisation; International organisations; International organization; Internationale Organisation; Bildungsreform; Oral tradition; Mündliche Überlieferung; Hilfsprogramm; Lehrerverhalten; Schülerverhalten; Bildungsforschung; Pädagogische Forschung; Archivwesen; Archiv; Lehrerstreik; Elementarunterricht; Frieden; Gemeindenahe Versorgung; Teaching language; Unterrichtssprache; Decision-making; Entscheidungsfindung; Standard; Curriculum; Development; Curriculumentwicklung; Lehrplan; Entwicklung; Kenia
Abstract	History has much to offer education in emergencies scholars and practitioners. Most research in this field comprises qualitative case studies and, to a lesser extent, quantitative experimental studies, both of which tend to focus on either the impact of interventions or whether education processes or structures are a cause or effect of conflict. I argue that historical approaches enable researchers to ask different questions, to construct a narrative that establishes why specific policies and programs for refugee education were developed by the United Nations High Commissioner for Refugees or in particular refugee camps or settlements, and to determine why and how the field has changed over time. This enables the researcher to consider why and how policy and programmatic changes often have not brought lasting change to the challenges of refugee education, and to critically consider what future changes might be possible. In this article, I make the case for a turn to historical approaches in refugee education research by providing an example of how I used historical methods to reconstruct the education narrative of Kenya's Dadaab and Kakuma refugee camps. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01