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A leading expert shows how, by learning from refugee teachers and
students, we can create for displaced children-and indeed all
children-better schooling and brighter futures. Half of the world's
26 million refugees are children. Their formal education is
disrupted, and their lives are too often dominated by exclusion and
uncertainty about what the future holds. Even kids who have the
opportunity to attend school face enormous challenges, as they
struggle to integrate into unfamiliar societies and educational
environments. In Right Where We Belong, Sarah Dryden-Peterson
discovers that, where governments and international agencies have
been stymied, refugee teachers and students themselves are leading.
From open-air classrooms in Uganda to the hallways of high schools
in Maine, new visions for refugee education are emerging.
Dryden-Peterson introduces us to people like Jacques-a teacher who
created a school for his fellow Congolese refugees in defiance of
local laws-and Hassan, a Somali refugee navigating the social world
of the American teenager. Drawing on more than 600 interviews in
twenty-three countries, Dryden-Peterson shows how teachers and
students are experimenting with flexible forms of learning. Rather
than adopt the unrealistic notion that all will soon return to
"normal," these schools embrace unfamiliarity, develop students'
adaptiveness, and demonstrate how children, teachers, and community
members can build supportive relationships across lines of
difference. It turns out that policymakers, activists, and
educators have a lot to learn from displaced children and teachers.
Their stories point the way to better futures for refugee students
and inspire us to reimagine education broadly, so that children
everywhere are better prepared to thrive in a diverse and
unpredictable world.
In 2009, Globalisation, Societies and Education published a special
issue on globalisation, education, and violent conflict, in tribute
to Jackie Kirk, a passionate researcher, educator, and advocate,
who was killed while working with the International Rescue
Committee in Afghanistan. This book is an opportunity to capture
the promising new developments that have occurred within the
maturing sub-field of education and conflict in the intervening
years. It explores two critical dimensions of education amid
conflict and in post-conflict settings: the increasingly
protracted, non-linear and disjointed nature of conflict and the
complex interplay between global and local forces in
conflict-affected contexts. Taken as a whole, this book represents
a 'narrative of becoming' of the maturing sub-field of education
and conflict. It traces and intertwines local and global histories
of education amidst conflict, and puts them into conversation with
the present. This volume was originally published as a special
issue of Globalisation, Societies and Education.
In 2009, Globalisation, Societies and Education published a special
issue on globalisation, education, and violent conflict, in tribute
to Jackie Kirk, a passionate researcher, educator, and advocate,
who was killed while working with the International Rescue
Committee in Afghanistan. This book is an opportunity to capture
the promising new developments that have occurred within the
maturing sub-field of education and conflict in the intervening
years. It explores two critical dimensions of education amid
conflict and in post-conflict settings: the increasingly
protracted, non-linear and disjointed nature of conflict and the
complex interplay between global and local forces in
conflict-affected contexts. Taken as a whole, this book represents
a 'narrative of becoming' of the maturing sub-field of education
and conflict. It traces and intertwines local and global histories
of education amidst conflict, and puts them into conversation with
the present. This volume was originally published as a special
issue of Globalisation, Societies and Education.
Inspired by the work of the late Dr. Jacqueline Kirk, this book
takes a penetrating look at the challenges of delivering quality
education to the approximately 39 million out-of-school children
around the world who live in situations affected by violent
conflict. With chapters by leading researchers on education in war
and other conflict zones, the volume provides a comprehensive and
critical overview of the links between conflict and children's
access to education, as well as a review of the policies and
approaches taken by those offering international assistance in this
area. Empirical case studies drawn from diverse contexts
Afghanistan, Sierra Leone, Rwanda, and Uganda (among others) offer
readers a deeper understanding of the educational needs of these
children and the practical challenges to meeting these needs. This
inspiring collection: Extends the legacy of the work that
Jacqueline Kirk passionately pursued in her lifetime. Includes
several pieces of Jackie's writings plus new chapters from
preeminent scholars in the field of education in conflict. Focuses
on lessons that can be learned from the views of children and
educators on the ground. Introduces cutting-edge approaches to
field research, including impact evaluation and the use of
photo-narrative. Presents promising policy developments and
pioneering programs that are making a difference in the lives of
children affected by conflict.
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