Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya

Piper, Benjamin; Dryden‐Peterson, Sarah; Chopra, Vidur; Reddick, Celia; Oyanga, Arbogast

doi:10.33682/f1wr-yk6y

Cited by 27 publications

(23 citation statements)

References 39 publications

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“…English was framed as a ‘future’ language, with little relevance for the current place‐making that families engaged in, but essential to the place‐making they envisioned for the future, connected to higher education, resettlement to a third country, or return to a home country where English could bring opportunities (as related to returned refugees and languages of power, see, among many, Momo, 2021; Samuelson & Freedman, 2010). At the same time, our research reveals that students in Kakuma can understand, speak, read, and write very little English, despite its being a language of instruction in schools (Piper et al., 2020), echoing the dangers of submersion for learning. The hopes that any language will enable future mobilities—geographical, spatial, social, cognitive, and temporal—are not likely to be realized with experiences of submersion and other limitations on opportunities to learn languages in schools.…”

Section: Place‐making and Future‐building In Perpetual Uncertaintymentioning

confidence: 73%

Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education

Dryden‐Peterson¹

2021

The Modern Language Journal

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Section: Place‐making and Future‐building In Perpetual Uncertaintymentioning

confidence: 73%

Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education

Dryden‐Peterson¹

2021

The Modern Language Journal

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“…Due to large-scale displacements caused by armed conflicts such as the Syrian war, ongoing violence in Somalia, 'war on terror' in Afghanistan and Iraq, ethnic violence in South Sudan and more recently, attacks on Rohingyas in Myanmar, children's right to learn has been severely disrupted. In contexts of mass displacement, host countries' reluctance and/or inability to accept refugee children into their education systems as well as the failure of international agencies to provide adequate funding has resulted in learning crisis among refugee populations (Piper et al 2020;UNHCR 2019).…”

Section: The Nexus Between Education Conflict and Peacementioning

confidence: 99%

Social justice, education and peacebuilding: conflict transformation in Southern Thailand

Pherali

2021

Compare: A Journal of Comparative and International Education

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Education is increasingly becoming central to debates about how to promote peace in conflict-affected societies. Equitable access to quality learning, promotion of social justice through educational reforms and conflict-sensitive curricular and pedagogical approaches are viewed as peace supporting educational interventions. Drawing upon the existing body of literature in the area of education, conflict and peace in Southern Thailand and reflecting on Nancy Fraser's theory of social justice and applying the 4Rs framework, this paper provides a critical analysis of inequalities, cultural repression and epistemic domination through education. The paper argues that the 4Rs framework usefully exposes underlying structural tensions in education but does little to show avenues for rupturing unequal power relations and hegemonies that reproduce systems of domination and social exclusion at the macro level. The real hope, however, lies in the potential use of the 4Rs as a tool for grassroots political socialisation.

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“…A particularly excluded group from the literature are children with disabilities and refugees. Given that the gaps between children with and children without disabilities have been growing ( Male and Wodon, 2017 ) and gaps between refugee and host children exist in both access to education and learning outcomes ( Piper et al, 2019 ; UNHCR, 2019 ; Uwezo, 2018 ), it is likely that school closures in previous pandemics/epidemics and currently during COVID-19 have exacerbated existing inequalities.…”

Section: Reflections For Policy and Further Research In The Covid-19 Era And Beyondmentioning

confidence: 99%

Impacts of health-related school closures on child protection outcomes: A review of evidence from past pandemics and epidemics and lessons learned for COVID-19

Villegas¹,

Peirolo

Rocca³

et al. 2021

International Journal of Educational Development

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Through a rapid review drawing on pandemics and epidemics with associated school closures, this article aims to understand first, the state of the evidence on impacts of school closures on select child protection outcomes and second, how governments have responded to school closures to protect the most vulnerable children. Only 21 studies out of 6433 reviewed met the inclusion criteria, with most studies exploring the effects of Ebola. While few studies were identified on harmful practices, a more robust evidence base was identified in regards to adolescent pregnancy, with studies pointing to its increase due to the epidemic or infection control measures, including school closures. The evidence base for studies exploring the impact on violence outcomes was limited, with sexual violence and exploitation located in a few studies on Ebola. Important lessons from this exercise can be applied to the COVID-19 response, particularly the inclusion of the most vulnerable children in programming, policy and further research.

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Are Refugee Children Learning? Early Grade Literacy in a Refugee Camp in Kenya

Cited by 27 publications

References 39 publications

Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education

Toward Cognitive and Temporal Mobility: Language Considerations in Refugee Education

Social justice, education and peacebuilding: conflict transformation in Southern Thailand

Impacts of health-related school closures on child protection outcomes: A review of evidence from past pandemics and epidemics and lessons learned for COVID-19

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