Internally Displaced and Refugee Students in Cameroon: Some Pedagogical Proposals

Safotso, Gilbert Tagne

doi:10.5539/elt.v13n11p140

Cited by 3 publications

(2 citation statements)

References 2 publications

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“…But the current educational programmes do not enable this. New programmes need to be designed in clear language and with clear curricula and objectives (see Safotso, 2020). This can effectively work only if all the stakeholders work hand in hand through nationwide discussions on the issue.…”

Section: Use Of Appropriate Languagementioning

confidence: 99%

Addressing Global Challenges from a Linguistic Perspective

Safotso¹,

Julius²

2023

IJLLT

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Globally, human beings have always faced numerous problems, such as drought, floods, wars, etc. At this dawn of the twenty first century, the world is experiencing unprecedented challenges which may likely get worse. Climate change, wars with their millions of refugees, natural and man-made disasters, epidemics, food security, deforestation, and political disturbances are among the most recurrent problems. Many solutions have been tried with little or no success, leaving many of the problems intact. Important decisions are generally taken without enough discussions and the participation of all the stakeholders. Huge funds are sometimes spent by non-experts of the situation with no concrete solutions. From a theoretical perspective, this paper draws examples from Cameroon and Africa to highlight the importance of language and dialogue as means to solve some of the global challenges.

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Section: Use Of Appropriate Languagementioning

confidence: 99%

Addressing Global Challenges from a Linguistic Perspective

Safotso¹,

Julius²

2023

IJLLT

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“…However, few studies on refugee education focus on teachers and their experiences, which affect their teaching competencies and personality. Previous studies researching teachers' perspectives found that teachers are dissatisfied with their teacher training prior to the start of their position (Bodon & Votteler, 2017;Safotso, 2020;Simopoulos & Magos, 2020). Research conducted by Anastasia Papapostolou, Polyxeni Manoli and Anna Mouti (2020) revealed how teachers experience anxiety and challenges, mainly due to their lack of training in intercultural education.…”

Section: Introductionmentioning

confidence: 99%

Teachers’ learning experiences while teaching refugees in Greece: ”it’s pretty extreme”

Jansen

2023

Adult Education Discourses

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Current global events lead to a sharp rise in the number of displaced persons. Since 2014, large new flows of refugees have been arriving in Europe and especially Greece, which has been the country through which many people on the move enter Europe (Koehler et al., 2018). Within refugee education, the role of teachers is acknowledged as critical facilitators of education (Bengtsson et al., 2020). Yet, few studies centre on teachers and their experiences while teaching. This paper explores how eight teachers describe their experience teaching in refugee education on the Greek islands and mainland and what they have learned from this life experience. Data was collected through interviews applying the biographical method inspired by Peter Alheit (1995;. Within the analysis of teachers' narratives, there was a focus on challenges and teaching strategies they created in response to the challenges, as well as the teachers' ideas on the importance of education and variations in their stories due to working in different locations and teaching various age and gender groups. The learning experiences are contextualised with the concepts of transformative learning, habits of mind and points of view, connected to the Transformative Learning Theory by Jack Mezirow (1997;2000;. The challenges and strategies which emerged in teachers' experiences are discussed with the findings of previous studies on education in refugee contexts.

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Analysis of Human Rights Needs of Internally Displaced Persons and the Role of Social Work Practice: The Case of the Northwest, Southwest, and Littoral Regions of Cameroon

Acha-Anyi

2024

J. Hum. Rights Soc. Work

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The scourge of internal displacement has continued unabated despite efforts from the international community to address its root causes. Ironically, the so-called Anglophone crisis in the Northwest and Southwest regions of Cameroon has been widely ignored on the world stage despite the toll and misery it has caused the local people, many of whom have been internally displaced. The purpose of this ethnographic study was to explore the human rights situation of internally displaced victims of this violent insurgency and reflect on the role social work practice can play to alleviate the suffering of displaced people. A quantitative research approach was employed through the use of a questionnaire in collecting data from 529 respondents in the Northwest, Southwest, and Littoral regions of the country. The major finding of the study is that most of the internally displaced respondents live under immense fear of either losing a family member or being killed themselves. Moreover, they have been deprived of their basic freedoms and live in indignity as there is hardly water, food, or other means of subsistence. The greatest aspiration of most of the respondents is to reunite with their families and return to their livelihoods. An important implication from this study is the potential contribution that social work professionals can make in the rehabilitation of IDPs. This study contributes to literature on forced migration and human rights, and practical suggestions on how to improve the human rights situation of internally displaced persons.

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Internally Displaced and Refugee Students in Cameroon: Some Pedagogical Proposals

Cited by 3 publications

References 2 publications

Addressing Global Challenges from a Linguistic Perspective

Addressing Global Challenges from a Linguistic Perspective

Teachers’ learning experiences while teaching refugees in Greece: ”it’s pretty extreme”

Analysis of Human Rights Needs of Internally Displaced Persons and the Role of Social Work Practice: The Case of the Northwest, Southwest, and Littoral Regions of Cameroon

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