Is refugee education indeed educational? The Freirean perspective to refugee education beyond humanitarian, rights, or development rationale

Yeo, Subin Sarah; Yoo, Sung-Sang

doi:10.1080/00131857.2022.2081545

Cited by 7 publications

(10 citation statements)

References 36 publications

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“…The development approach of refugee education includes interventions to expedite refugees integrate successfully into national education systems including formal and certified non‐formal education agendas and the overall reinforcement of national schemes and spaces to carry on SDG4 (UNHCR, 2019b, p. 10; See also Yeo & Yoo, 2022). The findings here suggest that the government of Bangladesh does not allow Rohingya refugees either to study in formal schools or to get certified in non‐formal education facilities.…”

Section: Discussionmentioning

confidence: 99%

“…The international communities and scholars from the field of education in emergencies perceive education as a "fourth pillar" of humanitarian assistance in such a state of affairs along with food, water, shelter, and healthcare services (Kagawa, 2005;Sinclair, 2007). In the perspective of refugee catastrophe, however, the humanitarian aspect as a principle of education provision can be ambiguous (Yeo & Yoo, 2022). This is because the humanitarian view is likely to give emphasis on the consulting 'stakeholders' that perform the key task of the decision-making process to manage crises of refugees in emergencies.…”

Section: Humanitarian Approachmentioning

confidence: 99%

“…This development view is also supported by the Refugee Education 2030, recently delivered by the UNHCR for its education plan of action toward refugee inclusion. This view includes interventions to assist refugees to integrate successfully into national education systems including formal and certified non‐formal education agendas and the overall reinforcement of national schemes and spaces to carry on SDG4 (UNHCR, 2019b, p. 10; See also Yeo & Yoo, 2022).…”

Section: Key Concepts and Literature Reviewmentioning

confidence: 99%

“…This is because the humanitarian view is likely to give emphasis on the consulting ‘stakeholders’ that perform the key task of the decision‐making process to manage crises of refugees in emergencies. The refugee stakeholders’ involvement is frequently constrained whereas some key catalysts including donors, NGOs, and states govern, regulate, and oversee the procedure of emergency education under the name of adaptability and accountability (Yeo & Yoo, 2022, Citing Kapoor, 2013).…”

Section: Key Concepts and Literature Reviewmentioning

confidence: 99%

“…It calls for ensuring respect and advancing a child's honor and highest improvement through providing and securing a quality education (Prodip et al, 2021; United Nations Educational, Scientific and Cultural Organisation [UNESCO], 2011). However, scholars of refugee education focusing on human rights argue that there has been a severe paucity of both access to education and ensuring quality of education for refugees, which, Yeo and Yoo (2022) note, is often associated with a lack of accountability under international refugee management (Alpaydın, 2017; Couch, 2017; Dryden‐Peterson et al, 2019; Oh, 2011).…”

Section: Key Concepts and Literature Reviewmentioning

confidence: 99%

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Education for what? The politics of education for Rohingya refugees in Bangladesh

Prodip

2023

Politics & Policy

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The massive influx of Rohingyas has become one of the world's worst humanitarian and human rights crises. The Bangladesh government does not have any domestic or international regulations to set up an administrative process to address the issue of Rohingya refugees. Recently, Bangladesh and Myanmar initiated the repatriation of around 3000 Rohingyas. Yet, the repatriation process has not been successful as none of the Rohingya agreed to return to Myanmar without citizenship rights and security. Against this backdrop, this study explores whether education can act as a solution to integrate Rohingya refugees into mainstream society in Bangladesh. Applying purposive sampling, primary data was collected through semi‐structured interviews, key informant interviews, and telephone interviews. Data analysis was performed through conversation analysis. The findings reveal that the integration of Rohingya refugees through education is a far‐reaching dream as refugee management and education policies do not permit the integration of Rohingya refugees into mainstream society in Bangladesh. Rohingya refugees have demanded education as their right to develop their self‐respect and dignity. In contrast, the Bangladesh government viewed education as a relief program rather than development and integration. This article supports the claim of academics that the Bangladeshi government should provide education to Rohingya refugee children from a development perspective to protect and ensure their self‐respect and dignity.Related ArticlesByrne, Jennifer. 2016. “Contextual Identity among Liberian Refugees in Ghana: Identity Salience in a Protracted Refugee Situation.” Politics & Policy 44(4): 751–82. https://doi.org/10.1111/polp.12169.Harel‐Shalev, Ayelet. 2009. “Lingual and Educational Policy toward ‘Homeland Minorities’ in Deeply Divided Societies: India and Israel as Case Studies.” Politics & Policy 37(5): 951–70. http://onlinelibrary.wiley.com/doi/10.1111/j.1747‐1346.2009.00206.x/abstract.Ravi, Chaitanya. 2021. “The 1971 Bangladesh War and Policy Lessons for Climate Refugee Management in South Asia.” Politics & Policy 49(1): 248–74. https://doi.org/10.1111/polp.12392.

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Section: Discussionmentioning

confidence: 99%