Protective environments and quality education in humanitarian contexts

Aguilar, Pilar Corrales; Retamal, Gonzalo

doi:10.1016/j.ijedudev.2008.02.002

Cited by 48 publications

(35 citation statements)

References 2 publications

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“…The role of gender has become more apparent; whilst the language regarding disability has shifted markedly from one of writing about the -mentally retarded‖ and -handicapped‖ to one of inclusion. Some new issues have also come to the fore, such as the environment, as was noted above, (e.g., Blum, 2008;Nomura, 2009) and post-conflict reconstruction (e.g., Aguilar and Retamal, 2009;Maclure and Denov, 2009). …”

Section: Plus çA Change?mentioning

confidence: 96%

Education and development: Thirty years of continuity and change

McGrath

2010

International Journal of Educational Development

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Section: Plus çA Change?mentioning

confidence: 96%

Education and development: Thirty years of continuity and change

McGrath

2010

International Journal of Educational Development

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“…Whereas humanitarian action became the subject matter of several studies with considerable "interdisciplinary fragmentation" (Zwitter et al 2014;3, Roberts 1996, Kuijt 2014, Bragg 2015, Betts 2011, Agblorti 2011, Forte 2014, Ryfman 2007, until recently, education provision as humanitarian assistance remained understudied to a great extent (Sinclair 2002;21, Davies and Talbot 2008, Aguilar and Retemal 2009, Bragg, 2015. One possible reason for this is that education was not viewed as a central pillar of the humanitarian response alongside nourishment, shelter, and health services until relatively recently (O'Rourke 2015, Burde 2014, Nicolai 2003.…”

Section: Non-state Actors In Education As a Humanitarian Responsementioning

confidence: 99%

Non-state actors and education as a humanitarian response: role of faith-based organizations in education for Syrian refugees in Turkey

McCarthy

2017

Int J Humanitarian Action

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In the shadow of the Syrian conflict generating millions of displaced people, education provision for Syrian children has become one of the biggest challenges for Turkey. This paper sheds light on the role and rationale of faith-based humanitarian organizations in education provision for Syrian children in Turkey based on the interviews conducted with representatives of humanitarian organizations. The paper presents the wider socio-political context of Turkey to analyze the motivations of the Islamic humanitarian sector in exercising education facilities for a linguistically and culturally different population. In that context, this paper attempts to contribute to the fledgling literature on education as a humanitarian response from an institutional perspective.

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“…For example, Eritreans and Tigreans started schools in the 1970s in Sudan (Dodds & Inquai, 1983, p. 11), Nicaraguans in Honduras in the 1980s (Aguilar & Retamal, 2009), and South Africans in Tanzania in the 1980s (Serote, 1992, p. 49). In the words of anti-apartheid leader Oliver Tambo, these schools for refugees "consciously prepared our people to play a meaningful role in a liberated South Africa" (Tambo, 1991) …”

Section: Local Provision Meets New Global Institutionsmentioning

confidence: 99%

Refugee Education

Dryden‐Peterson¹

2016

Educational Researcher

189

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In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents ( n = 214) and semistructured interviews ( n = 208). The data illuminate how refugee children are caught between the global promise of universal human rights, the definition of citizenship rights within nation-states, and the realization of these sets of rights in everyday practices. Conceptually, I demonstrate the misalignment between normative aspirations, codes and doctrines, and mechanisms of enforcement within nation-states, which curtails refugees’ abilities to activate their rights to education, to work, and to participate in society.

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Protective environments and quality education in humanitarian contexts

Cited by 48 publications

References 2 publications

Education and development: Thirty years of continuity and change

Education and development: Thirty years of continuity and change

Non-state actors and education as a humanitarian response: role of faith-based organizations in education for Syrian refugees in Turkey

Refugee Education

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