Reframing Refugee Education in Kenya as an Inclusionary Practice of Pedagogy

Gichiru, Wangari; Larkin, Douglas B.

doi:10.1057/9780230622920_15

Cited by 2 publications

(2 citation statements)

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“…Perceived gender discrimination is linked to gender-based violence and poor health among refugees (Berthold, 2000;Murray and Achieng, 2011;UNHCR, 2012;Hamad et al, 2021). Appropriate interventions that focus on minimising gender discrimination effects among female youth and raising community awareness on the importance of educating female members of the society and their retention in schools are needed in the Dadaab refugee camp (Gichiru and Larkin, 2009).…”

Section: Discussionmentioning

confidence: 99%

Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya: Evidence of discrimination

Kunyu¹,

Herrera

Juang³

2022

Front. Hum. Dyn.

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Refugee youth in protracted humanitarian contexts are faced with limited access to quality education. They may sustain traumatic experiences from conflicts and discrimination yet have limited psychosocial support access. Comprehending the magnitude and effects of these challenges is vital for designing and executing educational interventions in such contexts. This study evaluates the implementation quality of the Youth Education Pack intervention through the lens of the Inter-agency Network for Education in Emergencies minimum standards framework. It explores the types of discrimination experienced by refugee youth in the Dadaab refugee camp in Kenya. Nine participants comprising refugee students (N = 2), former refugee students (N = 2), teachers (N = 3), and project supervisors (N = 2) participated in the study. The first author conducted interviews and observations in the camp. The data were qualitatively coded deductively and analysed in Nvivo 12. We found that the YEP intervention faced contextual challenges that hindered the achievement of the implementation quality standards outlined in the INEE minimum standards for education. Refugee youth and refugee teachers experienced various forms of discrimination, including at individual, institutional, and structural levels. We conclude that providing refugee youth with an inclusive and high-quality education is central to providing secure and long-term solutions to their challenges and adversities and may promote their psychosocial wellbeing.

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Section: Discussionmentioning

confidence: 99%

Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya: Evidence of discrimination

Kunyu¹,

Herrera

Juang³

2022

Front. Hum. Dyn.

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“…The subject of the discussion was whether BHER classes should be taught in Somali or English.) There are passionate academic debates about the relationship between colonial languages and Indigenous languages; between national languages and local languages (e.g., Dryden-Peterson 2006Gichiru and Larkin 2009;Hardman et al 2009; International Network for Education in Emergencies (INEE) 2010; Kirk 2009). One consistent theme that runs through that literature has to do with the language of instruction in schools.…”

Section: Placementioning

confidence: 99%

Mobilizing Global Knowledge

2019

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Reframing Refugee Education in Kenya as an Inclusionary Practice of Pedagogy

Cited by 2 publications

References 1 publication

Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya: Evidence of discrimination

Evaluating the implementation quality of a vocational education intervention for youth in Dadaab refugee camp in Kenya: Evidence of discrimination

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