Refugee Education in Bangladesh: A Nation-State Paradox

Abstract

This article critically analyzes the politically driven exclusion of Rohingya refugees in the national education system of Bangladesh. By employing realist humanitarianism theory, this study examines the inducement of discrimination against refugees in education and the political factors that have influenced such policy choices and formulation in Bangladesh. Qualitative research involving 35 semi-structured interviews produced in-depth information on key informants' experiences, perceptions, and suggestions on refugee education in Bangladesh. This study revealed that excluding refugees from education was a politically plotted decision, and the reason for such exclusion persisted until now because prolonged discrimination against the refugees created local myths about refugees’ eligibility for their human rights to education. The findings of this study provide insights into both academic research and policy analysis in the field of refugee education by highlighting a protracted refugee situation in Bangladesh that political exclusion can create the ambiance to nullify refugees’ human rights to education. The study recommends weighing refugee voices in refugee program design, broader consultation among humanitarian agencies, and policy review to allow refugees to receive formal, official education.