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This book focuses on global education, and policy reforms for refugee and displaced children, which has ascended in importance due to increased conflict migration worldwide. The synthesis of research evidence suggests that there is great need to understand how host nations, non-governmental organizations, and international development agencies grapple with the challenges and opportunities posed by large refugee or displaced populations, especially in terms of educational provision for children and youth.
The book discusses the strategic directions and shifts in educational policy and practice to address global displacement. It discusses issues such as schooling and citizen identity formation, gender, societal integration (inclusion and exclusion), educational provision, and student marginalization or alienation amid conflict migration and displacement. The book also examines challenges posed by centralization/decentralization, diversity/uniformity, and curriculum standardization issues. It also explores new approaches to further develop and improve educational policy and practice, for refugee and displaced populations in non-Western countries.
Table des matières
1 Education and Policy Reform for Refugee and Displaced Children in Non-Western Contexts: An Introduction.- 2 Locating Refugee Teachers Work within Global Bordering Regimes: Considerations and Implications.- 3 The Ecology of Syrian Refugee Children s Rights to Education in Lebanon.- 4 The Place Where You Write Your Story: How Teachers and Refugee Students in Jordan Navigate Future Aspirations Through Inclusive Refugee Education.- 5 Redefining Gender Norms and Building Resilience: The Role of Education for Young Rohingya Women in Refugee Camps in Bangladesh.- 6 Examining School Persistence of Students in Kenya s Kakuma Refugee Camp through Cultural Wealth Framework.- 7 Promoting Youth Refugee Integration in Non-western Context: The Role of Higher Education Institutions in Ghana.- 8 Comparing Educational Responses to Venezuelan Migrants in Colombia and Brazil.- 9 Teacher Education for Displaced Children: Silence and Power in the Countries of the Gulf Cooperation Council.- 10 Globalisation, education and policy reforms for refugees and displaced children in non-Western contexts: Evaluation.
A propos de l'auteur
Joseph Zajda is a Professor at the Faculty of Education and Arts, Australian Catholic University (Melbourne Campus). He specializes in globalization and education policy reforms, social justice, history education and values education. He has written and edited 45 books and over 150 book chapters and articles on globalization and education policy, higher education and curriculum reforms. He is also the Editor of the 24-volume book series Globalisation, Comparative Education and Policy Research (Springer, 2009 & 2021). Recent publications include: Zajda, J (Ed). (2020a). Globalisation, ideology and neo-liberal higher education reform. Dordrecht: Springer. Zajda, J. (Ed). (2020b). Human rights education globally. Dordrecht: Springer. Zajda, J. (Ed). (2020c). Globalisation, Ideology and Education Reforms: Emerging paradigms. Dordrecht: Springer; Zajda, J. (2018). He is an Elected Fellow of the Australian College of Educators (FACE).
Patricia K. Kubow is Professor and Program Chair in International and Comparative Education in the Department of Curriculum and Instruction at Indiana University. As founding director of the Center for International Education, Development and Research, she received numerous federal grant awards that brought prestigious Fulbright teacher and international educator programs to the IU School of Education. Her comparative research focuses on global-local constructions of democracy, citizen identity, and formal and Indigenous education in Sub-Saharan Africa and the Middle East. She has conducted research in 25 countries worldwide. Kubow’s co-authored textbook, Comparative Education: Exploring Issues in International Context, is used in universities worldwide and has been translated into Korean. Her co-edited book, Teaching Comparative Education: Trends and Issues Informing Practice, is part of the Oxford Studies in Comparative Education series with Symposium Books. Her publications also appear in a host of journals, including Comparative Education Review, Compare: A Journal of Comparative and International Education, Global Comparative Education, World Studies in Education, and Higher Education in Europe.
Résumé
This book focuses on global education, and policy reforms for refugee and displaced children, which has ascended in importance due to increased conflict migration worldwide. The synthesis of research evidence suggests that there is great need to understand how host nations, non-governmental organizations, and international development agencies grapple with the challenges and opportunities posed by large refugee or displaced populations, especially in terms of educational provision for children and youth.
The book discusses the strategic directions and shifts in educational policy and practice to address global displacement. It discusses issues such as schooling and citizen identity formation, gender, societal integration (inclusion and exclusion), educational provision, and student marginalization or alienation amid conflict migration and displacement. The book also examines challenges posed by centralization/decentralization, diversity/uniformity, and curriculum standardization issues. It also explores new approaches to further develop and improve educational policy and practice, for refugee and displaced populations in non-Western countries.
