scholarly journals Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya

2000 ◽  
Author(s):  
Staci Martin
Keyword(s):  
Higher Education ◽  
Refugee Camp ◽  
Peace Building ◽  
Critical Hope

scholarly journals HIGHER EDUCATION AS A TOOL OF PEACEBUILDING AND DECOLONIZATION: UKRAINIAN CASE AND GLOBAL PERSPECTIVE

2019 ◽  
pp. 45-54
Author(s):  
Denys Svyrydenko ◽  
Weizhen Gao ◽  
Chengzhang Zou
Keyword(s):  
Higher Education ◽  
Peace Education ◽  
Global Perspective ◽  
Peace Building ◽  
Educational Practices ◽  
Peace Studies ◽  
War And Peace ◽  
Post Conflict ◽  
Israeli Education ◽  
Modern War

The conceptualization of the possibilities of Ukrainian higher education as an instrument of peace-building is proposed to be based on a multidimensional approach that has to combine the approaches of modern philosophy of education, educational policy, cultural studies, history, law and political science fruitfully. The experience of educational peace-building is an entire powerful area at modern war and peace studies, and the educational practices of peace-building offered by the other countries’ (Israeli, etc.) education system are valuable to a number of societies included in conflicts. As one of the mentioned educational practices of Israeli education, that could have been implemented in the Ukrainian conflict and, hopefully post-conflict reality (schools of peace, education camps for peace, etc.).

scholarly journals Resilience and Empowerment through Higher Education in Kakuma Refugee Camp: A Conversation

2021 ◽  
Vol 4 (1) ◽  
pp. p64
Author(s):  
Paul O’Keeffe ◽  
Samuel Niyonkuru
Keyword(s):  
Higher Education ◽  
Positive Impact ◽  
Refugee Camp ◽  
Management Policy ◽  
Local Health ◽  
Policy And Practice ◽  
Health Care Organisation ◽  
Care Organisation ◽  
The Impact

Resilience and empowerment are concepts that recently have become popularised in the world of forced displacement management policy and practice. Often undervalued and dismissed as being buzzwords, these concepts have become bound up in the burgeoning study of higher education in refugee contexts. This article explores these themes in the frame of a real-world experience of studying a blended learning medical studies course in Kakuma refugee camp and the impact it has had on an individual’s life and that of his community. Building on the academic discourse, we present a case study of the individual’s experience of studying an online and face-to-face course in Kakuma refugee camp and subsequently undertaking an internship with a local health care organisation. Through a discursive conversation, the subject of the case study reveals the positive impact this educational experience has fostered in his life by instilling resilience and empowering him to become a force for positive change in his community.

scholarly journals Bridging the Distance in Distance E-Learning

2019 ◽  
Vol 1 (2) ◽  
pp. 38-49
Author(s):  
Gatitu Kiguru ◽  
Phyllis Mwangi ◽  
Purity Nthiga
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Emergency Situation ◽  
Refugee Camp ◽  
Physical Distance ◽  
Emergency Situations ◽  
Humanitarian Response ◽  
High Commissioner ◽  
Daunting Task ◽  
E Learning

The United Nations High Commissioner for Refugees (UNHCR) and other humanitarian organisations now categorize the provision of education in emergencies as a humanitarian response to disaster. However, the very nature of an emergency situation makes the provision of education a daunting task. When entire populations are displaced and forced to live in camps as refugees in a host country, they are unlikely to have access to the physical infrastructure and other resources required for education, especially higher education. An innovative way of availing higher education opportunities to refugee populations is through distance education programmes, particularly those delivered through online e-learning platforms. As universities continue to embrace the role of humanitarian actors, they are increasingly recognizing that distance education programmes, more so e-learning ones, have the potential of reaching a wider population of refugees, enabling them access to education without requiring institutions to have a physical presence in a refugee camp. The actualization of this potential in a refugee camp setting, however, is not without challenges. Drawing on experiences from facilitating and managing a joint online certificate course targeted at refugees living in the Kakuma and Dadaab refugee camps in Kenya, this paper seeks to show that the challenges, ranging from physical distance to lack of computer skills, are doubly pronounced in refugee settings. Further, the paper highlights the innovative solutions that were used to mitigate the said challenges and shows how they can be adopted when designing distance e-learning programmes for both emergency and non-emergency situations in Africa.

Pursuing Higher Education in Exile: A pilot partnership in Kakuma Refugee Camp

2018 ◽  
Vol 94 (5) ◽  
pp. 46-51 ◽  
Author(s):  
Michelle J. Bellino ◽  
Mohamud Hure
Keyword(s):  
Higher Education ◽  
Refugee Camp

Re-crafting an Academic Literacies approach to pedagogic communication in higher education

2011 ◽  
Vol 4 (2) ◽  
pp. 45-61 ◽  
Author(s):  
Paul Sutton
Keyword(s):  
Higher Education ◽  
Academic Literacy ◽  
Reproductive Function ◽  
Literacy Skills ◽  
Academic Literacies ◽  
Theoretical Synthesis ◽  
Institutional Dimension ◽  
Institutional Contexts ◽  
Critical Hope ◽  
Communicative Relationship

The communicative relationship between learners and teachers in higher education, particularly as manifested in assessment and feedback, is often problematic. I begin from an Academic Literacies approach that positions academic literacy as requiring learners to acquire a complex set of literacy skills and abilities within specific discursive and institutional contexts. Whilst acknowledging the institutional dimension of academic literacy, I argue that the Academic Literacies approach tends to underestimate its significance. This shortcoming can be addressed by considering student speaking and writing as powerfully constrained by what Bourdieu refers to as the authority of pedagogic institutions, which function in what Sennett calls the culture of the new capitalism. Synthesising Bourdieu and Sennett, I argue, opens up possibilities for creating a pedagogy for itself: a pedagogy conscious of its reproductive function but able to provide both learners and teachers with what Canaan terms critical hope. Through this theoretical synthesis I seek to re-craft the Academic Literacies approach to pedagogic communication so that our understanding of the problems experienced by learners in acquiring academic literacy can be enhanced.

scholarly journals The Role of Higher Education as a Catalyst of Peacebuilding in Conflict Affected Regions: The Case Study of Khyber Pakhtunkhwa after FATA Amalgamation

2021 ◽  
Vol 7 (2) ◽  
Author(s):  
Shabnam Shahab ◽  
Samee Ullah
Keyword(s):  
Higher Education ◽  
Political Development ◽  
Compulsory Education ◽  
State Building ◽  
Peace Building ◽  
Easy Access ◽  
Khyber Pakhtunkhwa ◽  
Growth State ◽  
The Impact

Education is a corner stone for the social, economic, cultural and political development of any society. This research articulates the impact of Higher Education in the process of peacebuilding and violence free coexistence of post 9/11 context in Khyber Pakhtunkhwa (KPK) prior and after Federally Administered Tribal Area (FATA) amalgamation. The study critically reviews the educational structure, policies, emphasis, application of educational goals, achievements from rural to Higher education and protecting measures enabling the youth to get easy access to education. Since the creation of Pakistan emphasis laid down on the free and compulsory education for all but failed to address the nascent challenges surfaced in the form of violent extremism, sectarianism, intolerance, and lingual discrepancies. Although the literacy rate has been increased with the passage of time but the quality of education and practical application remains under darkness. The study has analyzed the role of higher education for community development, peace building in post conflicted areas such as Bosnia, Rwanda, Sudan, and Spain with the adoption of global approaches of stabilization, state-building, and civic training. But does this happen in Khyber Pakhtunkhwa? It has been established through empirical analyses that the framework of higher education has lain dormant and beyond the limits of easy access for the man in the street. The higher education role has been ignored in peace building and reconstruction era. This research in its findings proposes that the structure and curriculum of higher education be revisited and expanded promptly in Khyber Pakhtunkhwa (KPK) particularly within the newly merged areas for the restoration of social justice, cultural diversity, educational growth, state-building and peacebuilding community.                                                               

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