<p>All though laughter is traditionally thought of as divergent from the goals of science learning, this perspective seems to be a cursory assumption about which little empirical evidence is provided. Taking a situated and embodied approach to learning, this study details the affordances of laughter in an afterschool STEM program for resettled Burmese refugee high school youth. The informal learning setting in the afterschool program provides a space where laughter is often present, yet the meanings of laughter in these settings are not well understood. Through micro analysis of video data collected from the afterschool setting, three interactions between youth and facilitators in the setting were examined to investigate the work that youth’s laughter does in the moment to challenge insular concepts of science discourse. Interaction ritual analysis was used theorize the examined interactions’ connections to other moments in the learning setting. In doing so, the affordances of laughter were found to be its work in generating solidarity, democratizing power relations, and providing ways to deal with uncertainty in science. Overall, findings from this research indicate that the informal learning context and responsive pedagogy provided important localities for youth to draw on their resources and they do so even in seemingly insignificant moments along the margins of what is traditionally considered to be science discourse. </p>

During 2015 – 2016, thousands of Syrian refugees arrived in Canadian cities, many of them hoping to find permanent settlement and new life opportunities. In the coming years, these refugees will form communities as they settle in Canada, and develop their own understandings of citizenship and belonging. Using an acculturation framework that views schooling as a primary shaper of resettlement experiences, this qualitative study draws on narrative methodology to explore the overarching question: What are the schooling experiences of recently arrived Syrian refugee within the Ottawa public school system? Refugee narratives describe hopes and concerns for the future, and provide insights for school administrators, educators, and policy makers into the previous experiences of refugees, and current challenges. Findings suggest Syrians arrive to Canada with a determination to succeed, and have positive initial schooling experiences, but often face challenges such as: lack of information, change in family roles, and language barriers.

No description available.

This thesis by article contains three chapters. The first chapter provides an overview of recent developments in global refugee education policy to situate Refugee Education 2030, the United Nations High Commissioner for Refugees’ current international refugee education strategy, within global policy initiatives. It then reviews the literature on refugee education policy that informed the development of a methodology of vertical policy coherence analysis with Refugee Education 2030 to answer the research questions of the thesis. Finally, it addresses my researcher positionality and journey leading to the thesis. The second chapter contains the manuscript for an article. The purpose of the article is to analyze the vertical coherence of Canadian policy regimes towards the primary and secondary education of refugee children and youth with Refugee Education 2030. The article presents a theoretical framework for policy coherence analysis that combines policy coherence theory, policy attributes theory, and policy behaviour theory, as well as a tri-phasic methodology for vertical policy coherence analysis with an international framework designed to be adapted to different contexts to guide the development of country-specific education policies. The theoretical framework and methodology are applied to determine the categories of needs underpinning Enabling Activities of a Strategic Objective of Refugee Education 2030, to assess these needs as presented by refugee children and youth in Canada, and to analyze the coherence of Canadian education policy responses to these needs with Refugee Education 2030. The findings indicate that there are five categories of needs inherent in the Enabling Activities of the selected Strategic Objective, specifically access to education, accelerated education, language education, mental health and psychosocial support, and special education; that all of these categories of needs are present in refugee claimant and/or refugee children and youth in all of Canada’s educational jurisdictions; and that there are significant gaps in policy responses to these needs. Taken together, the findings permitted a discussion on priorities for the revision and development of refugee education policy across Canadian jurisdictions to ensure greater coherence with Refugee Education 2030. The third chapter summarizes the findings of the contextualized analysis of the vertical coherence of Canadian refugee education policy regimes with Refugee Education 2030. Additional findings that could not be incorporated in the article due to the manuscript submission guidelines Schutte iv of the intended journal of publication are then presented and discussed. The thesis concludes with reflections on my research journey.

The Zimbabwean refugees sheltered at Holy Cross Church* in central Johannesburg have taken the initiative to develop their own curriculum. There have been many orientations to curriculum development with current reconceptualisations emphasising practical and descriptive curriculum development approaches. This research is framed specifically by Walker’s naturalistic curriculum development model, the community-based approach to education development, literature on refugee education and generally by broader theories of curriculum. The study employed the ethnographic research method and gathered data through non-participant observation, interviews and document analysis. Taking a wider approach to curriculum development and in the context of displaced people, the research redefined the term curriculum developer to mean ordinary people and refugees in their communal social setting. This study provides an analysis and description of how the refugees successfully initiated and developed effective learning and training programmes which resulted in the establishment of a school, early childhood, adult-education and vocational training centres. The refugee meetings and school council deliberation forums guided by common values and political, social and economic factors made practically defensible, education and training resolutions on language, school policies, curriculum options, pedagogy, knowledge and certification issues. On the forms of refugee-emergency education, the refugee school curriculum followed that of the country of origin, with some minor modifications thereby preparing learners for return to their country. The training programmes utilised a slightly adjusted curriculum of the host country in synergies with local private colleges and prepared the refugees to integrate into the host country’s economic communities. To improve the quality of education and training at Holy Cross there is need for intervention from government and international humanitarian organisations. In addition to the academic curriculum, subjects with a social reconstructionist ideology, double-shift schooling and democratic teaching and learning approaches must be introduced as well as awarding refugees with regionally recognised training certificates.

It is the existence of trauma and its associated responses that categorize refugees as different from other migrants. These circumstances create significant and complex special needs which this thesis suggests should be addressed (initially) on resettlement programmes. Because of the high vulnerability of refugees as a consequence of previous losses and their exposure to sustained deprivation, empathy must be a primary requisite of teachers who are responsible for delivering these programmes. This thesis enquires whether the teaching methodology and approach for refugee resettlement programmes, however, should entail more than just an empathic disposition and indeed whether educational programmes should seek to address the unique and very special needs of refugees through the imparting of 'critical' skills and strategies. Furthermore, the thesis investigates the various educational theories and approaches that appear to have particular correspondence with the unique needs of refugees.The six-week period at the Mangere Refugee Reception Centre represents a significant moment in the lives of refugees. It is for many the turning point from their traumatic past to a future of hope. During this 'renaissance' period, the Centre for Refugee Education under the auspices of AUT University, offers an education programme for all quota refugees. It is this programme, in particular, that forms the focus of this thesis; however the principles and recommendations have wider ramifications and could (with modifications) equally apply to refugee provision in the wider sector. The broad aim of this thesis is to investigate what it is that refugees need on arrival in New Zealand and the extent to which the content and methodology of the orientation programme offered to refugees can be enhanced to better support and prepare refugees for the transition into New Zealand society. A teaching approach heavily nuanced by the post-structural appropriation of critical theory is discussed and it is proposed that this approach in conjunction with collaborative, participatory and constructivist elements could form a 'refugee-centred approach' which has the potential to more effectively and appropriately address the specific needs identified as pertaining to refugees. An oft-heard criticism of 'critical theory' and its many renderings is that it is 'too theoretical' and difficult to implement. This thesis argues that the post-structuralist interpretation can, indeed translate into practice and suggestions for its pedagogical implementation represent a key outcome of this research.

It is the existence of trauma and its associated responses that categorize refugees as different from other migrants. These circumstances create significant and complex special needs which this thesis suggests should be addressed (initially) on resettlement programmes. Because of the high vulnerability of refugees as a consequence of previous losses and their exposure to sustained deprivation, empathy must be a primary requisite of teachers who are responsible for delivering these programmes. This thesis enquires whether the teaching methodology and approach for refugee resettlement programmes, however, should entail more than just an empathic disposition and indeed whether educational programmes should seek to address the unique and very special needs of refugees through the imparting of 'critical' skills and strategies. Furthermore, the thesis investigates the various educational theories and approaches that appear to have particular correspondence with the unique needs of refugees.The six-week period at the Mangere Refugee Reception Centre represents a significant moment in the lives of refugees. It is for many the turning point from their traumatic past to a future of hope. During this 'renaissance' period, the Centre for Refugee Education under the auspices of AUT University, offers an education programme for all quota refugees. It is this programme, in particular, that forms the focus of this thesis; however the principles and recommendations have wider ramifications and could (with modifications) equally apply to refugee provision in the wider sector. The broad aim of this thesis is to investigate what it is that refugees need on arrival in New Zealand and the extent to which the content and methodology of the orientation programme offered to refugees can be enhanced to better support and prepare refugees for the transition into New Zealand society. A teaching approach heavily nuanced by the post-structural appropriation of critical theory is discussed and it is proposed that this approach in conjunction with collaborative, participatory and constructivist elements could form a 'refugee-centred approach' which has the potential to more effectively and appropriately address the specific needs identified as pertaining to refugees. An oft-heard criticism of 'critical theory' and its many renderings is that it is 'too theoretical' and difficult to implement. This thesis argues that the post-structuralist interpretation can, indeed translate into practice and suggestions for its pedagogical implementation represent a key outcome of this research.

The duration of exile in refugee communities has grown immensely over the last two decades. Recent humanitarian reports have called for actors to create more coordinated global support for the refugee crises. In these recent calls, the desire to break a cycle of dependency between the refugee community and international aid has been a clear priority. Hence, education has emerged as a strategic action to foster refugee self-reliance, particularly higher education (HE) and technical and vocational education and training (TVET). There are many opportunities to use HE and TVET to benefit the refugee community, including: developing solutions to improve living conditions, enabling new opportunities for learning pathways, allowing refugees to contribute to the economy in hosting countries, or preparing them to rebuild their lives once they return to their home countries. However, the economic, political, and cultural complexities of refugee communities often add layers of challenges to typical formal HE and TVET programs. In addition, the existing literature in refugee education still lacks a coherent analysis of these factors and conditions for adoption of HE and TVET programs, especially for refugees living in camps. <div>To address these gaps, this dissertation presents three studies that investigate an undergraduate introductory engineering course for refugees called Localized Engineering in Displacement (LED). Specifically, I draw on effective learning and policy frameworks to understand how to situate engineering education across HE and TVET and advance LED in refugee camps. The first study presents a case study examining the iterative processes of creation and implementation of the LED course in the Azraq refugee camp in Jordan. As a general outcome of my study, I describe the novel approach to teaching engineering design for learners in the Azraq refugee camp and its applications to other contexts. The second study examines the LED course implemented in the Kakuma refugee camp. The Kakuma refugee camp is situated in Kenya and considered the largest refugee camp in the world, thus providing a different context of refugee camps. I discuss the contextual challenges to transfer, develop, and implement to a new context and present the course outcomes and experiences based on the course participants’ reflections. The third study extends findings from the first and second studies by using a comparative case study to critically examine the development process and challenges of engineering education in refugee camps. Central to my analysis is the connection between the challenges identified in both camps and existing actors involved with refugee education. </div><div>My research uses two case studies to underscore the complexity of the LED course development in the Azraq and Kakuma camps. I seek to foster a debate about the challenges that influence the development of higher engineering education programs in refugee camps and how different actors can collaborate to advance high-quality engineering education initiatives in refugee contexts. Overall, this dissertation clarifies some of the biggest challenges to implement engineering education in refugee settings, how different actors can collaborate to mitigate these challenges, and how these findings expose the misalignment between the international rhetoric and reality on the ground in refugee camps.</div>

Today, the world faces its worst refugee crisis since the Second World War. The number of forcibly displaced people globally has hit a historic high, with half of them being children. Most refugees seek shelter in neighboring host countries where they encounter barriers to accessing their fundamental right to education, resulting in the emergence of refugee-led educational initiatives. The 4A framework coupled with Nussbaum’s list of capabilities guides our analysis by applying the criteria of - availability, accessibility, acceptability, adaptability - and assesses the potential of refugee-led education among the Rohingya community. Building on a case study of education amongst displaced Rohingyas in Cox’s Bazar, Bangladesh, this research adds to the existing literature on refugee education. This study comprises semi-structured interviews with Rohingya refugees and humanitarian workers from Cox’s Bazar’s education sector as well as academic and grey literature to triangulate the findings. Situated within the academic subfield of migration studies, it contributes to ongoing peace and development efforts, highlighting the importance of global refugee education. The research finds that while refugee-led education initiatives in Cox’s Bazar demonstrate greater availability, accessibility, and adaptability to the Rohingya community’s context compared to traditional models, challenges remain in ensuring full capability development due to limited resources and government restrictions.

abstract: This action research study examines what common perceptions and constructs currently exist in educating adult immigrants in Arizona and considers how might the integration of citizen science with the current English curriculum promote higher order thinking and educational equity in this population. A citizen science project called the Mastodon Matrix Project was introduced to a Level 2 ELAA (English Language Acquisition for Adults) classroom and aligned with the Arizona Adult Standards for ELAA education. Pre and post attitudinal surveys, level tests, and personal meaning maps were implemented to assess student attitudes towards science, views on technology, English skills, and knowledge gained as a result of doing citizen science over a period of 8 weeks. / Dissertation/Thesis / Ed.D. Educational Leadership and Policy Studies 2012