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.

Thesis advisor: Susan Bruce / The emergence of the COVID-19 pandemic in early 2020 led to unprecedented shifts in American education. Prior to the onset of the pandemic, children across the United States were primarily educated in brick-and-mortar school buildings, with only .6% of the over 50 million students in the country attending fully virtual schools (National Center for Education Statistics, 2020). By March 2020, K-12 school buildings across all 50 states began to close their doors, eventually pivoting from traditional, in-person learning to some form of distance education. While all students were affected by school building closures, of particular concern was the experience of students with disabilities, whose right to a free, appropriate, public education in the least restrictive environment is governed by the federal Individuals with Disabilities Education Act (IDEA, 2004). Using a multi-layered case study design, this dissertation examined how one state, district, and school implemented special education policies during the COVID-19 pandemic. This dissertation drew on multiple data sources, including state and district policy documents, interviews with leaders and teachers, and school committee meeting transcripts. Using policy as discourse (Bacchi, 2000) and sensemaking theory (Coburn, 2004; Spillane et al., 2002) as theoretical frames, I make three key arguments. First, I argue that legal and regulatory, structural, and local forces acted on the special education policy context during the COVID-19 pandemic. Second, I argue that these forces were mediated by three factors: congruence with existing policy messages, perceived legitimacy of new directives, and the coherence of policy enactment. These arguments build toward my third, overarching argument—that educators and caregivers in City district made sense of special education policy during the COVID-19 pandemic by engaging in a process of equilibration. This dissertation concludes with the implications for research, policy, and practice related to future times of educational emergency. / Thesis (PhD) — Boston College, 2024. / Submitted to: Boston College. Lynch School of Education. / Discipline: Teaching, Curriculum, and Society.

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