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.
| Identifer | oai:union.ndltd.org:UPSALLA1/oai:DiVA.org:lnu-131116 |
| Date | January 2024 |
| Creators | Maire, Tania Gemma |
| Publisher | Linnéuniversitetet, Institutionen för samhällsstudier (SS) |
| Source Sets | DiVA Archive at Upsalla University |
| Language | English |
| Detected Language | English |
| Type | Student thesis, info:eu-repo/semantics/bachelorThesis, text |
| Format | application/pdf |
| Rights | info:eu-repo/semantics/openAccess |
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