지원사업
학술연구/단체지원/교육 등 연구자 활동을 지속하도록 DBpia가 지원하고 있어요.
커뮤니티
연구자들이 자신의 연구와 전문성을 널리 알리고, 새로운 협력의 기회를 만들 수 있는 네트워킹 공간이에요.
논문 기본 정보
- 자료유형
- 학술저널
- 저자정보
- 발행연도
- 2022.12
- 수록면
- 423 - 449 (27page)
- DOI
- 10.24987/SNUACAR.2022.4.12.3.423
이용수
초록· 키워드
오류제보하기
This study reveals the marginalized narratives in refugee education discourses by highlighting local perspectives on how education is formed, maintained, and conceptualized inside a refugee camp. Adopting a qualitative research approach, the data was collected during the author’s 5 months full-time stay between 2019 and 2020 inside the Mae La refugee camp, located on the Thai-Myanmar border. Focusing on the voices of various educational stakeholders from the community of Mae La, it expands the existing discourses of refugee education that have long been objectifying the refugee learners as beneficiaries, to encompass local perspectives that conceptualize the refugees as active participants. For scholars and practitioners in the field of refugee education, this study claims that education is not only provided and managed ‘for’ refugees, but ‘by’ refugees, where education plays a central role of enabling refugees to pursue nationhood and recognition, resulting various tensions and power dynamics.
목차
I. Introduction
II. Method
III. Education ‘for’ Refugees in Mae La Refugee Camp: “Is Education to Prepare Resettle, Return, or Remain?”
IV. Education ‘by’ Refugees in Mae La Refugee Camp: “Education is to Empower Students to Become a Revolutionist against Unjust Status-quo”
V. Role of Refugees in and through Education
VI. Conclusion
References
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UCI(KEPA) : I410-ECN-0101-2023-309-000301322