EDUCATING FOR DURABLE SOLUTIONS : histories of schooling in kenyas dadaab and kakuma refugee... camps

"Educating for Durable Solutions considers the challenges of providing access to quality education for refugees trapped in protracted situations (PRS). Using United Nations High Commissioner for Refugees (UNHCR) archival documents and interviews with refugees, policymakers and program officers, Christine Monaghan reconstructs the contemporary education histories of two of the world's largest refugee camps, Kenya's Dadaab and Kakuma camps. Monaghan goes on to comparatively analyze changes to refugee education globally and in the camps and makes proposals for how the international community could tackle future emergency challenges. The research findings and proposals go against the grain of conventional thinking about refugee education by arguing that "the state" still matters"-- Provided by publisher "What is education for an unknowable future? In Educating for Durable Solutions, Christine Monaghan explores how refugees and policymakers have answered this question over time by reconstructing the contemporary history of education in Kenya's Dadaab and Kakuma refugee camps. Through oral histories and archival research, Monaghan shows how, since the founding of both camps in 1991, refugees and policymakers have conceptualized, developed, implemented and changed refugee education programs. She also shows why and how, despite these changes, real challenges persist in refugee education in Dadaab, Kakuma, and other camps throughout the world; these include high numbers of out-of-school children and youth, high student to teacher ratios, unpredictable funding, and persistent questions regarding what refugee education is for. The author shifts focus from debates over the impacts of specific policies and programs and explores instead how and why different policies and programs were implemented whether they led to meaningful changes in the long-standing challenges of refugee education. She finds that when and where real changes occurred, individuals or small groups of refugees and policymakers acted with tremendous agency and as tireless advocates."-- Provided by publisher Contents List of Map Foreword, Carol Anne Spreen (New York University, USA) Acknowledgments Abbreviations Prologue 1 For the State, Not by the State 2 Asking Why and How: A Historical Turn inRefugee Education Research 3 From Emergency Education to Education inEmergencies (1992–2002) 4 Education Guidelines, Standards, Priorities,and Strategies (2003–12) 5 Critical Junctures 6 Driving Forward with the Rearview Mirror Notes Bibliography Index Foreword / Carol Anne Spreen (New York University, USA) -- Prologue -- 1. For the state, but not by the state -- 2. Asking why and how: a historical turn in refugee education research -- 3. From emergency education to education in emergencies (1992-2002) -- 4. Education guidelines, standards, priorities, and strategies (2003-2012) -- 5. Critical junctures -- 6. Driving forward with the rearview mirror