Education for Repatriation: Refugee Education Policy-Making Globally and for Burundian Refugees in Tanzania
By: Sarah Katherine Smith
Published: 05/22/2013
Uploaded: 12/12/2017
Uploaded by: Pocket Masters
Pockets: 2013 (May) Teachers College Columbia University Ed.D. Dissertations, Gottesman Libraries Archive, Historical Dissertations
Tags: displacement, Education, Refugees

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Description/Abstract: The purpose of this dissertation is to examine the factors and beliefs that influence refugee education policies in protracted camp settings around the world. The study explores global refugee education policy-making as well as the processes of policy-making for Burundian refugees in Tanzania since the early 1970s. The study does not seek to `prove' the effectiveness of different refugee education policies, but instead uses a post-structural approach to question the assumptions associated with refugees and refugee education and understand how these assumptions operate in the policy-making process. The study finds that economic, political and security interests influence refugee education policies more than educational priorities and interests, and shows how refugee education policy-making is situated within a way of organizing the world that assumes the primacy of the nation-state and the humanitarianism of the United Nations. When taken-for-granted as truth, these assumptions can render normal, perpetuate or legitimize practices such as closing of schools, restrictions over refugees' movements, and forced repatriation. The study recognizes the admirable work of many actors seeking to provide a quality education for the world's fourteen million refugees, while also challenging policy-makers, researchers and practitioners to see refugee education policy-making from a new perspective.