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MENDENHALL ET AL. These principles provide the framework for our study and are presented in figure 1. They informed the post-observation assessment tool we used during classroom observations (see appendix 1 for more details), and the analysis we conducted. Like the scholars who inform our conceptual framework, we believe that learner-centered pedagogy on the whole provides greater opportunities for learning. However, we also aim to avoid dichotomous thinking about pedagogy, attend carefully to how teachers understand their pedagogical work and the obstacles they face, and consider the social, political, and material contexts that shape pedagogical choices. For that reason, the final column of the observation tool had space for narrative observations that were more attentive to context. figure 1: Core Elements of Learner-Centered Education Meaningful and active pupil engagement Varied comprehension checks and assessments Inclusive and respectful learning environment Conceptual learning and critical thinking Differentiated instruction Relevant curriculum and language(s) of instruction Constructive classroom discourse Source: based on Schweisfurth (2013); Wagner et al. (2012); Alexander (2008); McTighe and Wiggins (2005) 100 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA REFUGEES AND EDUCATION IN KENYA Kenya has one of the largest refugee populations in the world. As of January 2014, Kenya was host to 607,223 registered refugees and asylum seekers, mainly from Somalia, South Sudan, Ethiopia, Democratic Republic of the Congo (DRC), Eritrea, Burundi, and Uganda (UNHCR 2014b, 64). The majority of refugees in Kenya are housed in the Dadaab and Kakuma refugee camps, established in 1991 and 1992, respectively. There currently are more than 463,000 refugees in Dadaab (UNHCR 2014b) and approximately 180,000 in Kakuma, some of whom have fled the recurrent violence in South Sudan (field visit, November 2014). Despite the lack of recent statistics, it is estimated that more than 50,000 refugees and asylum seekers live in urban areas of the country (Campbell 2006; Pavanello, Elhawary, and Pantuliano 2010; UNHCR 2009b). Kenya’s policies and laws have adapted to the changing refugee situation and security concerns over time (Lambo 2005; Lindley 2011; Kirui and Mwaruvio 2012). The 2010 Kenyan constitution safeguards the right to an education for all children born and residing in Kenya. The new Education Bill of 2012, signed into law in January 2013, provides children the right of access to a basic education, which is defined as including preschool, primary, and secondary education. Despite these recent national initiatives to protect the right to education, ongoing violence in Kenya that is attributed to the militant group Al-Shabaab has fostered a hostile environment for refugees, particularly those from Somalia. After a spate of violence in 2013-14, the Kenyan government issued a directive that all refugees in Nairobi and other urban centers must return to a refugee camp in Dadaab or Kakuma (Government of Kenya 2014). The recent attack on a Kenyan university has reignited the government’s efforts to close Dadaab completely (Sieff 2015). Although UNHCR and other human rights organizations have pursued legal channels to challenge these directives, Somali refugees continue to confront significant challenges in their interactions with Kenyan police and other security personnel. According to a report prepared by the Independent Policing Oversight Authority (2014) in Kenya, which evaluated the government’s “Usalama Watch” initiative (also known as “Operation Sanitization Eastleigh,” a majority Somali area in Nairobi), refugees have experienced harassment, bribery, extortion, assault, arbitrary arrests, and deportation (Pavanello, Elhawary, and Pantuliano 2010). In both camp-based and urban locations in Kenya, access to education for refugees is a persistent concern, especially among female children, youth, and adults (Omondi and Emanikor 2012; Pavanello, Elhawary, and Pantuliano 2010). In urban areas, the majority of refugee children attend Kenyan public schools, while others October 2015 101
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VOLUME 1 NUMBER 1 OCTOBER 2015 JOUR
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JOURNAL ON EDUCATION IN EMERGENCIES
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BURDE power to guarantee the right
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BURDE ISSUES AND CONTENTS The journ
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BURDE Since the late 1990s, IRC has
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BURDE The authors note that working
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“WHETHER AND HOW?” HISTORY EDUC
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PAULSON children should be taught t
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PAULSON I conducted English languag
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PAULSON and Stammer 2013; Torsti 20
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PAULSON enquiry-based approach to t
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PAULSON The history of recent confl
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PAULSON (2004) explain that “pain
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PAULSON internal conflict in contem
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PAULSON context” (King 2014, 137)
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PAULSON In Israel, new history text
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PAULSON In addition to these positi
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PAULSON Controversy, Protest, and P
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PAULSON APPENDIX Analysis Author(s)
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PAULSON REFERENCES Ahonen, Sirkka.
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PAULSON Freedman, Sarah Warshauer,
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PAULSON Murphy, Karen, and Tony Gal
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PAULSON Stover, Eric, and Harvey M.
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IMPROVING THE QUALITY OF SCHOOL INT
Page 50 and 51: TORRENTE ET AL. Improving the quali
Page 52 and 53: TORRENTE ET AL. postconflict Guatem
Page 54 and 55: TORRENTE ET AL. Only a handful of r
Page 56 and 57: TORRENTE ET AL. Africa. Teachers li
Page 58 and 59: TORRENTE ET AL. The integrated reso
Page 60 and 61: TORRENTE ET AL. strategy, whereby s
Page 62 and 63: TORRENTE ET AL. Student Sample Stud
Page 64 and 65: TORRENTE ET AL. for children from f
Page 66 and 67: TORRENTE ET AL. subsequently added
Page 68 and 69: TORRENTE ET AL. Characteristics at
Page 70 and 71: TORRENTE ET AL. of students’ gend
Page 72 and 73: TORRENTE ET AL. Table 3: Multilevel
Page 74 and 75: TORRENTE ET AL. Table 4: Three Leve
Page 76 and 77: TORRENTE ET AL. Mental Health Probl
Page 78 and 79: TORRENTE ET AL. Impacts on the Qual
Page 80 and 81: TORRENTE ET AL. Overall, these resu
Page 82 and 83: TORRENTE ET AL. et al. 2012). Colle
Page 84 and 85: TORRENTE ET AL. Burde, Dana, Amy Ka
Page 86 and 87: TORRENTE ET AL. Hagelskamp, Carolin
Page 88 and 89: TORRENTE ET AL. Miller, Kenneth E.
Page 90 and 91: TORRENTE ET AL. Tol, Wietse A., Cor
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Page 94 and 95: MENDENHALL ET AL. northwestern Keny
Page 96 and 97: MENDENHALL ET AL. Second, the langu
Page 98 and 99: MENDENHALL ET AL. colleagues, who i
Page 102 and 103: MENDENHALL ET AL. attend schools se
Page 104 and 105: MENDENHALL ET AL. First, we selecte
Page 106 and 107: MENDENHALL ET AL. science teacher a
Page 108 and 109: MENDENHALL ET AL. There are many ty
Page 110 and 111: MENDENHALL ET AL. at Sud Academy, a
Page 112 and 113: MENDENHALL ET AL. Notably, the teac
Page 114 and 115: MENDENHALL ET AL. The confluence of
Page 116 and 117: MENDENHALL ET AL. New teachers ofte
Page 118 and 119: MENDENHALL ET AL. In our analysis,
Page 120 and 121: MENDENHALL ET AL. The head teacher
Page 122 and 123: MENDENHALL ET AL. particularly in c
Page 124 and 125: MENDENHALL ET AL. Government of Ken
Page 126 and 127: MENDENHALL ET AL. Sieff, Kevin. 201
Page 128 and 129: MENDENHALL ET AL. APPENDIX 1 List o
Page 130 and 131: MENDENHALL ET AL. 4.2 Teacher used
Page 132 and 133: REISMAN AND JANKE INTRODUCTION Usin
Page 134 and 135: REISMAN AND JANKE New challenges ar
Page 136 and 137: REISMAN AND JANKE youth aged 15 to
Page 138 and 139: REISMAN AND JANKE This improved acc
Page 140 and 141: REISMAN AND JANKE According to the
Page 142 and 143: REISMAN AND JANKE • Renovated or
Page 144 and 145: REISMAN AND JANKE To address these
Page 146 and 147: REISMAN AND JANKE • Accelerate im
Page 148 and 149: REISMAN AND JANKE takes place; anal
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REISMAN AND JANKE simply does not m
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REISMAN AND JANKE to 9-12 weeks per
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REISMAN AND JANKE Domain 4, Standar
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REISMAN AND JANKE In cases where go
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REISMAN AND JANKE • the costs of
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REISMAN AND JANKE • Where there i
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REISMAN AND JANKE To be useful in t
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REISMAN AND JANKE for what CSE can
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REISMAN AND JANKE Government of Sou
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BOOK REVIEW But King’s third mess
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BOOK REVIEW (Bickmore 1999). The re
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CONTRIBUTORS J. LAWRENCE ABER (la39
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CONTRIBUTORS research has shown tha
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CONTRIBUTORS Homelessness; and she
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development and application of tool
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