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QUALITY EDUCATION FOR REFUGEES IN KENYA: PEDAGOGY IN URBAN NAIROBI AND KAKUMA REFUGEE CAMP SETTINGS Mary Mendenhall, Sarah Dryden-Peterson, Lesley Bartlett, Caroline Ndirangu, Rosemary Imonje, Daniel Gakunga, Loise Gichuhi, Grace Nyagah, Ursulla Okoth, And Mary Tangelder This article examines the quality of education available to refugees in Kenya, with a particular focus on instruction. By providing empirical data about instruction in a refugee education context, the article supports anecdotal accounts and strengthens agency-led evaluations. It is based on a qualitative case study research project conducted at six primary schools, two in Nairobi and four in the Kakuma refugee camp in northwestern Kenya. The article documents the instructional practices used in these schools to demonstrate the centrality of lecture in lesson presentation; teachers’ reliance on factual questions and the lack of open-ended and pupil-initiated questions; limited comprehension checks; and the absence of conceptual learning. Drawing from the perspectives of the teachers who were interviewed, the article argues that quality instructional practices for refugees are constrained by several key factors: limited resources, including low funding, significant overcrowding, and a lack of teaching and learning materials; a lack of pedagogical training and content knowledge; and curriculum and language policies. The article concludes with implications for education policy related to refugee teachers, and the content and structure of teacher training and professional development for these and other teachers working in refugee settings. Received October 8, 2014; revised March 9, 2015; accepted June 3, 2015; electronically published October 2015. Journal on Education in Emergencies, Vol. 1, No. 1. Copyright © 2015 by the Inter-Agency Network for Education in Emergencies (INEE). All rights reserved. ISBN: 978-1-4951-4601-5 92 Journal on Education in Emergencies
QUALITY EDUCATION FOR REFUGEES IN KENYA INTRODUCTION Education is a priority for refugee families across the globe (Ferris and Winthrop 2010; Winthrop and Kirk 2011). It can help to restore a sense of normalcy for children whose lives have been disrupted, impart critical life skills, protect children from violence and exploitation, and contribute to future reconstruction and peacebuilding efforts (Winthrop and Matsui 2013; Psacharopoulos and Patrinos 2004; Shields and Paulson 2015). Educational quality depends heavily on teachers and their pedagogical decisions, and yet at present the quality of education available to refugees is very poor (Dryden-Peterson 2011; OECD 2009; Robinson 2011; Smith 2009). Moreover, pedagogy in refugee educational contexts has not received sufficient attention; it is, as Michele Schweisfurth notes, “a neglected priority” (2015, 259) in global discussions of educational quality. This oversight occurs in part because it is difficult to engage with the topic without imposing external notions of quality that are not necessarily contextually relevant. Addressing this topic requires a dual perspective—one that is attentive to broad notions of pedagogical quality and to contextualized notions, as elaborated by educators and students in specific locations. Potential solutions must respond to the constraints of the sociocultural, material, institutional, and policy contexts, and they must consider processes as well as outcomes. This article examines the instructional techniques used by teachers of refugees in primary schools in Kenya, which are a critical dimension of educational quality. The study asks the following: How do educators teach refugee students in campbased, community-based, and public schools in Kenya, and what challenges do they face? We focus on classroom practices, examining teachers’ pedagogical techniques and, specifically, teacher-learner interactions. We also explore teachers’ perceptions of their practices and document several material, social, and policy factors that teachers identify as constraints on their classroom practice. As the first study to systematically analyze the classroom practices of teachers of refugees, this article strengthens the existing evidence base that currently consists of anecdotal accounts and agency-led evaluations. The article is organized as follows. We begin by discussing quality education and pedagogical approaches that can support improved learning. Next we describe the context of refugees and education in Kenya. We then outline the qualitative, multiple case study research project we conducted at six primary schools that host refugee pupils: two in Nairobi and four in the Kakuma refugee camp in October 2015 93
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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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Page 44 and 45: PAULSON Murphy, Karen, and Tony Gal
Page 46 and 47: PAULSON Stover, Eric, and Harvey M.
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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.
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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 100 and 101: MENDENHALL ET AL. These principles
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
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REISMAN AND JANKE • Renovated or
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REISMAN AND JANKE To address these
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REISMAN AND JANKE • Accelerate im
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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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