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Processes of Erasure: The Consequences of Social Emotional Learning With Burundian Refugees in Tanzania
Processes of Erasure: The Consequences of Social Emotional Learning With Burundian Refugees in Tanzania
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151119
- ISBN
- 9798382600499
- DDC
- 370
- 서명/저자
- Processes of Erasure: The Consequences of Social Emotional Learning With Burundian Refugees in Tanzania
- 발행사항
- [Sl] : The University of Wisconsin - Madison, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 201 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 85-11, Section: A.
- 주기사항
- Advisor: Rodriguez-Gomez, Diana.
- 학위논문주기
- Thesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
- 초록/해제
- 요약For decades, refugee and crisis-affected children have been the targets of humanitarian education interventions through the Education in Emergencies (EiE) sector. This dissertation examines the recent integration of social and emotional learning (SEL) into EiE programming and how a Burundian refugee community in Western Tanzania makes sense of and experiences this programming. Drawing on 10 months of ethnographic research in the Nduta refugee camp, and using the analytical tool of critical theory, research findings demonstrate that SEL plays a significant role in several perceived processes of socio-cultural erasure in this context. Interviews, observations, and document review reveal how the Nduta community perceives SEL as a racialized project that aims to mold their children in the image of white-dominate societies and for unrealistic futures driven by neoliberal logics. The older generation in Nduta regards the individualistic orientation of SEL, the self-centric values it promotes, and the pedagogies it employs as a neocolonial form of values imposition that is contributing to the moral decay of youth in Nduta and the erasure of their culture and humanity. Additionally, critical and reflexive analysis of the research process itself reveals the complexities and challenges of knowledge co-production in refugee contexts and highlights issues related to epistemic, structural, and every-day control in 'participatory' research. This dissertation utilizes SEL as a vehicle to connect, extend, and apply critical discourse to-and encourage more critical reflection of-larger practices, assumptions, and systemic ways of working within EiE work, research, and humanitarian intervention more broadly.
- 일반주제명
- Education
- 일반주제명
- Cultural anthropology
- 일반주제명
- Education policy
- 일반주제명
- Educational psychology
- 키워드
- Erasure
- 키워드
- Refugees
- 키워드
- Tanzania
- 기타저자
- The University of Wisconsin - Madison Educational Policy Studies
- 기본자료저록
- Dissertations Abstracts International. 85-11A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■007cr#unu||||||||
■020 ▼a9798382600499
■035 ▼a(MiAaPQ)AAI31145971
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a370
■1001 ▼aDalrymple, Kelsey A.
■24510▼aProcesses of Erasure: The Consequences of Social Emotional Learning With Burundian Refugees in Tanzania
■260 ▼a[Sl]▼bThe University of Wisconsin - Madison▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a201 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 85-11, Section: A.
■500 ▼aAdvisor: Rodriguez-Gomez, Diana.
■5021 ▼aThesis (Ph.D.)--The University of Wisconsin - Madison, 2024.
■520 ▼aFor decades, refugee and crisis-affected children have been the targets of humanitarian education interventions through the Education in Emergencies (EiE) sector. This dissertation examines the recent integration of social and emotional learning (SEL) into EiE programming and how a Burundian refugee community in Western Tanzania makes sense of and experiences this programming. Drawing on 10 months of ethnographic research in the Nduta refugee camp, and using the analytical tool of critical theory, research findings demonstrate that SEL plays a significant role in several perceived processes of socio-cultural erasure in this context. Interviews, observations, and document review reveal how the Nduta community perceives SEL as a racialized project that aims to mold their children in the image of white-dominate societies and for unrealistic futures driven by neoliberal logics. The older generation in Nduta regards the individualistic orientation of SEL, the self-centric values it promotes, and the pedagogies it employs as a neocolonial form of values imposition that is contributing to the moral decay of youth in Nduta and the erasure of their culture and humanity. Additionally, critical and reflexive analysis of the research process itself reveals the complexities and challenges of knowledge co-production in refugee contexts and highlights issues related to epistemic, structural, and every-day control in 'participatory' research. This dissertation utilizes SEL as a vehicle to connect, extend, and apply critical discourse to-and encourage more critical reflection of-larger practices, assumptions, and systemic ways of working within EiE work, research, and humanitarian intervention more broadly.
■590 ▼aSchool code: 0262.
■650 4▼aEducation
■650 4▼aCultural anthropology
■650 4▼aEducation policy
■650 4▼aEducational psychology
■653 ▼aBurundian refugee community
■653 ▼aErasure
■653 ▼aKnowledge co-production
■653 ▼aRefugees
■653 ▼aSocial emotional learning
■653 ▼aTanzania
■690 ▼a0515
■690 ▼a0326
■690 ▼a0525
■690 ▼a0458
■71020▼aThe University of Wisconsin - Madison▼bEducational Policy Studies.
■7730 ▼tDissertations Abstracts International▼g85-11A.
■790 ▼a0262
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17160802▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
