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In Search of a Science Education for Rohingya Refugees in the Camps in Bangladesh
In Search of a Science Education for Rohingya Refugees in the Camps in Bangladesh
상세정보
- 자료유형
- 학위논문 서양
- 최종처리일시
- 20250211151947
- ISBN
- 9798383200223
- DDC
- 507
- 저자명
- Rahman, Shukufe.
- 서명/저자
- In Search of a Science Education for Rohingya Refugees in the Camps in Bangladesh
- 발행사항
- [Sl] : Indiana University, 2024
- 발행사항
- Ann Arbor : ProQuest Dissertations & Theses, 2024
- 형태사항
- 205 p
- 주기사항
- Source: Dissertations Abstracts International, Volume: 86-01, Section: A.
- 주기사항
- Advisor: Buck, Gayle A.
- 학위논문주기
- Thesis (Ph.D.)--Indiana University, 2024.
- 초록/해제
- 요약Amid ongoing conflicts globally, the number of refugees has continued to grow, and half of them are children. Education not only stands as a fundamental human right for refugees but also as a vital pathway for their integration and resettlement in the future. Thus, refugee education prioritizes quality education for refugee learners within their contexts. However, despite this commitment to quality learning experiences, little attention has been paid to specific science teaching and learning practices within refugee education frameworks.This multiple-article dissertation, comprising three manuscripts, seeks to address this gap by exploring science education tailored specifically for refugee students, with a focus on Rohingya refugee students in the refugee camps in Bangladesh. The first manuscript employs a meta-synthesis to examine existing qualitative studies on science education for refugee students, aiming to offer conceptual tools for creating more inclusive and equitable science learning experiences. The second manuscript analyzes the curriculum process and structure to explore the science articulation and implementation in the curriculum for Rohingya refugee students. Finally, the third manuscript captures portraits of how refugee teachers enact science teaching practices within the constraints of under-resourced and isolated learning centers in the refugee camps.Based on these findings, this multiple-article dissertation puts forth two primary arguments. Firstly, it asserts that "Science for All" still holds promise in fostering equitable teaching-learning approaches and a sense of inclusion among refugee students. Secondly, it argues that while refugee education can promote quality education, stakeholders must recognize the importance of including science education within this framework. Through this dissertation, it becomes evident that education for refugees can strive towards quality by embracing diverse discourses and innovative science teaching approaches. By examining science education within the unique context of refugee camps, this multiple-article dissertation study contributes to a broader understanding of science education in diverse and marginalized settings.
- 일반주제명
- Science education
- 일반주제명
- Pedagogy
- 일반주제명
- Curriculum development
- 일반주제명
- Educational leadership
- 일반주제명
- Educational sociology
- 키워드
- Science for All
- 키워드
- Refugee students
- 키워드
- Refugee teachers
- 기타저자
- Indiana University School of Education
- 기본자료저록
- Dissertations Abstracts International. 86-01A.
- 전자적 위치 및 접속
- 로그인 후 원문을 볼 수 있습니다.
MARC
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■020 ▼a9798383200223
■035 ▼a(MiAaPQ)AAI31327826
■040 ▼aMiAaPQ▼cMiAaPQ
■0820 ▼a507
■1001 ▼aRahman, Shukufe.▼0(orcid)0000-0002-8040-0797
■24510▼aIn Search of a Science Education for Rohingya Refugees in the Camps in Bangladesh
■260 ▼a[Sl]▼bIndiana University▼c2024
■260 1▼aAnn Arbor▼bProQuest Dissertations & Theses▼c2024
■300 ▼a205 p
■500 ▼aSource: Dissertations Abstracts International, Volume: 86-01, Section: A.
■500 ▼aAdvisor: Buck, Gayle A.
■5021 ▼aThesis (Ph.D.)--Indiana University, 2024.
■520 ▼aAmid ongoing conflicts globally, the number of refugees has continued to grow, and half of them are children. Education not only stands as a fundamental human right for refugees but also as a vital pathway for their integration and resettlement in the future. Thus, refugee education prioritizes quality education for refugee learners within their contexts. However, despite this commitment to quality learning experiences, little attention has been paid to specific science teaching and learning practices within refugee education frameworks.This multiple-article dissertation, comprising three manuscripts, seeks to address this gap by exploring science education tailored specifically for refugee students, with a focus on Rohingya refugee students in the refugee camps in Bangladesh. The first manuscript employs a meta-synthesis to examine existing qualitative studies on science education for refugee students, aiming to offer conceptual tools for creating more inclusive and equitable science learning experiences. The second manuscript analyzes the curriculum process and structure to explore the science articulation and implementation in the curriculum for Rohingya refugee students. Finally, the third manuscript captures portraits of how refugee teachers enact science teaching practices within the constraints of under-resourced and isolated learning centers in the refugee camps.Based on these findings, this multiple-article dissertation puts forth two primary arguments. Firstly, it asserts that "Science for All" still holds promise in fostering equitable teaching-learning approaches and a sense of inclusion among refugee students. Secondly, it argues that while refugee education can promote quality education, stakeholders must recognize the importance of including science education within this framework. Through this dissertation, it becomes evident that education for refugees can strive towards quality by embracing diverse discourses and innovative science teaching approaches. By examining science education within the unique context of refugee camps, this multiple-article dissertation study contributes to a broader understanding of science education in diverse and marginalized settings.
■590 ▼aSchool code: 0093.
■650 4▼aScience education
■650 4▼aPedagogy
■650 4▼aCurriculum development
■650 4▼aEducational leadership
■650 4▼aEducational sociology
■653 ▼aScience for All
■653 ▼aRefugee students
■653 ▼aRefugee teachers
■653 ▼aRohingya refugees
■653 ▼aScience teaching strategies
■690 ▼a0714
■690 ▼a0456
■690 ▼a0449
■690 ▼a0727
■690 ▼a0340
■71020▼aIndiana University▼bSchool of Education.
■7730 ▼tDissertations Abstracts International▼g86-01A.
■790 ▼a0093
■791 ▼aPh.D.
■792 ▼a2024
■793 ▼aEnglish
■85640▼uhttp://www.riss.kr/pdu/ddodLink.do?id=T17162217▼nKERIS▼z이 자료의 원문은 한국교육학술정보원에서 제공합니다.
