شبكة المعلومات العربية التربوية

This article examines the relationship between curriculum and inclusion in the context of a non-formal education program run in collaboration with the Ministry of Education for Syrian refugees and Jordanian students in Jordan. Drawing on a curricular analysis, the researcher illustrates the complex ways that curriculum shapes discursive possibilities for inclusion and exclusion of Syrian refugee youth. She then turns to ethnographic data to illustrate how students and teachers engage with the curriculum in ways that challenge and expand a curriculum absent of refugees and their experiences. The researcher argues that the student-centered and flexible nature of non-formal education cultivates an environment in which refugee youth can assert agency to construct spaces of inclusion, thereby giving new cultural meaning to the educational space. (Published abstract)