How Syrian refugees expand inclusion and navigate exclusion in Jordan : a framework for understanding curricular engagement
| [Abstract] | |
| Type | Article |
| Author | Cohen, Elisheva L. Center for the Study of Global Change, Indiana University. |
| Pages | pp. 3-29 |
| Host Item Entry |
Journal of Education in Muslim Societies. Vol. 2, no. 1, Fall 2020
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| Electronic Location |
Full text (PDF)
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| Descriptors | Refugees - Social adjustment - Social disadvantage - Curriculum evaluation - Nonformal education - Syria - Jordan |
| Language of document | English |
| Country | United States |
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)
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| Cohen, Elisheva L.. (2020). How Syrian refugees expand inclusion and navigate exclusion in Jordan : a framework for understanding curricular engagement. Journal of Education in Muslim Societies. Vol. 2, no. 1, Fall 2020. pp. 3-29 Retrieved from search.shamaa.org |