The Contribution of the Diaspora to the Reconstruction of Education in South Sudan: The Challenge of Being Involved from a Distance

Autor/inn/en	van der Linden, Josje; Blaak, Marit; Andrew, Florence Aate
Titel	The Contribution of the Diaspora to the Reconstruction of Education in South Sudan: The Challenge of Being Involved from a Distance
Quelle	In: Compare: A Journal of Comparative and International Education, 43 (2013) 5, S.646-666 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2013.821324
Schlagwörter	Conflict; Foreign Countries; War; Immigrants; Educational Development; Capacity Building; Case Studies; Interviews; Partnerships in Education; International Cooperation; Attendance; Cultural Awareness; Access to Education; Program Descriptions; Vocational Education; Elementary Education; Homeless People; Refugees; Womens Education; Educational Attitudes; Qualitative Research; Sudan + Suchen Sie Ihr Suchwort? Konflikt; Ausland; Krieg; Immigrant; Immigrantin; Immigranten; Bildungsentwicklung; Case study; Fallstudie; Case Study; Interviewing; Interviewtechnik; Hochschulpartnerschaft; Internationale Kooperation; Internationale Zusammenarbeit; Anwesenheit; Cultural identity; Kulturelle Identität; Education; Access; Bildung; Zugang; Bildungszugang; Ausbildung; Berufsbildung; Elementarunterricht; Homeless person; Homeless persons; Obdachloser; Flüchtling; 'Women''s education'; Frauenbildung; Educational attitude; Bildungsverhalten; Erziehungseinstellung; Qualitative Forschung
Abstract	Conflicts all over the world result in people living in diaspora, usually maintaining strong ties with their countries of origin. As many of them are well educated and dedicated to their country, expectations of the role they can play in the development of their home country are high. This article reflects on the contribution of the South Sudanese diaspora to the reconstruction of the education system, which was badly affected by over 40 years of civil war. Theories of capacity development, human capabilities and transnationalism are used to build a framework to analyse micro-development projects in the education sector initiated by the South Sudanese diaspora. Case studies and in-depth interviews led to the identification of opportunities and challenges as experienced in these projects. The conclusion points to the need to rethink partnerships in the reconstruction of the education sector in South Sudan. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10