Access to Higher Education: Reflections on a Participatory Design Process with Refugees

Autor/inn/en	Abu-Amsha, Oula; Gordon, Rebecca; Benton, Laura; Vasalou, Mina; Webster, Ben
Titel	Access to Higher Education: Reflections on a Participatory Design Process with Refugees
Quelle	In: Journal on Education in Emergencies, 5 (2019) 1, S.156-176 (21 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2518-6833
Schlagwörter	Refugees; Access to Education; Higher Education; Foreign Countries; Barriers; Community Role; Program Design; Student Recruitment; Sex Fairness; Emergency Shelters; Student Characteristics; Educational Background; English (Second Language); Second Language Learning; Teaching Methods; Second Language Instruction; Language Proficiency; Educational Opportunities; Student Participation; Jordan; Lebanon; Syria; Middle East + Suchen Sie Ihr Suchwort? Flüchtling; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Ausland; Programme design; Programmaufbau; Programmplanung; Sexualaufklärung; Notunterkunft; Vorbildung; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Teaching method; Lehrmethode; Unterrichtsmethode; Fremdsprachenunterricht; Language skill; Language skills; Sprachkompetenz; Bildungsangebot; Bildungschance; Schülermitarbeit; Schülermitwirkung; Studentische Mitbestimmung; Libanon; Syrien; Vorderasien
Abstract	Refugees face significant challenges in accessing higher education. It is clear that new and diverse solutions are needed that both understand and address the contextual barriers to higher education access for refugees. In keeping with new approaches in the wider humanitarian community, which recognize the role communities can play in creating new education solutions, our organization sought to employ participatory design methods in the development of a new program to support access to higher education for refugees in the Middle East (mainly in Jordan and Lebanon). This note provides insights into the implementation of the participatory process and details the impact the participatory approach had on the design of our programs. Finally, we highlight the need for gender-balanced recruitment strategies through our reflection on the impact the design of the participatory process had on those participating. (As Provided).
Anmerkungen	Inter-agency Network for Education in Emergencies. 122 East 42nd Street, 14th Floor, New York, NY 10168. e-mail: journal@inee.org; Web site: https://inee.org/evidence/journal
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01