Developing student-driven learning activities to promote refugee quality education through the CARE methodology

ABSTRACT

The displacement of thousands of people from countries facing war and violence has resulted in a refugee crisis that most host countries were not prepared to cope with. As a significant number of them are children, the education systems and educators were found unprepared to respond to the rights of refugee children for education. In this paper, we will present a learning design methodology entitled CARE aimed at helping teachers, especially in the early years education to develop student-driven learning activities focusing on refugee responsive teaching and learning. The CARE methodology has been developed through the experiences gained from training interventions with teacher educators in Egypt, a country that has received thousands of refugees in recent years. We have used an exemplary theme entitled ‘Refugees Crossing the Aegean: Learning from History’ to show the innovative aspects of the CARE learning design methodology.

KEYWORDS:

• CARE methodology
• refugee education
• learning design
• teacher training

Acknowledgements

The work in this paper is part of the RefTeCp project funded by the European Commission Erasmus plus Capacity Building in Higher Education (Ref, No. 598437-EPP-1-2018-1-CY-EPPKA2-CBHE-JP) (2018-3773-001-001). The content expresses the views of the authors and does not necessarily reflect the views of the European Commission. The European Commission is not liable for any use that may be made of the information contained herein.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

The work in this paper is part of the RefTeCp project funded by the European Commission Erasmus plus Capacity Building in Higher Education (Ref, No. 598437-EPP-1-2018-1-CY-EPPKA2-CBHE-JP) (2018-3773-001-001).