Contribution to Book
Kakuma Refugee Camp: Where Knowledge and Hope Resides
Innovations in Higher Education Teaching and Learning (IHETL): Refugee Education: Integration and Acceptance of Refugees in Mainstream Society.
(2018)
Abstract
Far too often refugees are being researched on however, the purpose of this chapter is to research with refugees while exploring the ways refugee youth in a higher education protracted context can become producers of research and knowledge. I sought to collaborate with my co-researchers / co-authors through a community-based action (CBA) approach at Kakuma Refugee Camp to assure that their youthful (ages 18–35) voices were included in this study. A CBA approach seeks to speak with participants, not for them. They learned about the research process, why research is needed, and how we can produce it together. Using a critical-hope framework, that is, a pedagogical tool that uses a critical theory lens to address unjust systems through meaningful dialogue and empathic responses, we co-led 30 psychosocial peace-building education (PBBE) courses in Kakuma and Nairobi, Kenya. Data were collected from the researcher and co-researchers’ reflective logs on our own observations in the PBBE courses. A thematic analysis approach was chosen in order to avoid focusing on the norms and/or creating specific norms that dictate, demand conformity, and silence divergent voices. There were three themes: time, place, and person.
Disciplines
Publication Date
2018
Editor
P. Blessinger and E. Sengupta
Publisher
Emerald Group
Publisher Statement
(in press)
Citation Information
Martin, S. B., Warsame, D., Bigirimana, C., Lajustine, V, Teferra, G., Abdi, A., & Taban, J. (in press
2018). Kakuma Refugee Camp: Where knowledge and hope resides. In P. Blessinger and E.
Sengupta (Eds.), Innovations in Higher Education Teaching and Learning (IHETL): Refugee
Education: Integration and Acceptance of Refugees in Mainstream Society. Somerville, MA:
Emerald Group Publishing