Date of Graduation

Spring 5-19-2023

Document Type

Thesis

Degree Name

Master of Arts in Human Rights Education (HRE)

College/School

School of Education

Department/Program

Education

First Advisor

Dr. Monisha Bajaj

Abstract

The field of Education in Emergencies is an emerging field which aims to offer solutions for the continuation of learning in humanitarian settings, but also navigates dynamics of global development in the pursuit of delivering quality learning and universal learning access. In this study, qualitative content analysis is used to examine the beliefs, values, and motivations of three Education in Emergencies (EiE) programs implemented by NGOs. These were selected to offer insight into programming designed for global, regional, and local implementation, as well as nuanced dynamics of power, agency, and saviorism through seven criteria: (1) Purpose of learning, (2) Instructional methods, (3) Literacy and numeracy standards, (4) Legitimacy, (5) Teaching staff agency, (6) Parent/community engagement, and (7) Risk mediation. Findings indicated a dichotomy in the field between whole-student learning and learning towards workforce development, a strong value of student healing through play and creativity-based learning, and teacher agency as a key indicator of power between the NGO and the learning community. Further research investigating EiE programming in practice is recommended to explore the efficacy of student inquiry-based learning, and to identify nuances of power and community agency in EiE implementation.

Download

Share

COinS