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|Title:||Refugee Learners’ experiences of curriculum transition in South Africa||Authors:||Meda, Lawrence||Keywords:||Refugees;learners;curriculum;experiences||Issue Date:||2018||Publisher:||Intech Open||Source:||Meda, L. 2018. Refugee Learners’ experiences of curriculum transition in South Africa. (In: Immigration and Development, Tiago Neves Sequeira, 137-147). [http://dx.doi.org/10.5772/intechopen.72251]||Abstract:||There is a dearth of scholarship on refugee education particularly the way in which learners navigate a new curriculum in the host country. The purpose of this study is to explore Zimbabwean learners’ experiences of curricula transition at a refugee school in South Africa. The study was performed using a qualitative case study, and its paradigmatic position was interpretive. Bronfenbrenner’s Social Ecological Model was used as a theoretical framework. Ten participants were purposively selected to participate in semistructured interviews. The study found that refugee learners’ experiences of curricula transition manifest in three categories: content, contextual and conceptual experiences. It is concluded that providing education to refugee learners without giving them the necessary support, which is needed for them to adapt to a new curriculum, is tantamount to setting them up for a failure.||Description:||Book Chapter||URI:||http://hdl.handle.net/11189/7813||ISBN:||978-953-51-3785-6
|Appears in Collections:||Edu - Books / Book Chapters|
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