Freirean critical consciousness in a refugee context: a case study of Syrian refugees in Jordan. Issue 2 (4th March 2019)

• Record Type: Journal Article
• Authors: Magee, Arran; Pherali, Tejendra
• Is Part Of: Compare. Volume 49:Issue 2(2019)
• Page Start: 266
• Page End: 282
• Publication Date: 2019-03-04
• Subjects: Refugee education -- Jordan -- Syrian crisis -- critical pedagogies -- social transformation; Comparative education -- Periodicals; 370.9
• DOI: 10.1080/03057925.2017.1403312
• Languages: English
• ISSNs: 0305-7925

Abstract

Abstract: This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in host communities. However, a series of intersecting factors, namely the perception that empowerment education is antithetical to the goal of gaining certification, leads to manipulation of the pedagogies. Hence, empowerment education risks being co-opted by the 'banking model' of education. The paper critiques the dominant market-oriented education and suggests an alternative approach to engage with challenges in refugee contexts.