Developing student-driven learning activities to promote refugee quality education through the CARE methodology. Issue 2 (2nd April 2020)

• Record Type: Journal Article
• Authors: Kostoulas-Makrakis, Nelly; Makrakis, Vassilios
• Is Part Of: International journal of early years education. Volume 28:Issue 2(2020)
• Page Start: 176
• Page End: 188
• Publication Date: 2020-04-02
• Subjects: CARE methodology -- refugee education -- learning design -- teacher training; Early childhood education -- Periodicals; Education, Preschool -- Periodicals; Child psychology -- Periodicals; Child development -- Periodicals; 372.2105
• DOI: 10.1080/09669760.2020.1765091
• Languages: English
• ISSNs: 0966-9760

Abstract

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.