Towards a model for integrating informal and formal learning for children in refugee camps: The example of the lesbos school for peace

Ephrat Huss, Smadar Ben Asher, Tsvia Walden, Eitan Shahar

Research output: Contribution to journalArticlepeer-review

Abstract

The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

Original languageEnglish
Article number111
JournalSocial Sciences
Volume10
Issue number3
DOIs
StatePublished - 1 Mar 2021

Keywords

  • Arts-based research
  • Psycho-social education
  • Refugee children
  • Refugee education

Fingerprint

Dive into the research topics of 'Towards a model for integrating informal and formal learning for children in refugee camps: The example of the lesbos school for peace'. Together they form a unique fingerprint.

Cite this