Rohingya Education Challenges, Impact & Consequence for Rohingya children in Bangladesh.
Author
Ullah, Md Rahmat
Term
4. term
Publication year
2024
Submitted on
2024-05-31
Abstract
Dette speciale undersøger de uddannelsesmæssige udfordringer, som rohingya-flygtningebørn i lejre i Bangladesh står overfor, og de bredere konsekvenser for deres læring og trivsel. Med et primært kvalitativt design, suppleret af et spørgeskema og sekundære kilder, indsamles perspektiver fra flere aktører for at belyse dagligdagens realiteter i lejrene. Gennem en teoretisk ramme med marginalisering, kritisk raceteori og postkolonialisme analyserer studiet, hvordan begrænsede ressourcer, sprog- og læseplanmisforhold samt politiske prioriteringer af repatriering frem for integration skaber og vedligeholder uligheder i adgangen til kvalitetsuddannelse. Resultaterne peger på behovet for politikker og programmer, der sikrer retfærdig adgang til undervisning af høj kvalitet, kulturelt og sprogligt passende undervisningstilgange, psykosocial støtte og målrettet lærerkapacitetsopbygning. Afslutningsvis anbefales styrket samarbejde og investeringer i uddannelse blandt myndigheder, uddannelsesaktører og humanitære organisationer for at give rohingya-børn bedre muligheder og fremme et mere inkluderende samfund i overensstemmelse med menneskerettighedsstandarder.
This thesis examines the educational challenges faced by Rohingya refugee children in camps in Bangladesh and the wider consequences for their learning and well-being. Using a primarily qualitative design, complemented by a questionnaire and secondary sources, the study gathers perspectives from multiple stakeholders to illuminate everyday realities in the camps. Framed by theories of marginalization, critical race theory, and postcolonialism, it analyzes how limited resources, language and curriculum mismatches, and government policies that prioritize repatriation over integration create and sustain inequalities in access to quality education. The findings highlight the need for policies and programs that ensure equitable access to quality schooling, culturally and linguistically appropriate pedagogy, psychosocial support, and targeted teacher capacity building. The thesis concludes by recommending stronger coordination and investment in education by authorities, educators, and humanitarian organizations to empower Rohingya children and promote a more inclusive society aligned with human rights standards.
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