Abstracts
Abstract
In an effort to contribute to the development of the emerging field of studies related to complex emergencies, this article seeks to define recent trends in curriculum studies and research methodology in comparative and international education (CIE) and will suggest crucial areas where CIE and curriculum studies contribute to theory building for a qualitative praxis of implementing learning environments in complex emergency contexts. It goes on to test the emerging sense of a critical learning theory for survival against the case study of Afghan refugee education in south-west Pakistan during the Taliban era. This represents an attempt by emergency educationists to move away from solely focusing on the practical aspects of their field towards thinking more strategically and deeply about the nature of the field itself and suggesting early directions that theory development might usefully take. The paper draws on the author’s firsthand experiences of managing refugee education programmes, as well as publicly available policy documents, field reports, and the strong theoretical traditions within curriculum studies, thereby highlighting the need for rigorously developing a deeper understanding of education for survival in complex emergency environments.
Résumé
Afin de contribuer au progrès du champ d’études émergent concernant les situations d’urgence complexes, cet article cherche à faire le tour des récentes tendances en études de programmes scolaires et en méthodes de recherche dans le domaine de l’éducation comparative et internationale (ECI), et à suggérer des domaines vitaux où l’ECI et les recherches en programmes d’études contribuent à la construction d’une praxis de qualité dans la mise en place de milieux d’apprentissage dans des situations d’urgence complexes. On scrute ensuite l’émergence d’une théorie critique de l’apprentissage de survie à partir d’une étude de cas de l’enseignement auprès des réfugiés afghans au sud-ouest du Pakistan à l’époque des Talibans. Cela représente une tentative par les éducateurs en situation d’urgence de s’écarter d’une perspective uniquement centrée sur les aspects pragmatiques de leur pratique vers une approche qui se concentre de façon stratégique et réfléchie sur la nature même de la pratique et qui suggère quelques directions novatrices que pourrait prendre l’évolution de la théorie. Cet article se nourrit des expériences de première main de l’auteure en gestion des programmes visant des réfugiés, ainsi que d’une documentation composée des politiques, des rapports de terrain et des traditions fortes provenant du champ des programmes d’études, le tout permettant de souligner le besoin du développement rigoureux d’une meilleure compréhension des exigences de la survie dans des situations d’urgence complexes.
Appendices
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