Learning as ecosystems: Shifting paradigms for more holistic programming in education and displacement

Ritesh Shah, Mieke Lopes Cardozo and Jessica Hjarrand

International Journal of Educational Development, 2024, vol. 104, issue C

Abstract: Meeting the educational needs and aspirations of learners affected by conflict and crisis, and particularly those who have been displaced within and across national borders is a wicked and vexing problem impeding progress on SDG4. We argue a radically different approach is required. Based on insights from complexity science and regenerative development, we present an ecosystem approach based on three dimensions: 1) connectedness and nestedness, 2) reflective learning and 3) working from potential rather than problems. We provide an example of where such work is already being explored, and the possibilities it offers for shifting paradigms informing programming and design of education for learners in displacement.

Keywords: refugee education; education in emergencies; SDG4; complexity thinking; holistic learning; regenerative development (search for similar items in EconPapers)
Date: 2024
References: View references in EconPapers View complete reference list from CitEc
Citations: View citations in EconPapers (1)

Downloads: (external link)
http://www.sciencedirect.com/science/article/pii/S0738059323002195
Full text for ScienceDirect subscribers only

Related works:
This item may be available elsewhere in EconPapers: Search for items with the same title.

Export reference: BibTeX RIS (EndNote, ProCite, RefMan) HTML/Text

Persistent link: https://EconPapers.repec.org/RePEc:eee:injoed:v:104:y:2024:i:c:s0738059323002195

DOI: 10.1016/j.ijedudev.2023.102943

Access Statistics for this article

International Journal of Educational Development is currently edited by Stephen P Heyneman

More articles in International Journal of Educational Development from Elsevier
Bibliographic data for series maintained by Catherine Liu ().