Refugee Learners' Experiences of Curriculum Transition in South Africa

Lawrence Meda

A chapter in Immigration and Development from IntechOpen

Abstract: There is a dearth of scholarship on refugee education particularly the way in which learners navigate a new curriculum in the host country. The purpose of this study is to explore Zimbabwean learners' experiences of curricula transition at a refugee school in South Africa. The study was performed using a qualitative case study, and its paradigmatic position was interpretive. Bronfenbrenner's Social Ecological Model was used as a theoretical framework. Ten participants were purposively selected to participate in semi-structured interviews. The study found that refugee learners' experiences of curricula transition manifest in three categories: content, contextual and conceptual experiences. It is concluded that providing education to refugee learners without giving them the necessary support, which is needed for them to adapt to a new curriculum, is tantamount to setting them up for a failure.

Keywords: refugee; learners; curriculum; experiences (search for similar items in EconPapers)
JEL-codes: M10 (search for similar items in EconPapers)
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Persistent link: https://EconPapers.repec.org/RePEc:ito:pchaps:126305

DOI: 10.5772/intechopen.72251

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