Education and internally displaced persons

Drawing on research from a diverse set of countries, including the USA, Somalia, Colombia, Pakistan, Sri Lanka, and Bosnia and Herzegovina, the contributors of this volume consider the relationship between education and internally displaced persons. The case studies presented raise fundamental questions regarding the barriers to education and some unexpected benefits for displaced children. The dynamics that impact access and quality of education for internally displaced people are examined and the role education can play in rebuilding societies and strengthening peace building processes is considered. Each case study brings to light a different aspect of displacement including various causes: current legal protection and its implications for government action and practical responses; challenges arising from country contexts related to the scale and duration of displacement; and the role of education in meeting the needs of returnees. Chapter include

M. Bowder, & V. Perry, examines returnees and the challenges for education reform in Bosnia and Herzegovina, while Lynn Davies’ chapter analyses the challenges for education of protracted displacement in Sri Lanka. M. J. C. Espinosa draw on legislative protection for IDPs and education in Colombia. The chapter by E. Ferris & C. Stark focuses on educational challenges of conflict and flood-related displacement in Pakistan, and K. Watkins provides an account of the hidden crisis: Armed conflict and education. C. Smith Ellison provides a global overview of education and IDPs in the introduction. A. Lauten’s chapter examines the alternative approaches to education for displaced children in Puntland and Somaliland.

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