期刊
INTERNATIONAL JOURNAL OF EDUCATIONAL DEVELOPMENT
卷 104, 期 -, 页码 -出版社
PERGAMON-ELSEVIER SCIENCE LTD
DOI: 10.1016/j.ijedudev.2023.102943
关键词
refugee education; education in emergencies; SDG4; complexity thinking; holistic learning; regenerative development
Meeting the educational needs and aspirations of learners affected by conflict and crisis requires a new approach. Based on insights from complexity science and regenerative development, an ecosystem approach with three dimensions is proposed. An example of such approach is provided to demonstrate its potential in designing education for displaced learners.
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.
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