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The role of emancipatory education in a refugee camp setting: A case study of the students of the GBS programme.

This dissertation is built on a case study of the Global Border Studies programme, a post ten programme delivered in Pu Dooplaya Junior College in Nu Po Refugee camp on the Thailand/Burma border. I took a post positivist approach and used life story interviewing techniques to gather data from nine of the twelve students who completed the pilot programme. The central question of the dissertation centres on whether or not the programme can be considered emancipatory. The theory of emancipatory education is examined in the literature review.

The research findings found that the programme could be considered emancipatory as the students demonstrated that they had experienced perspective transformation and developed leadership qualities such as a willingness to engage with and seek solutions to problems in their communities. They also showed a capacity to reflect on and learn from their experiences and bring that learning to their decision making. The paper recommends that policy makers and funders working in protracted refugee contexts prioritise the provision of third level programmes that focus on conflict transformation, critical thinking and leadership in order to equip people with the skills to rebuild stable post conflict societies.


Margaret Clarke (2013)


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