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Social Sustainable Education in a Refugee Camp

Author

Listed:
  • Marit Heldal

    (Department of Pedagogy, Queen Maud University-College of Early Childhood Education, 7044 Trondheim, Norway)

  • Trond Løge Hagen

    (Department of Physical Education, Queen Maud University-College of Early Childhood Education, 7044 Trondheim, Norway)

  • Ingvild Olsen Olaussen

    (Department of Drama, Queen Maud University-College of Early Childhood Education, 7044 Trondheim, Norway)

  • Gry Mette D. Haugen

    (Department of Social Studies, Queen Maud University-College of Early Childhood Education, 7044 Trondheim, Norway)

Abstract

The main objective of this article is to discuss how an Early Childhood Education and Care (ECEC) institution in a refugee camp can promote social sustainable education. By giving empirical examples of innovative pedagogical ideas and practices inside a Greek ECEC institution, this article argues that concepts of formation are ways to promote social sustainable education. The article draws on data from an ECEC institution in which both the children living in a refugee camp and Greek children are located together. With nature as a neutral cultural mediator, serving as a pedagogical framework, children can make new experiences based on participation, equality and mutual respect. Data were produced through field observations, semi-structured interviews and one group interview from March 2019 until September 2019. The empirical data reveal three dimensions that we suggest work as markers for social sustainable pedagogical practice: the importance of nature and play as a facilitator for children’s activities; the importance of participation and equality; and the importance of commitment to the community. The findings are discussed in relation with theoretical concepts of formation, with a particular focus on children as active agents and the value of experiences, and the importance of highly qualified educators.

Suggested Citation

  • Marit Heldal & Trond Løge Hagen & Ingvild Olsen Olaussen & Gry Mette D. Haugen, 2021. "Social Sustainable Education in a Refugee Camp," Sustainability, MDPI, vol. 13(7), pages 1-18, April.
    • Handle: RePEc:gam:jsusta:v:13:y:2021:i:7:p:3925-:d:528739
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    References listed on IDEAS

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    1. Christina Marouli, 2021. "Sustainability Education for the Future? Challenges and Implications for Education and Pedagogy in the 21st Century," Sustainability, MDPI, vol. 13(5), pages 1-15, March.
    2. L A Franco, 2006. "Forms of conversation and problem structuring methods: a conceptual development," Journal of the Operational Research Society, Palgrave Macmillan;The OR Society, vol. 57(7), pages 813-821, July.
    3. Lili-Ann Wolff & Peter Ehrström, 2020. "Social Sustainability and Transformation in Higher Educational Settings: A Utopia or Possibility?," Sustainability, MDPI, vol. 12(10), pages 1-21, May.
    4. Åsta Birkeland & Liv Torunn Grindheim, 2021. "Exploring Military Artefacts in Early Childhood Education: Conflicting Perspectives on Cultural Sustainability, Belonging and Protection," Sustainability, MDPI, vol. 13(5), pages 1-12, February.
    5. United Nations UN, 2015. "Transforming our World: the 2030 Agenda for Sustainable Development," Working Papers id:7559, eSocialSciences.
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    Cited by:

    1. Julie Ernst & Kerri McAllister & Pirkko Siklander & Rune Storli, 2021. "Contributions to Sustainability through Young Children’s Nature Play: A Systematic Review," Sustainability, MDPI, vol. 13(13), pages 1-36, July.
    2. Ahmad AlShwawra, 2021. "Syrian Refugees’ Integration Policies in Jordanian Labor Market," Sustainability, MDPI, vol. 13(13), pages 1-16, June.

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