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Refugee Learners' Experiences of Curriculum Transition in South Africa

In: Immigration and Development

Author

Listed:
  • Lawrence Meda

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.

Suggested Citation

  • Lawrence Meda, 2018. "Refugee Learners' Experiences of Curriculum Transition in South Africa," Chapters, in: Tiago Neves Sequeira (ed.), Immigration and Development, IntechOpen.
    • Handle: RePEc:ito:pchaps:126305
    DOI: 10.5772/intechopen.72251
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    File URL: https://www.intechopen.com/chapters/58881
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    More about this item

    Keywords

    refugee; learners; curriculum; experiences;
    All these keywords.

    JEL classification:

    • M10 - Business Administration and Business Economics; Marketing; Accounting; Personnel Economics - - Business Administration - - - General

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