Hure, Mohamud;
Taylor, Jennie;
(2023)
The critical role of refugee teachers in the COVID-19 education response: Supporting their continued professional contributions and leadership in displacement and durable solutions.
Education and Conflict Review
, 4
pp. 37-44.
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Abstract
This paper considers the essential role refugee teachers played in the COVID-19 education response by providing education continuity and support for children during extended school closures. It focuses specifically on the situation in the Kakuma refugee camp in Northern Kenya. Despite facing severe constraints such as limited resources and connectivity, in addition to their own limited professional qualifications and a lack of recognition, the refugee teachers in Kakuma have shown remarkable commitment and creativity in responding to the crisis. The paper offers relevant policy and practice recommendations to strengthen support for refugee teachers and to meet their professional needs in the post-COVID context, including their professional qualifications and recognition.
| Type: | Article |
|---|---|
| Title: | The critical role of refugee teachers in the COVID-19 education response: Supporting their continued professional contributions and leadership in displacement and durable solutions |
| Open access status: | An open access version is available from UCL Discovery |
| Publisher version: | https://www.ucl.ac.uk/ioe/departments-and-centres/... |
| Language: | English |
| Additional information: | This version is the version of record. For information on re-use, please refer to the publisher’s terms and conditions. |
| Keywords: | Refugee teachers, education continuity, recognition of teachers, COVID-19 |
| URI: | https://discovery-pp.ucl.ac.uk/id/eprint/10175039 |
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