DOI: 10.3726/9781916985285.005.0001
These recommended student projects and assignments are designed to deepen students’ understanding of the multifaceted issues surrounding refugees and their access to education, while fostering critical thinking, collaborative skills, and community engagement.
• Objective: To develop a comprehensive understanding of who qualifies as a refugee under international law.
• Task: Students will conduct extensive research to define the term “refugee”, focusing on international legal frameworks such as the 1951 Refugee Convention and its Protocols. They will be required to summarise key instruments, rights, and processes that establish refugee status, including definitions of other related terms such as asylum seekers and displaced people; and
• Output: Submit a detailed report (3–5 pages) or deliver a presentation (10–15 minutes) summarising their findings, including references to academic articles and legal texts.
• Objective: To critically analyse and differentiate between various methods of refugee support.
• Task: Students will research and create a comparative chart that examines at least three state resettlement programs alongside various complementary pathways available for refugees in their country or a country of their choice. They should explore criteria for eligibility, processes involved, and the outcomes for refugees who utilise these pathways; and
• Output: A detailed essay (5–7 pages) discussing the benefits and challenges of each approach, supported by case studies or statistical data.
• Objective: To illustrate the transformative role of education in the lives of refugees.
• Task: Students will select a specific refugee case study, such as William’s journey to higher education, and analyse how access to education has played a pivotal role in shaping that individual’s life and future opportunities. They will examine educational barriers, personal determination, and the larger social context; and
• Output: A multimedia project (which could include a PowerPoint presentation, a short documentary film, or an infographic) showcasing their findings, with an emphasis on storytelling to highlight the emotional and social aspects of the case study.
• Objective: To foster community understanding and support for refugee issues.
• Task: Students will create and implement a community awareness campaign that addresses the challenges faced by refugees and highlights the importance of education as a pathway to stability. This may involve organising an informational event, developing outreach materials, or using social media platforms to reach a broader audience; and
• Output: A detailed campaign plan that includes goals, target audiences, key messages, and metrics for success, along with any materials developed (e.g., flyers, social media posts).
• Objective: To develop advocacy skills and propose evidence-based solutions for enhancing refugee education.
• Task: Students will research existing policies and practices regarding refugee education and identify gaps or challenges. They will then propose specific improvements or new initiatives aimed at enhancing access to complementary education pathways for refugees; and
• Output: A comprehensive policy proposal, including an executive summary, background information, proposed solutions, anticipated outcomes, and implementation strategies, which they will present as a formal report (5–8 pages) or presentation to a panel of classmates or educators.
• Objective: To encourage personal reflection and connections to broader themes of empathy and action.
• Task: Students will write a reflective essay discussing the importance of individual stories in shaping perceptions of refugees. They will reflect on what they learned about stories like William’s, how these narratives can inspire empathy, and the lessons that can be drawn for their own lives and communities; and
• Output: A reflective essay (3–4 pages) that includes personal anecdotes or observations, analysis of the narratives studied, and suggestions for actionable steps individuals might take to support refugee education.
• Objective: To foster collaborative critical thinking and problem-solving skills.
• Task: Organise a facilitated group discussion where students are encouraged to brainstorm the various challenges refugees encounter in accessing education, such as language barriers, financial constraints, and bureaucratic obstacles. Groups should actively listen to each other and build upon the ideas discussed; and
• Output: Following the discussion, students will collaboratively write a reflection piece summarising the key points, proposed solutions, and group consensus on how to address identified challenges.
• Objective: To encourage empathy and a deeper understanding of the refugee experience through creative expression.
• Task: Students will craft a creative piece – such as a short story, a diary entry, or a poem – from the perspective of a refugee navigating the complexities of displacement and the quest for education. They should aim to capture emotional depth and realism in their writing; and
• Output: A creative writing piece (2–5 pages) that conveys a rich narrative about the character’s experiences, challenges, and hopes, with a brief reflection on the writing process and what they learned about the refugee experience.
Possibilities of Educational Pathways to Refugee Resettlement
Twitter
Facebook
WhatsApp
LinkedIn
