ENJEUX ÉDUCATIONNELS, CURRICULUM ET LANGUE D’ENSEIGNEMENT DANS LES CAMPS DE RÉFUGIÉS État des connaissances et perspectives de recherche.

Authors

  • Olivier Arvisais Université du Québec à Montréal (UQAM)
  • Patrick Charland Université du Québec à Montréal (UQAM)

Keywords:

éducation en situations d'urgence, curriculum, langue d'enseignement, initiative d'éducation pour les populations réfugiées, humanitaire, education in emergencies, language of instruction, education initiatives for refugees, humanitarian aid

Abstract

La moitié des 57 millions d’enfants non scolarisés dans le monde vit dans des pays touchés par une guerre, ce qui fait des conflits armés la barrière la plus importante restreignant l’accès à l’éducation (UNHCR, 2014). C’est en réponse à ce problème que l’éducation a été reconnue en 2007 par les Nations unies comme un domaine à part entière de l’aide humanitaire. Malgré tout, plusieurs organisations onusiennes mettent en évidence le manque de recherches concernant l’éducation des réfugiés. Le constat est le même du côté des chercheurs. En effet, plusieurs auteurs observent un déficit de connaissances scientifiques concernant l’éducation dans les camps de réfugiés (Dryden-Peterson, Bellino, et Chopra, 2015). Or, cet article propose un état des connaissances et un survol des perspectives de recherche de ce champ encore émergeant, et ce, particulièrement en ce qui a trait au choix d’un curriculum et d’une langue d’enseignement.

Half of the 57 million children out of school worldwide live in countries affected by war, making armed conflict the most important barrier restricting access to education (UNHCR, 2014). In response to this problem education was recognized in 2007 by the United Nations as a full field of humanitarian aid. Nevertheless, several UN agencies highlight the lack of research on education initiatives for refugees. Furthermore, the researchers are making the same observation. Indeed, several authors observed a deficit of scientific knowledge about education initiatives in refugee camps (Dryden-Peterson, Bellino and Chopra, 2015). This is why this article offers a state of knowledge and an overview of research perspectives of this emerging field, especially regarding choice and implementation of curriculum and teaching language.

Author Biographies

Olivier Arvisais, Université du Québec à Montréal (UQAM)

Doctorant à la Faculté des sciecnes de l'éducation de l'UQAM

Patrick Charland, Université du Québec à Montréal (UQAM)

Professeur au département de didactique de la Faculté des sciences de l'éducation de l'Université du Québec à Montréal

Downloads

Published

2016-01-03

Issue

Vol. 6 No. 2 (2015)

Section

Literature Review/Revue de la documentation

License

  • Manuscripts submitted to CJNSE/RCJCÉ must be original work that has not been published elsewhere, nor is currently being considered for publication elsewhere. The author should confirm this in the cover letter sent with the manuscript.
  • Articles that are published within the CJNSE/RCJCÉ must not be published elsewhere, in whole or part, for one year after publication.
  • Copyright for articles published in this journal is retained by the authors, with first publication rights granted to the journal. By virtue of their appearance in this open access journal, articles are free to use, with proper attribution, in educational and other non-commercial settings. Granting the CJNSE/RCJCÉ first publication rights must be in the cover letter sent with the manuscript.
  • If the manuscript contains copyrighted materials, the author should note this in the cover letter sent with the manuscript, and indicate when letters of permission will be forwarded to the Editor.
  • If the manuscript reports on research with “human subjects,” the author should include a statement in the cover letter that ethics approval has been received for the research, indicating the granting body and protocol number if applicable.
  • Authors are encouraged to use language that is inclusive and culturally sensitive.