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Education, merit and mobility: Opportunities and aspirations of refugee youth in Kenya’s Kakuma refugee camp
British Educational Research Journal  ( IF 3.0 ) Pub Date : 2020-12-13 , DOI: 10.1002/berj.3695
Michelle J. Bellino 1
Affiliation  

Drawing on observations and interviews with teachers and students enrolled in a camp secondary school, this article documents how youth aspirations are constructed, supported and constrained in the context of a limited opportunity structure. Data demonstrate that schools enforce cultural scripts of meritocracy, along with assurances that hard work in school will be rewarded with post-secondary education and economic returns. The possibilities for upward social mobility driving this narrative were central to sustaining hope for students, despite being structurally out of reach of the vast majority. Nearing school completion, as young people confronted a gap between their aspirations and the opportunities available for their fulfilment, they more readily critiqued the inequitable distribution and quality of educational opportunities available to citizens and noncitizens. Yet even as they developed these critiques, they strategically reasserted the logic of educational meritocracy, rationalising that ranked systems benefitting a few to the exclusion of the majority were reasonable and just in contexts of scarcity. This study illustrates the ways that marginalised groups such as refugees deepen awareness of structural inequities and develop systemic critiques informed by their experiences, while strategically reinscribing trust and aspiring to inclusion in the same system in which they experienced betrayal. In the context of unprecedented global im/migration, this article draws attention to everyday struggles of refugee youth and a rapidly growing educational challenge that needs to be addressed systematically in contexts of displacement.

中文翻译:

教育、功绩和流动性:肯尼亚卡库马难民营难民青年的机会和愿望

本文通过对在营地中学就读的教师和学生的观察和访谈,记录了在机会有限的背景下如何构建、支持和约束青年人的愿望。数据表明,学校执行任人唯贤的文化脚本,并保证在学校努力工作将获得高等教育和经济回报。尽管绝大多数人在结构上遥不可及,但推动这种叙事的向上社会流动的可能性对于维持学生的希望至关重要。临近完成学业,因为年轻人面临着他们的抱负与实现目标的机会之间的差距,他们更容易批评公民和非公民可获得的教育机会的不公平分配和质量。然而,即使在他们提出这些批评的同时,他们还是战略性地重申了精英教育的逻辑,合理化了让少数人受益而排斥大多数人的排名系统在稀缺的情况下是合理和公正的。这项研究说明了难民等边缘化群体如何加深对结构性不平等的认识,并根据他们的经历发展系统性批判,同时战略性地重新建立信任并渴望融入他们遭受背叛的同一个系统中。在史无前例的全球移民/移民背景下,
更新日期:2020-12-13
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