This paper describes a unique model for building an afternoon school for refugee children sustained by volunteers and refugee teachers and based on humanistic intercultural values. The methodology is participatory including the whole school, from children to teachers to volunteers and managers. Central themes in the findings include a synergetic focus on creative placemaking, conflict negotiation and formal studies. This points to a theoretical connection between informal and formal studies. The findings teach us about the needs of refugee children. A methodological contribution is the use of arts-based methods to capture refugee children's lived experiences of school.

中文翻译：

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为难民营中的难民儿童创造场所、关系和教育：从“和平学校”教育模式中吸取的教训

本文描述了一种独特的模式，为难民儿童建造一所下午学校，由志愿者和难民教师支持，并基于人文跨文化价值观。该方法是参与性的，包括整个学校，从儿童到教师，再到志愿者和管理者。调查结果的中心主题包括对创造性场所营造、冲突谈判和正式研究的协同关注。这表明非正式研究和正式研究之间存在理论联系。调查结果让我们了解难民儿童的需求。一个方法论贡献是使用基于艺术的方法来捕捉难民儿童在学校的生活经历。