Why does education damage refugees? To understand this, we need to ask how education frames refugees’ thinking about their future, specifically related to questions of waiting in the camp or migrating through dangerous, irregular channels. Between 2016 and 2019, Ethiopia was at the forefront of trends in migration policy that prioritized education as part of a global strategy to prevent irregular, northward migration. However, despite increased educational opportunities, refugees rejected schooling as they weighed the decision to migrate onwards, citing a sharp disconnect between aspirations connected to schooling and the constraints on professional and personal progress that they face in hosting states. Drawing on long-term, multi-sited, ethnographic research on temporal violence, and temporal agency among Eritrean refugees in Ethiopia, we develop the concept of teleological violence to describe the harm generated by this disconnect, as risky secondary migration may come to seem like the only path toward a desired future.

中文翻译：

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教育是什么武器？埃塞俄比亚北部的目的论暴力、当地融合和难民教育

为什么教育会伤害难民？要理解这一点，我们需要了解教育如何构建难民对他们未来的思考，特别是与在营地等待或通过危险、不规则的渠道迁移的问题有关。2016 年至 2019 年期间，埃塞俄比亚处于移民政策趋势的前沿，该政策将教育作为防止非正常向北移民的全球战略的一部分。然而，尽管受教育机会增加了，但难民在权衡继续迁移的决定时拒绝上学，理由是与学校教育相关的愿望与他们在东道国面临的职业和个人进步的限制之间存在严重脱节。借鉴对埃塞俄比亚境内厄立特里亚难民的时间暴力和时间机构的长期、多地点的民族志研究，