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3
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0038884024
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Democracy, worker-consumer-citizens and teacher education: Theoretical musing with illustrations from research in Mexico
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ed. L. Limage New York: Garland
-
See Mark Ginsburg, "Democracy, Worker-Consumer-Citizens and Teacher Education: Theoretical Musing with Illustrations from Research in Mexico," in Democratizing Education and Educating Democratic Citizens: International and Historical Perspectives, ed. L. Limage (New York: Garland, 2001);
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(2001)
Democratizing Education and Educating Democratic Citizens: International and Historical Perspectives
-
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Ginsburg, M.1
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4
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0004135073
-
-
and Anderson, Imagined Communities, 36-37. For an interesting example of how civic education was important even in internment for U.S. citizens of Japanese descent in World War II,
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Imagined Communities
, pp. 36-37
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Anderson1
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6
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0004333860
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The nation state, citizenship, and global change: Institutionalism and globalization
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ed. William Cummings and Noel F. McGinn London: Elsevier
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Francisco Ramirez, "The Nation State, Citizenship, and Global Change: Institutionalism and Globalization," in International Handbook of Education and Development: Preparing Schools, Students and Nations for the Twenty-first Century, ed. William Cummings and Noel F. McGinn (London: Elsevier, 1997), 47-62.
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(1997)
International Handbook of Education and Development: Preparing Schools, Students and Nations for the Twenty-first Century
, pp. 47-62
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-
Ramirez, F.1
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10
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22844454764
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Governing refugees: The relevance of governmentality to understanding the international refugee regime
-
See Randy Lippert, "Governing Refugees: The Relevance of Governmentality to Understanding the International Refugee Regime," Alternatives: Social Transformation and Human Governance 3 (1999): 295-329.
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(1999)
Alternatives: Social Transformation and Human Governance
, vol.3
, pp. 295-329
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Lippert, R.1
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13
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0012772507
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New York: University of Columbia Press
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and Lynelyn Long, Ban Vinai: The Refugee Camp (New York: University of Columbia Press, 1993).
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(1993)
Ban Vinai: The Refugee Camp
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-
Long, L.1
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18
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0003528143
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-
Refugees from these crises were not maintained in camps supported by the international community but were dealt with in an ad hoc manner, often reflecting the political interests of combatants. Examples include the Bangladeshi flight from East Pakistan to India in 1971-72 and refugees fleeing the Biafran civil war in the late 1960s. Deaths among refugees were horrific and measured in the millions. See Loescher, The UNHCR and World Politics, 145-47;
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The UNHCR and World Politics
, pp. 145-147
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-
Loescher1
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20
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0009388060
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The "United Nations Border Relief Operation" was also created to care for Cambodians living on the Thai-Cambodian border. See Shawcross, The Quality of Mercy;
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The Quality of Mercy
-
-
Shawcross1
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22
-
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20744432438
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note
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Refugees are considered "apolitical" in the sense that they are noncombatants and that refugee camps exist to provide protection for them. Nevertheless, they are inherently fleeing political violence and typically have very strong views about politics as a result.
-
-
-
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23
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20744434527
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note
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The UNHCR is only weakly involved in countries that pay their own way with arriving refugees. Rich countries, such as Germany, the United States, and the United Kingdom, develop their own refugee protection policies without close consultation with the UNHCR.
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-
-
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24
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20744457984
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note
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A number of other international agencies like the International Committee of the Red Cross (ICRC), the World Food Programme (WFP), and the North Atlantic Treaty Organization (NATO) have also been involved with coordination.
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-
-
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28
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0004210167
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See SPHERE Project (ongoing), Humanitarian Charter and Minimum Standards in Disaster Response, www.sphereproject.org. There is a scientific patina surrounding the SPHERE standards' focus on morbidity and mortality, but the role of culture in establishing such standards was not ignored. For example, to establish water standards, issues of water quality and quantity obviously were developed, but planners were also aware that issues like distance from water taps affect household gender roles, and provisions for heated bath water can also be important in some societies.
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Humanitarian Charter and Minimum Standards in Disaster Response
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29
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0030473255
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Relief and repatriation: Views from refugees, lessons for humanitarian workers
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Despite wishes to the contrary, refugee situations often take years to resolve, usually through a combination of repatriation, resettlement in the host country, or resettlement in a third country. See Johan Pettier, "Relief and Repatriation: Views from Refugees, Lessons for Humanitarian Workers," African Affairs 95 (1996): 403-29;
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(1996)
African Affairs
, vol.95
, pp. 403-429
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Pettier, J.1
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30
-
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17844404958
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and Waters, Bureaucratizing the Good Samaritan. Refugee camps often take on lives of their own, as communities are established in a unique social environment. Children are born and mature, families reorganize, new worldviews develop, and political interests focus and refocus. Refugee culture is created, in which norms are established and standards of assistance are developed and legitimated.
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Bureaucratizing the Good Samaritan
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Waters1
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31
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84909831297
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The provision of education to refugees in places of temporary asylum: Some implications for development
-
See Rosemary Preston, "The Provision of Education to Refugees in Places of Temporary Asylum: Some Implications for Development," Comparative Education 27 (1991): 61-81.
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(1991)
Comparative Education
, vol.27
, pp. 61-81
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Preston, R.1
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32
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20744459876
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The new heroics of generational commitment: Education in nations with chronic crises
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ed. Gonzalo Retamal and Ruth Aedo-Richmond London: Cassell
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Emily Vargas-Baron and Maureen McClure, "The New Heroics of Generational Commitment: Education in Nations with Chronic Crises," in Education as a Humanitarian Response, ed. Gonzalo Retamal and Ruth Aedo-Richmond (London: Cassell, 1998), 271-88, 280.
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(1998)
Education As a Humanitarian Response
, pp. 271-288
-
-
Vargas-Baron, E.1
McClure, M.2
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35
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0348204339
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New York: Women's Commission
-
Although more focus has been given to primary schooling, a recurrent demand in refugee situations is for postprimary education. Proponents argue that such programs keep busy large numbers of young people who are idle and, thus, vulnerable to military recruiters and criminal activity. See Women's Commission for Refugee Women and Children, Untapped Potential: Adolescents Affected by Armed Conflict (New York: Women's Commission, 2000), 12-18. The UNHCR and international NGOs often question the role of secondary education (or education in general) as being an incentive for refugee flight and a disincentive for voluntary repatriation.
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(2000)
Untapped Potential: Adolescents Affected by Armed Conflict
, pp. 12-18
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-
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36
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20744441061
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note
-
The "right to education," enunciated in international agreements, is seen as a responsibility to establish schools. This right is of course asserted not only in refugee camps but in countries around the world. Literacy, numeracy, and citizenship are assumed to be a necessity for engaging meaningfully in society, including acquisition of status markers (i.e., degrees and diplomas) that schools offer. Schools also become the basis for the maintenance of common national cultures. Nevertheless, in the process of translation into a refugee camp context, the role that schools in other situations play in socializing children into the broader world society is often missed.
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-
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38
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20744447288
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UNESCO-PEER: Lessons learned in Eastern Africa
-
See Gonzalo Retamal, Mudiappasamy Devadoss, and Mark Richmond, "UNESCO-PEER: Lessons Learned in Eastern Africa," in Retamal and Aedo-Richmond, Education as a Humanitarian Response, 210;
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Retamal and Aedo-Richmond, Education As a Humanitarian Response
, pp. 210
-
-
Retamal, G.1
Devadoss, M.2
Richmond, M.3
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41
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20744435569
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Peace education and refugee youth
-
Crisp, Talbott, and Cippolone
-
See also Marc Sommers, "Peace Education and Refugee Youth," in Crisp, Talbott, and Cippolone, Learning for a Future, 167.
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Learning for a Future
, pp. 167
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Sommers, M.1
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42
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2042495091
-
-
Much of the impetus for education programs in refugee camps comes from the field of social work (see esp. Ahearn, Psycho-social Wellness of Refugees), in large part because social workers are more likely to be on the scene of a refugee crisis than education administrators. As a result, perhaps, much of the language used to describe refugee education systems and to frame education comes from social work, as indicated by the emphasis on dealing with children's psychosocial stress.
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Psycho-social Wellness of Refugees
-
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Ahearn1
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43
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20744453936
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Reprinted in Retamal and Aedo-Richmond
-
Reprinted in Retamal and Aedo-Richmond, Education as a Humanitarian Response, 293, 295.
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Education As a Humanitarian Response
, vol.293
, pp. 295
-
-
-
47
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20744448338
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Dilemmas of Afghan higher education
-
ed. Swedish Committee for Afghanistan Stockholm: Swedish Committee for Afghanistan, April 4-5
-
In particular, refugee parents and others may view schooling as a means of preserving their group's cultural, linguistic, and historical traditions as well as of having children learn the host country's language; international languages such as English, French, Arabic, and Spanish; and sacred languages such as classical Arabic. See Anthony Hyman, "Dilemmas of Afghan Higher Education," in The Children of Afghanistan in War and Refugee Camps: An International Hearing about the Children of Afghanistan, ed. Swedish Committee for Afghanistan (Stockholm: Swedish Committee for Afghanistan, April 4-5, 1987), 86-91.
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(1987)
The Children of Afghanistan in War and Refugee Camps: An International Hearing about the Children of Afghanistan
, pp. 86-91
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Hyman, A.1
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50
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20744443271
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The Somali refugee primary school in the Republic of Yemen
-
Retamal and Aedo-Richmond
-
See Helena Gezelius, "The Somali Refugee Primary School in the Republic of Yemen," in Retamal and Aedo-Richmond, Education as a Humanitarian Response, 106-17;
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Education As a Humanitarian Response
, pp. 106-117
-
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Gezelius, H.1
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55
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20744439049
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Refugee education in an international perspective: The education of Mozambican children in Malawi, 1987-93
-
Retamal and Aedo-Richmond
-
and David Smawneld, "Refugee Education in an International Perspective: The Education of Mozambican Children in Malawi, 1987-93," in Retamal and Aedo-Richmond, Education as a Humanitarian Response, 27-44.
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Education As a Humanitarian Response
, pp. 27-44
-
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Smawneld, D.1
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56
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20744434213
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See Women's Commission on Refugee Women and Children, Untapped Potential;
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Untapped Potential
-
-
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61
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20744445475
-
-
note
-
The quotation is from a memo found at the University of Nebraska archives at the Center for Afghanistan studies. See Academy for Educational Devlopment, University of Nebraska, Omaha, AED/UNO/Columbia, 1985, II-4.
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-
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70
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20744434212
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Emergency educational response in the rwandan crisis
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Retamal and Aedo-Richmond
-
See Pilar Aguilar and Mark Richmond, "Emergency Educational Response in the Rwandan Crisis," in Retamal and Aedo-Richmond, Education as a Humanitarian Response, 119-41.
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Education As a Humanitarian Response
, pp. 119-141
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Aguilar, P.1
Richmond, M.2
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75
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20744450543
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Complex humanitarian emergencies
-
Harvard School for Public Health, Boston
-
See, e.g., Sissela Bok, "Complex Humanitarian Emergencies," Working Paper Series 94 (Harvard School for Public Health, Boston, 1994) ;
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(1994)
Working Paper Series
, vol.94
-
-
Bok, S.1
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76
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0032843710
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Assessing the impact of the rwandan refugee crisis on development planning in rural Tanzania
-
and Tony Waters, "Assessing the Impact of the Rwandan Refugee Crisis on Development Planning in Rural Tanzania," Human Organization 58 (1999): 152-62.
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(1999)
Human Organization
, vol.58
, pp. 152-162
-
-
Waters, T.1
|