Rohingya students’ voices on the experience of inclusion/exclusion in the non-formal schooling: how do issues about being displaced, with(out) disability, having behavioral problems, and gender itself matter?

Suban Kumar Chowdhury, Anne Keary, Eisuke Saito

Research output: Contribution to journalArticleResearchpeer-review

Abstract

Utilizing intra-categorical intersectionality and a feminist gender lens, this study delved into the nuanced inclusion/exclusion experiences of 20 Rohingya students in Kutupalong camps. Employing individual interviews, focus groups, and photo-elicitation methods, it unveiled diverse responses among boys, reinforcing privileged masculinity for some, while others, labeled with behavioral issues, faced distinct challenges. Disabled girls encountered dual marginalization through bullying and stereotyping. Findings underscores the imperative for tailored interventions and inclusive policies, emphasizing teacher sensitization training. Future research on longitudinal displacement impacts and cross-context comparisons is recommended. Despite context-specific findings and subjective self-reporting, the study informs policymaking, emphasizing intersectional lenses in education.

Original languageEnglish
Article number104615
Number of pages12
JournalTeaching and Teacher Education
Volume145
DOIs
Publication statusPublished - Jul 2024

Keywords

  • Behavioral problem
  • Gender
  • Non-formal schooling
  • Rohingya students
  • with(out) disabilities

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