Borderless Higher Education for Refugees: Lessons from the Dadaab Refugee Camps

Cover page\nHalftitle page\nSeries page\nTitle page\nCopyright page\nContents\nIllustrations\nContributors\nAcknowledgements\nIntroduction\n	Our Approach in This Book\n	The BHER Project and University Programs\n	The Dadaab and Kakuma Camp Context\n	The Book: Self-Reflection and Response\nPart One Putting a Project into Action\n	1 Historical and Political Contestations in the Dadaab Refugee Camps and North-Eastern Kenya\n		Contested Terrains\n		New Beginnings: Two Sides of a Story\n		Conclusion\n	2 Gender Disparities in University Access in the Kenyan Kakuma Camps\n		Methods and Methodology\n		The Camp Context\n		Gender Disparities and Barriers to Access and Retention in University Programmes\n		‘Higher education has driven us into choosing career pathways’ (Namarome, Ugandan woman student): The Benefi ts of Higher Education for Women, Their Families and Communities\n		Conclusion\n	3 The Challenges of Reciprocity and Relative Autonomy in North/South Partnerships\n		What We Know about North/South University Partnerships\n		Funding Assumptions and Reciprocity Challenges\n		Financial Arrangements and Institutional Autonomy\n		Student Access, Inclusion and Accommodation\n		A Shifting Social and Political Landscape\n		Personal Commitments and the Creation of a Collegial Community\n		Conclusion\n	4 Development of a Community Health Education Degree Programme through a North-South Collaboration: Lessons Learned\n		Introduction\n		Reflection on Our Positionalities\n		Theoretical Foundations\n		Successes\n		Completion of the Collaborative Research\n		Development of the BSc CHEd Degree Programme\n		Challenges\n		Financial Issues\n		Communication Issues\n		Security Issues\n		Reflection on Our Success\n		Key Lessons Learned and Conclusions\nPart Two Students and Teachers: Inside the BHER Supported Classroom\n	5 Refugees Respond: Using Digital Tools, Networks and ‘Production Pedagogies’ to Envision Possible Futures\n		Framing our Conversation: Course Contexts, Tools and Theories\n		Outcomes from Our Conversational Inquiry\n	6 Technology and Flexibility: The Online Learning Experience of Teaching Assistants and their Students in the Dadaab Refugee Camps\n		The Students and Teaching Assistants\n		Education in Conflict and Crisis\n		Experimenting with Innovative Communication Tools\n		Flexible Approaches to Learning\n		Conclusion\n	7 Out of Bounds: The BHER Bones of Teaching Geography Across Borders\n		Geography and the BHER Project: Opportunities and Challenges of Internationalizing Education\n		Lessons Learned\n		Conclusion\n	8 Academic Philanthropy and Pedagogies of Resilience\n		Administrative Assumptions about Dadaab\n		Lorrie Miller Reflecting on Working from Vancouver\n		Elizabeth Jordan on Teaching Science and Special Needs Courses in Dadaab\n		Espen Stranger-Johannessen on Collaborative Student Learning in Dadaab\n		Kimberly Baker on Relationships with and in Dadaab\n		Rita L. Irwin on Learning from Dadaab\n		Graham W. Lea on Teaching and Time in Dadaab\n		Samson Madera Nashon’s Concluding Thoughts\n		Conclusion\n	9 Refugee Students’ Experience of Accessing English Language Learning in Dadaab, Kenya\n		Dahabo Ibrahim’s Language Journey\n		Seraphin Kimonyo’s Language Journey\n		Context Matters\n		Language is Power\n		Concluding Remarks\n	10 A Gallery to Rethink and (Re)place the Anthropocene: Framing from A Place-based Borderless Higher Education\n		The Course: Place and Learning\n		(Re)placing Anthropocene\n		A Gallery of Possibilities\n		The Projects\n		Place-based Borderless Higher Education: A Gallery to Rethink and (Re)place the Anthropocene\n	Afterword\nNotes\nReferences\nIndex