A Comparative Case Study of Curriculum Development for Rohingya Refugee Education Through Multilateral Educational Organizations

• In Event: Critical Issues in Comparative Education

Abstract

This article explores the informal curriculum development across three levels (global, national, and local) for Rohingya refugee camps in Bangladesh, identifying the multiple actors involved in the curriculum development in refugee education. By employing a vertical case study approach, this research examines how the informal curriculum for Rohingya refugee children evolves from a global framework, such as the INEE minimum standards, to an informal curriculum known as LCFA in Bangladesh and ultimately to implementation in learning centers in refugee camps. This study also highlights how ideological factors shape and limit refugees' access to quality education by analyzing the curriculum and related documents, including interviews with key actors across global, national, and local levels.

Authors

• Shukufe Rahman, The Ohio State University

• Patricia K. Kubow, Indiana University

• Gayle A. Buck, Indiana University