Refugee Education: A Critical Visual Analysis
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| Title: | Refugee Education: A Critical Visual Analysis |
|---|---|
| Language: | English |
| Authors: | Joanna McIntyre, Kerryn Dixon (ORCID |
| Source: | International Journal of Inclusive Education. 2024 28(14):3375-3391. |
| Availability: | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Peer Reviewed: | Y |
| Page Count: | 17 |
| Publication Date: | 2024 |
| Document Type: | Journal Articles Reports - Research |
| Descriptors: | Refugees, Political Attitudes, Inclusion, Equal Education, Visual Literacy, Mass Media, Mass Media Effects, Public Opinion, Social Attitudes, Minority Group Students, Discourse Modes, Educational Discrimination, Social Distance |
| DOI: | 10.1080/13603116.2023.2274111 |
| ISSN: | 1360-3116 1464-5173 |
| Abstract: | Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how discursive agendas are constituted visually is important. This paper explores the representations of Refugee Education, toggled with Refugees and Education with a focus on images available from a Google Images search. The analysis is framed by critical visual literacy, with the assumption that visual images are embedded in wider sociocultural practices and ideologies. Images of Refugee Education depict impoverished, teacher-centred classrooms, restricted knowledge and a docile population. Toggling with images of Refugees emphasises the racial otherness of refugee students, their numbers, and schooling as the means to contain the discursively constructed representations of refugees-as-threat. Toggling with Education emphasises Refugee Education as merely an issue of access, rather than quality, inclusive or lifelong learning as envisaged in Sustainable Development Goal 4. We conclude that images of refugee education undermine the quest for a compassionate inclusive education for refugees of all ages and that caution and critique are needed in the consumption of images. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | EJ1451740 |
| Database: | ERIC |
| Abstract: | Refugee education has become an issue of national and international concern as the numbers of refugees rise globally. In a world where global issues such as forced migration are communicated and consumed through the visual mode, understanding how discursive agendas are constituted visually is important. This paper explores the representations of Refugee Education, toggled with Refugees and Education with a focus on images available from a Google Images search. The analysis is framed by critical visual literacy, with the assumption that visual images are embedded in wider sociocultural practices and ideologies. Images of Refugee Education depict impoverished, teacher-centred classrooms, restricted knowledge and a docile population. Toggling with images of Refugees emphasises the racial otherness of refugee students, their numbers, and schooling as the means to contain the discursively constructed representations of refugees-as-threat. Toggling with Education emphasises Refugee Education as merely an issue of access, rather than quality, inclusive or lifelong learning as envisaged in Sustainable Development Goal 4. We conclude that images of refugee education undermine the quest for a compassionate inclusive education for refugees of all ages and that caution and critique are needed in the consumption of images. |
|---|---|
| ISSN: | 1360-3116 1464-5173 |
| DOI: | 10.1080/13603116.2023.2274111 |
