Promoting Sustainable Social Cohesion Through Education in Refugee Camps: A Case Study of Kakuma, Kenya

Abstract

Refugee Camps worldwide face numerous challenges, such as a lack of adequate resources and poor access to available resources, but conflict between the different refugee nationalities is the most pervasive. Despite the implementation of various interventions, sustainable solutions remain elusive. Education is considered a sustainable solution to conflicts in refugee camps; however, the information on the most effective educational strategies to address these issues is limited. This study was guided by the following objectives: to examine the current educational frameworks and practices promoting sustainable social cohesion in the Kakuma Refugee Camp, to investigate the challenges educators face in providing education and social cohesion in a multicultural setting like Kakuma Refugee Camp, and to develop actionable strategies and education policy recommendations for sustainable social cohesion in Kakuma Refugee Camp. The study employed Conflict Transformation theory by Johan Galtung and Social Identity Theory by Henri Tajfel and John Turner. This study population included teachers, students, school administrators, and policymakers from government and non-governmental organisations involved in education. Sampling was conducted using both stratified and purposive sampling techniques. Both questionnaires and semi-structured interviews were used to collect the data. The questionnaires were administered to students and teachers, while the semi-structured interviews were conducted with government and Non-Government Organisation education policymakers, as wellanalysed using SPSS software, while the qualitative data were analysedalyzed using SPSS software, while the qualitative data were analyzed using thematic analysis. The study's major findings showed that national and international education frameworks and policies help promote social cohesion. The frameworks include the Basic Education Act (2013), Competency-Based Education, the Refugee Convention, and the National Educational Sector Strategic Plan (2023–2027). The policies include the Convention on the Rights of the Child, the National Educational Sector Strategic Plan 2023-2027, the Teacher Services Commission Policy, and the Education for Sustainable Development policy of 2017. Regarding the barriers facing teachers, the study identified language barriers, cultural misunderstandings, stereotyping, prejudice, and discrimination, as well as a lack of resources and socioeconomic problems, as the most frequently mentioned issues that hinder social cohesion. The less frequently mentioned ones were peer group segregation, bullying, parental and community influence, religious difference, psychological issues, and identity or issues of belonging. The recommended actions to promote cohesion were an inclusive curriculum, trauma-informed teaching approaches, organising intercultural activities, peer mentoring, cultural exchange programs, teachers' professional development, community and parental engagement, improving monitoring of educational frameworks and policies, and engaging in conflict resolution and restorative practices. The findings are important to refugees, educators, policymakers, and academicians, as well as address existing educational challenges in Kakuma Refugee Camp.