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Title Page

ABSTRACT

Contents

ABBREVIATIONS 24

CHAPTER 1. INTRODUCTION 26

1.1. Problem 26

1.2. Background 28

1.3. Purpose of the Study 32

1.4. Terminology 36

CHAPTER 2. LITERATURE REVIEW 40

2.1. Conventional Approaches to Refugee Education 42

2.1.1. Humanitarian Approach: Refugee Education in Emergencies 42

2.1.2. Human rights Approach: Right to Education for Refugees 49

2.1.3. Developmental Approach: Refugee Education for Development 54

2.2. Alternative Approach to Refugee Education: Freirean Perspective 60

2.3. Conceptual Framework of the Study 70

CHAPTER 3. RESEARCH METHODS 74

3.1. Case Selection: Mae La Refugee Camp, Thailand 74

3.2. Research Approach: Ethnographic Case Study 81

3.3. Research Process: Fieldwork in Mae La 87

3.3.1. Timeline of the Research 87

3.3.2. Preliminary Research and Feasibility 89

3.3.3. Data Collection 91

3.3.5. Data Analysis and Interpretation 99

3.3.6. Credibility and Dependability 103

3.3.7. Ethical Challenges and Considerations 105

CHAPTER 4. REFUGEE EDUCATION IN MAE LA REFUGEE CAMP 108

4.1. Education 'For' Refugees in Mae La: Towards Objectification 108

4.1.1. Historical Contextualization of Assistance in Protracted Emergencies 108

4.1.2. Educational Provision shaped by Global Refugee Regime 113

4.1.3. Refugee schooling sustained with "Challenges in the Camp" 118

4.1.4. Concept of Refugee Students and Teachers from "Outsiders' Perspectives" 128

4.1.5. Purpose of Schooling conceptualized 'for' Refugees: "Is Education to prepare Resettle, Return, or Remain?" 139

4.2. Education 'By' Refugees in Mae La: Towards Subjectification 144

4.2.1. Historical Contextualization of the Karen Refugees: Yearning for "a land without evil" 144

4.2.2. Educational Endeavour shaped by Karen Refugee Community 151

4.2.3. Refugee schooling sustained with "a Point of Pride and Karen Identity" 157

4.2.4. Concept of Karen Students and Teachers from "Insiders' Perspectives" 166

4.2.5. Purpose of Schooling conceptualized 'by' the Refugee Leadership: "Education is to empower students to become a change-maker against unjust status-quo" 182

CHAPTER 5. ROLES AND GOALS OF REFUGEE EDUCATION FROM FREIREAN PERSPECTIVE 185

5.1. Roles and Goals of the refugees in Refugee Education 186

5.1.1. Role of the Karen refugee teachers and students: Empty Vessels or Active Subjects 186

5.1.2. Goal of Refugee Education under the pseudo-State: Adaptation or Transformation 196

5.2. Towards Educational Approach: Freirean Perspective 205

5.2.1. Refugees beyond Beneficiaries: Towards Transformative Agents 205

5.2.2. Refugee Education beyond Domestication: Towards Liberation 209

CHAPTER 6. CONCLUSION 213

BIBLIOGRAPHY 223

APPENDIX 233

ABSTRACT IN KOREAN 234

List of Tables

[Table 1] Recent Figures of Refugee Population and Education Enrolment worldwide 26

[Table 2] Means to Refugee Education and its focus 44

[Table 3] Minimum Standards for Education in Emergencies, Chronic Crises, and Early Reconstruction 46

[Table 4] Refugee Education Frameworks by UNHCR 56

[Table 5] Comparative advantages of education coordination approaches in crises 58

[Table 6] Guiding concepts and principles by in Freire's critical pedagogy 67

[Table 7] Estimated number of refugees in 9 refugee camps on Thai-Myanmar border 75

[Table 8] No. of Students and Teachers enrolled at Schools in Mae La Camp 80

[Table 9] Research Process and Timeline 88

[Table 10] Research Participants categorized into three groups 92

[Table 11] List of Interview Participants 93

[Table 12] Thai government's Restrictions on Education in the Refugee Camp 123

[Table 13] Karen Education Curriculum Framework: Principles 157

[Table 14] Karen Education Curriculum: Strands and Standards for Social Studies for Grade 1 - 12 159

[Table 15] Background Information for a group of Karen Refugee Teachers at a school in Mae La 170

[Table 16] Mixed education approaches and Tensions within the community of Mae La camp 187

[Table 17] Mixed education purposes and Tensions within the community of Mae La camp 198

[Table 18] Comparative Strengths and Weaknesses of Education 'for' and 'by' refugees in Mae La 206

List of Figures

[Figure 1] Interconnected concepts of banking education' and problem-posing education by Freire 68

[Figure 2] Conceptual Framework of the Study 70

[Figure 3] Diverse actors involved in Refugee Education in Mae La 91

[Figure 4] Linear snowball sampling 96

[Figure 5] Exponential discriminative snowball sampling 97

[Figure 6] Current Structure of Coordination for the Refugee Camps along the Thai border 110

[Figure 7] Structure of Education Coordination in the Camp 114

[Figure 8] Structure of Education Coordination from the Community's view 153

List of Photos

[Photo 1] Rooftops of Mae La Refugee Camp 77

[Photo 2] Refugee Camp School in Mae La: During Weekly Assembly 78

[Photo 3] Refugee Camp School in Mae La: During Classroom Teaching 79

[Photo 4] Researcher spending time with teachers after school in Mae La camp 82

[Photo 5] Researcher teaching English subject in a classroom in Mae La camp 82

[Photo 6] Researcher attending a zone meeting with teachers in Mae La camp 86

[Photo 7] Screenshot of the MAXQDA software program for the coding process 100

[Photo 8] School materials delivered by CBOs and NGOs for new semester 124

[Photo 9] Students' Representation of Social Hierarchy in the Camp 131

[Photo 10] Food Ration Book (left) and Teacher Salary Payment Book (right) 138

[Photo 11] Teachers and others on Food Ration Day 138

[Photo 12] Karen National Flag proudly held by a Karen Refugee Student (left)... 146

[Photo 13] Karen Refugees at Karen Revolution Day Celebration in Karen State 147

[Photo 14] Teachers and Trainers holding their Awards on World Teachers Day 172

[Photo 15] Karen Refugee Teachers in a Staffroom (left) and a classroom wearing... 173

[Photo 16] Karen Refugee Teachers volunteering for administrative chores at a... 174

[Photo 17] Students living in Mae La refugee camp during a Painting Lesson called... 178

[Photo 18] Students living in Mae La refugee camp during a Painting Lesson called... 179

[Photo 19] Students living in Mae La refugee camp during a Painting Lesson called... 181

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