Tracing Pathways to Higher Education for Refugees: The Role of Virtual Support Networks and Mobile Phones for Women in Refugee Camps

Autor/inn/en	Dahya, Negin; Dryden-Peterson, Sarah
Titel	Tracing Pathways to Higher Education for Refugees: The Role of Virtual Support Networks and Mobile Phones for Women in Refugee Camps
Quelle	In: Comparative Education, 53 (2017) 2, S.284-301 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-0068
DOI	10.1080/03050068.2016.1259877
Schlagwörter	Refugees; Educational Attainment; Interviews; Foreign Countries; Emergency Shelters; Womens Education; Information Technology; Online Surveys; Social Networks; Computer Mediated Communication; Gender Differences; Comparative Analysis; Social Behavior; Behavior Standards; Access to Education; Role; Access to Information; Statistical Analysis; Higher Education; Telecommunications; Kenya; Somalia + Suchen Sie Ihr Suchwort? Flüchtling; Bildungsabschluss; Bildungsgut; Interviewing; Interviewtechnik; Ausland; Notunterkunft; 'Women''s education'; Frauenbildung; Informationstechnologie; Social network; Soziales Netzwerk; Computerkonferenz; Geschlechterkonflikt; Social behaviour; Soziales Verhalten; Education; Access; Bildung; Zugang; Bildungszugang; Rollen; Statistische Analyse; Hochschulbildung; Hochschulsystem; Hochschulwesen; Telekommunikationstechnik; Kenia
Abstract	In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men. The paper draws on complementary original data sources, including an online survey of the Somali Diaspora (n = 248) and in-depth interviews (n = 21) with Somali refugees who do or have lived in the Dadaab refugee camps of Kenya. We find an important interplay of local and global interactions, mediated by mobile technology, that participants identify as critical to their access to higher education. Our analysis relates these interactions to shifting social norms and possibilities for refugee women's education. Our findings directly address the use of information and communication technology in expanding opportunities for higher education for women in refugee camps. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01