When education in emergencies fails: Learners’ motivations for a second chance education in post-conflict Rwanda

Research output: Contribution to journalArticlepeer-review

Abstract

There has been an increasing effort to deliver Education in Emergencies (EiE) from the international community since the 1990s because of protracted humanitarian situations. Despite the growing attention to EiE, many children in conflict-affected situations miss schooling without having the opportunity to receive a second chance education (SCE), or voice their perspectives on this situation. Given the gaps within EiE, this paper focuses on the largely overlooked issue of out-of-school children and young people resulting from conflict, and potential for an SCE. Based on 23 life story interviews conducted in Rwanda, it examines how learners in post-genocide Rwanda made sense of the complex education journey that they undertook and their motivations for an SCE. The research demonstrates various motivations, including both intrinsic and extrinsic, using self-determination theory. It provides learners’ perspectives on education that are currently missing in the EiE field.

Original languageEnglish
Pages (from-to)(In-Press)
Number of pages18
JournalCompare
Volume(In-Press)
Early online date26 Feb 2021
DOIs
Publication statusE-pub ahead of print - 26 Feb 2021

Bibliographical note

Publisher Copyright:
© 2021 British Association for International and Comparative Education.

Copyright:
Copyright 2021 Elsevier B.V., All rights reserved.

Keywords

  • Conflict
  • education in emergencies
  • learner motivations
  • Rwanda
  • second chance education

ASJC Scopus subject areas

  • Education

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