Educational Experiences Amid Crisis, Trauma, and Displacement: An Ethnographic Case Study of Children Abducted by the Islamic State in Iraq

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dc.contributor.advisorLin, Jingen_US
dc.contributor.authorWebb, Amber D.en_US
dc.contributor.departmentEducation Policy, and Leadershipen_US
dc.contributor.publisherDigital Repository at the University of Marylanden_US
dc.contributor.publisherUniversity of Maryland (College Park, Md.)en_US
dc.date.accessioned2020-09-29T05:30:50Z
dc.date.available2020-09-29T05:30:50Z
dc.date.issued2020en_US
dc.description.abstractEducation in emergencies (EiE) is a growing field within discourse on humanitarian aid, international development, and global education. It brings to the fore the challenges of educating children in crisis-contexts, a growing problem in regions around the world. Since the 1990s, increasing attention has been paid to this vulnerable population of children; however, evidence-based practice has historically been weak but improved considerably over the last decade. In this dissertation study, I aim to add to the body of literature and empirical research in the field of education in emergencies. I offer succinct problems and interventions that can enhance educational outcomes for a particular group of crisis-affected children in Iraq. Specifically, I examine the lives of five Yazidi children who had been abducted and held captive by the Islamic State before returning to their families now residing in displacement camps far from their native homeland. Using qualitative methods consistent with ethnography and case study research, I present findings garnered from the five participants that offer a window into their lived realities. As a bounded case, data collection was consolidated to Yazidi children living within a single camp in Iraq from 2016-2017. The findings suggest several key barriers and opportunities for accessing quality education during periods of crisis. These findings are divided into three categories that reflect psychological, institutional, and cultural factors impacting the education of displaced and traumatized Yazidi children. The trends that emerge in each of these categories display important points of consideration for how educational aid is conceptualized and delivered during emergencies. The research also extrapolates on the findings to speculate broad reforms that can transform for the better how the field of EiE operates globally. Implications for research and theory include a need to advance theoretical discourse on children caught up in crisis, methods for facilitating research in active conflict zones, and uncovering opportunities for greater cross-sector holistic service provisions for children.en_US
dc.identifierhttps://doi.org/10.13016/mc9o-untg
dc.identifier.urihttp://hdl.handle.net/1903/26465
dc.language.isoenen_US
dc.subject.pqcontrolledEducation policyen_US
dc.subject.pquncontrolledCrisisen_US
dc.subject.pquncontrolledDisplacementen_US
dc.subject.pquncontrolledEducationen_US
dc.subject.pquncontrolledEmergenciesen_US
dc.subject.pquncontrolledIraqen_US
dc.titleEducational Experiences Amid Crisis, Trauma, and Displacement: An Ethnographic Case Study of Children Abducted by the Islamic State in Iraqen_US
dc.typeDissertationen_US

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