Book contents
- A Better Future
- A Better Future
- Copyright page
- Contents
- Figures
- Tables
- Notes on Contributors
- Introduction
- Part I Encountering Marginalisation
- Part II Deconstructing Marginalisation
- Part III Confronting Marginalisation
- Chapter 14 ‘Now I Constantly Challenge Society by Bringing My Existence Forward’
- Chapter 15 Towards an Emergent Theory of Fallism (and the Fall of the White-Liberal-University in South Africa)
- Chapter 16 Family Sacrifice, Faltering Systems
- Chapter 17 DACAmented
- Chapter 18 Building Ethical Relationships through the Borderless Higher Education for Refugees Project in Dadaab, Kenya
- Chapter 19 The ‘Jungle’ Is Here; The Jungle Is Outside
- Chapter 20 Culture, Gender and Technology
- Index
- References
Chapter 20 - Culture, Gender and Technology
Mediating Teacher Training Using Text Messaging in Refugee Camps
from Part III - Confronting Marginalisation
Published online by Cambridge University Press: 06 September 2020
Book contents
- A Better Future
- A Better Future
- Copyright page
- Contents
- Figures
- Tables
- Notes on Contributors
- Introduction
- Part I Encountering Marginalisation
- Part II Deconstructing Marginalisation
- Part III Confronting Marginalisation
- Chapter 14 ‘Now I Constantly Challenge Society by Bringing My Existence Forward’
- Chapter 15 Towards an Emergent Theory of Fallism (and the Fall of the White-Liberal-University in South Africa)
- Chapter 16 Family Sacrifice, Faltering Systems
- Chapter 17 DACAmented
- Chapter 18 Building Ethical Relationships through the Borderless Higher Education for Refugees Project in Dadaab, Kenya
- Chapter 19 The ‘Jungle’ Is Here; The Jungle Is Outside
- Chapter 20 Culture, Gender and Technology
- Index
- References
Summary
In this chapter, we explore the use of text and instant messaging among refugee teachers to understand how the use of mobile phones and social networks supports more gender-sensitive and equitable teaching and learning environments both in and outside of the classroom. Our data include surveys and group interviews with refugee teachers, as well as semi-structured interviews with instructors of teacher training programmes with origins in Kenyan and Canadian iNGOs and universities. The use of technology, and in particular mobile platforms like SMS and WhatsApp chat groups, has become a common complement to these teacher training programmes. We have documented this practice as being part of both formal and informal training, as pedagogical tools used by instructors to support the delivery of courses and by student-teachers during and following their training. Group chats and SMS have translated gender-equity training beyond the temporal and physical space of the classroom, as teachers-in-training continued to discuss pedagogical tools and learning strategies during and after their training. We also share how mobile phones and social networks have extended these ideas to the surrounding communities, including parents and community leaders, to support education for girls and women.
Keywords
- Type
- Chapter
- Information
- A Better FutureThe Role of Higher Education for Displaced and Marginalised People, pp. 451 - 472Publisher: Cambridge University PressPrint publication year: 2020
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