Social support networks, instant messaging, and gender equity in refugee education
Social support networks, instant messaging, and gender equity in refugee education
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难民教育中的社会支持网络、即时通讯和性别平等
DOI：
10.1080/1369118x.2019.1575447
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发表时间：
2019
期刊：
影响因子：
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通讯作者：
Olivier Arvisais
中科院分区：
文献类型：
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作者：
Negin Dahya;Sarah Dryden;Dacia Douhaibi;Olivier Arvisais
摘要本文讨论了即时消息聊天组的作用，以支持教师培训和性别平等的倡议，在肯尼亚难民营。我们的研究结果是基于对达达布和卡库马难民营难民教师的调查数据（n = 203），对卡库马难民教师的小组访谈（n = 21），以及对内罗毕、多伦多和温哥华教师培训项目的国际教师的访谈（n = 14）。在我们的分析中，我们应用放大理论，女性主义科学和技术研究范式，并考虑跨国方法来了解难民教师社区之间的即时通讯的使用。我们的框架探讨了如何通过与教师培训和支持性别平等有关的跨国文本和即时消息来扩大社会和文化规范。同侪群聊利用跨国学习机会，并通过各难民营男女难民教师之间的群聊以及通过社区参与教育方面的两性平等倡议，扩大这些参与。国际教师在浏览这些交流的数量和内容时既有价值，也有犹豫，例如更多地了解难民教师在难民营中的日常生活，以及关注和管理可能通过聊天组进行的交流量。我们的工作对难民营中的跨国教师培训计划具有实际意义，阐明了移动的技术和聊天组如何使社区中的女性和男性参与并支持女孩的教育，并质疑短信如何影响女性难民教师的生活和日常经历。
ABSTRACT This paper addresses the role of instant messaging chat groups to support teacher training and gender equity initiatives in Kenyan refugee camps. Our findings are based on survey data with refugee teachers in Dadaab and Kakuma refugee camps (n = 203), group interviews with refugee teachers in Kakuma (n = 21), and interviews with international instructors of teacher training programs in Nairobi, Toronto, and Vancouver (n = 14). In our analysis, we apply amplification theory, feminist science and technology studies paradigms, and considerations of transnational approaches to understand the use of instant messaging among refugee teacher communities. Our framework explores how social and cultural norms are amplified through transnational text and instant messaging related to teacher training and in support of gender equity. Peer-to-peer group chats draw on transnational learning opportunities and expand these engagements through group chats between men and women refugee teachers across camps as well as through community engagement about gender equity initiatives in education. International instructors identify both value and hesitation in navigating the quantity and content of these communications, such as learning more about refugee teachers’ daily lives in the camps and concern about following and managing the amount of communication that can ensue over chat groups. Our work has practical implications for transnational teacher training programs in refugee camps, illuminates how mobile technology and chat groups allow women and men in the community to engage and support girls’ education, and questions how text messaging affects the lived and day-to-day experiences of women refugee teachers.