Education for youth at the borderlands: Developing comparative and international education between states

Allyson Krupar, Esther Susana Prins

Research output: Contribution to journalReview articlepeer-review

Abstract

Using conceptions of transnationalism to (re)evaluate the field of comparative and international education (CIE), this chapter analyzes educational programming and policy for migrant refugee youth at the margins and borderlands of the nation-state system. Drawing from newspaper articles about displaced youth on Kenya's eastern border and the southwestern U.S. border, this chapter focuses on comparative and international education's potential influence on programming and policies in borderland regions. Both populations present the need for targeted educational programming within and outside of formal education systems and urgency for research linked with practice. We argue that CIE scholars can fill a critical, activist purpose to draw attention to educational access and curricular content in educational projects at the borders of the nation-state system, to investigate programming, and to work with practitioners and policy makers to address the needs of youth on the physical and figurative margins of education.

Original languageEnglish (US)
Pages (from-to)195-222
Number of pages28
JournalInternational Perspectives on Education and Society
Volume28
DOIs
StatePublished - Jan 1 2016

All Science Journal Classification (ASJC) codes

  • Education
  • Sociology and Political Science

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