Afghan refugee students suffer from extreme poverty, discrimination, harassment, and exclusion, and have “unknowable futures” (Dryden-Peterson, S. 2017). In response, CW4WAfghan is working to support refugee communities by developing new and innovative teacher education programs in partnership with the University of Peshawar, following the success of the KIX research project.
Funded by the International Development Research Centre, the Care-Centered Networked Improvement Communities Research Project (CC-NIC) is researching how teachers can begin using “pedagogy of care” practices and strategies in their classrooms to build student-teacher and student-student relationships by working with teachers from other schools in networked improvement communities.
In addition to directly empowering teachers in the networked improved communities, research efforts between November 2023 and April 2026 will contribute to the Empowering Teachers Initiative, a Global South research consortium working on teacher professional development. UNHCR and the Ministry of Education are active stakeholders, positioned to adapt this model in other refugee schools in Pakistan and around the world.
1 Dryden-Peterson, Sarah. 2017. Refugee Education: Education for an Unknowable Future. Curriculum Inquiry 47, no 1: 14–24.
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Pedagogy of Care
CW4WAfghan is developing the first of its kind online “pedagogy of care” curriculum to support refugee educators, some of whom have limited teaching capacity and limited access to learning resources.