Lawrence Meda

By Lawrence Meda

There is a dearth of scholarship on refugee education particularly the way in which learners navigate a new curriculum in the host country. The purpose of this study is to explore Zimbabwean learners’ experiences of curricula transition at a refugee school in South Africa. The study was performed using a qualitative case study, and its paradigmatic position was interpretive. Bronfenbrenner’s Social Ecological Model was used as a theoretical framework. Ten participants were purposively selected to participate in semi-structured interviews. The study found that refugee learners’ experiences of curricula transition manifest in three categories: content, contextual and conceptual experiences. It is concluded that providing education to refugee learners without giving them the necessary support, which is needed for them to adapt to a new curriculum, is tantamount to setting them up for a failure.

Part of the book: Immigration and Development

By Lawrence Meda

Technology has become ubiquitous in the twenty-first century learning. Students in higher education are learning collaboratively across the globe as technology has made it possible for university students to blur boundaries of borders. It is imperative in the twenty-first century for a higher education curriculum to have technology embedded throughout. The purpose of this study is to explore technology in a higher education curriculum where academics have different views. The study draws on technology in higher education from three fundamental perspectives: technology critics’ perspective, technology enthusiasts’ perspective and technology from an intellectual perspective. The study ends with a conclusion that was drawn from the three main perspectives of technology. The author clearly supports the view of technology from an intellectual point of view as it enhances students’ learning experiences.

Part of the book: Globalization