Translational research to support early childhood education in crisis settings: A case study of collaborative working with Rohingya refugees in Cox’s Bazar

Laxton, Debra, Cooper, Linda, Younie, Sarah and Shresth, Purna (2020) Translational research to support early childhood education in crisis settings: A case study of collaborative working with Rohingya refugees in Cox’s Bazar. Education 3-13: International Journal of Primary, Elementary and Early Years Education. pp. 1-19. ISSN 0300-4279

[img] Text (This is an Accepted Manuscript of an article published by Taylor & Francis in Education 3-13: International Journal of Primary, Elementary and Early Years Education on 01 September 2020, available online: https://doi.org/10.1080/03004279.2020.1813186)
N version_RETT-2020-0095.R2_TR ECEE_14.08.20_3-13.docx - Accepted Version
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Figure 1. Early Childhood Care and Education in Emergencies MESHGuide (Laxton & Leask, 2017) N version.jpg - Supplemental Material
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Figure 2. Stages of Translational Research in a Real-World Emergency Context using MESHGuides N version.jpg - Supplemental Material
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Figure 3. VSO Relational Volunteering Model (Shrestha & Thaiprasert, 2019) N version.jpg - Supplemental Material
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Figure 4. Overview of ECEE MESHGuide Users, March 2018-19 N version.jpg - Supplemental Material
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Table 1. Data collection methods and participants N version.docx - Supplemental Material
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Abstract

This case study used a co-creation approach to evaluate the effectiveness of a translational research strategy in supporting early childhood education. How Mapping Educational Specialist Knowhow (MESH) and Voluntary Service Overseas (VSO) collaborated to enhance the training of volunteers and learning provision for 1,500 refugee children is explored. The findings highlight that: training empowered a marginalised community to enhance children’s learning; language variation was a challenge; common values enabled effective partnership working between MESH and VSO; maintaining the relationship is vital for developing socio-culturally relevant resources; MESHGuides have great potential although features could be redesigned to increase impact. The strategy addressed United Nations Sustainable Development Goal (SGG) 4, to improve the quality of education for all and SDG 5, to enhance gender opportunities for girls and women.

Item Type: Article
Uncontrolled Keywords: Translational research; crisis settings; education in emergencies; early childhood education; marginalised communities; sustainable development goals.
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1139 Early childhood education
Divisions: Departments > Education
Depositing User: Linda Cooper
Date Deposited: 09 Sep 2020 12:48
Last Modified: 18 Sep 2020 13:09
URI: http://eprints.chi.ac.uk/id/eprint/5305

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