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The impact of war on the education of children in war-torn African regions: Parents' perceptions.

机译：战争对饱受战争African折的非洲地区儿童的教育影响：父母的看法。

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摘要

The purpose of this study was to explore African parents' perceptions of the impact of war on the education of children in war-torn regions. The Universal Declaration of Human Rights and the Convention on the Rights of the Child (CRC) guaranteed education as a right even in the times of emergencies (Sommers, 2002). It is estimated that as much as 43 million children worldwide in war-torn countries are denied proper or some form of education during armed conflicts (Ngcobo, 2006). Since research studies have indicated that education is important for all children even during wars, it is therefore pertinent to understand how the various factors interplay to impact the right to education for all children.;This qualitative study was conducted using the phenomenological approach. Husserl (1946) noted that life experiences are subjective therefore provides a rich context for different perspectives of individuals. The current study delineated the concerns of parents regarding the education of children during and after war. The population of the study comprised of 15 African immigrants and refugee parents who experienced armed conflict along with their children but currently resided in North Texas. Based on a semi structured interview format, data collection was accomplished through in-depth face-to-face interviews. All interviews were transcribed word-for-word. The researcher used the Giorgi's model of phenomenological analysis (1985) to compress the data while retaining the crux of understanding of participants' experiences or phenomena.;Findings in the current study, suggested that children did not attend schools during the war because parents had concerns about the children's security. The insecurity of parents in regards to their children seemed related to the vulnerabilities of the children relevant to the war experiences. Such vulnerabilities included kidnapping by rival forces and being made soldiers, shrapnel wounds, and death. Parents' decision to keep children from school was reinforced by school closures, the fallen education standards, and lack of logistics to sustain meaningful schooling. Children experienced trauma that went unaddressed by the school authorities prior to and after a return to school. Children suffered rampant diseases from malnutrition, sanitation problems, injuries, and lack of medical logistics that kept them from schools whenever they reopened.;A conclusion could be drawn that wars affect all aspects of child development domains more so in physical growth, social, cognitive, and emotional development. Therefore as a priority, school systems need to incorporate in their curricula therapeutic interventions for children who experienced war despite the severity of their experiences. The UN needs to be proactive in research data gathering on children during ongoing wars by the establishment of "research zones" committed to collecting research data on the physical, mental and social wellbeing of children during war times. Such data must include state of education in the region, crimes of war against children, injuries, deaths, and other issues related to war that affect children.
机译：这项研究的目的是探讨非洲父母对战争对受战争摧残地区儿童教育的影响的看法。 《世界人权宣言》和《儿童权利公约》甚至在紧急情况下也保证教育是一项权利（Sommers，2002年）。据估计，在武装冲突期间，全世界饱受战争countries的国家有4,300万儿童被剥夺了适当的教育或某种形式的教育（Ngcobo，2006年）。由于研究表明即使在战争期间，教育对所有儿童也很重要，因此有必要了解各种因素如何相互作用来影响所有儿童的受教育权。;本定性研究是使用现象学的方法进行的。胡塞尔（1946）指出，生活经历是主观的，因此为个人的不同观点提供了丰富的背景。当前的研究描述了父母对战争期间和战后儿童教育的关注。该研究的人口由15名非洲移民和难民父母组成，他们与子女一起遭受武装冲突，但目前居住在北得克萨斯州。基于半结构化访谈格式，数据收集是通过深入的面对面访谈来完成的。所有采访都逐字记录。研究人员使用Giorgi的现象学分析模型（1985）压缩了数据，同时保留了对参与者的经历或现象的理解的关键。;本研究的发现表明，战争期间孩子没有上学是因为父母担心关于儿童的安全。父母对子女的不安全感似乎与与战争经历有关的子女的脆弱性有关。这些漏洞包括敌军绑架并被打成士兵，弹片伤亡。由于学校停课，教育水平下降以及缺乏维持有意义的学业的后勤资源，父母的决定更加坚定了。孩子们遭受的创伤在返校前后都没有得到学校当局的处理。儿童由于营养不良，卫生问题，受伤以及缺乏医疗后勤等原因而患上猖ramp的疾病，每当他们重新开放时，他们就无法上学。可以得出结论，战争对儿童发展领域的各个方面的影响更大，在身体成长，社会，认知方面以及情感发展。因此，作为优先事项，学校系统需要在课程中纳入针对经历战争但尽管经历严重的儿童的治疗措施。联合国需要通过建立“研究区”以积极收集正在进行的战争期间儿童的研究数据，该研究区致力于收集有关战争时期儿童身体，心理和社会福祉的研究数据。这些数据必须包括该地区的教育状况，针对儿童的战争罪，伤害，死亡以及与影响儿童的战争有关的其他问题。

著录项

  • 作者

    Ihedioha, Amanze Charles.;

  • 作者单位

    Texas Woman's University.;

  • 授予单位 Texas Woman's University.;
  • 学科 Education Early Childhood.;Psychology Developmental.;History Military.
  • 学位 Ph.D.
  • 年度 2009
  • 页码 262 p.
  • 总页数 262
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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