Integration of Refugee Rights in Teacher Training in Kenya
Abstract
Kenya has been a host country for refugees from Somalia, Ethiopia, South Sudan, the Democratic Republic of Congo, Rwanda, and Burundi for several decades. In order to fulfil its obligations under international law and protect refugees, Kenya has formulated policies to incorporate international law into its domestic legal framework. By examining teachers as agents responsible for granting rights, this research is grounded on liberalism theory, emphasizing the significance of individuals as key actors in the grass root domestication of international refugee law. The study examined the following specific objectives; the domestication of the right to education for urban refugee children, the inclusion of refugee rights in teacher training, and the attitudes of teachers towards refugee learners with a specific focus on Ruiru Sub-County in Kiambu County. Employing an exploratory research design, the study sought to explore the position and role of elementary school teachers in the domestication of refugee rights, aiming to provide fresh perspectives on the topic. Based on the findings, majority of teachers surveyed lacked the necessary preparation to meet the context-specific demands of refugee students. The study also showed that, in contrast to urban schools, where neither the state nor NGOs offer such training, certain NGOs offer training opportunities for teachers in camp schools on instructional approaches to handle refugee children. This study concludes that teachers play a crucial role as role models for their students, providing support and motivation to help them achieve their educational goals and cultivate aspirations for a better future. It is important to recognize that teachers are also catalysts for social change in ensuring the integration of refugees into the Kenyan society
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References
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