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Surviving School: Education for Refugee Children from Rwanda 1994-1996


reviewed by James H. Williams 2005

coverTitle: Surviving School: Education for Refugee Children from Rwanda 1994-1996
Author(s): Lindsay Bird
Publisher: UNESCO,
ISBN: , Pages: 140, Year: 2003
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Education is challenged to respond effectively in a world where—in increasing numbers of armed conflicts—children constitute the majority of victims and sometimes serve as combatants. Recent publications have highlighted the close ties among education, war, and peace (see Davies, 2004; Smith and Vaux 2003; Williams, 2004): Education serves multiple roles—as contributor to war, as target and victim of conflict, and as a way toward peace. In postconflict contexts, education provides children with daily occupation, resumption of a kind of normality. Perhaps for this reason, communities restart schools very soon after the end of hostilities. In Western Tanzania in 1996, for example, refugees from the Democratic Republic of the Congo (DRC) established makeshift classes within 2 weeks of arrival (p. 101). Unfortunately, external agencies working to help war-affected communities have been far less sanguine about the near-term value of educational provision. Lindsay Bird’s excellent book provides a rich case description and... (preview truncated at 150 words.)


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Cite This Article as: Teachers College Record Volume 107 Number 7, 2005, p. 1514-1517
http://www.tcrecord.org ID Number: 11775, Date Accessed: 4/25/2017 12:36:03 PM

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About the Author
  • James Williams
    The George Washington University
    E-mail Author
    JAMES H. WILLIAMS is director of the International Education Program at The George Washington University. He has worked extensively in Africa and Asia, and is interested in understanding the larger social effects of education and the ways in which education can better serve the common good.
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