Connected Learning in Contexts of Forced Displacement: Notes from the Field
10th June 2025, 1 - 2:30pm GMT+1
Online (Zoom)
Speakers:
- Prof Loise Gichuhi, University of Nairobi
- Dr Barbara Class and Moussa Mohamed Sagayar , InZone, University of Geneva
- Deirdre McKenna, University of Leeds and Aleks Palanac, Leicester University
- Dr Howard Scott, University of Wolverhmapton and Monaster Ujvari, Palestine Technical University
- Tejendra Pherali, University College London
- Andie Reynolds, University of Edinburgh
- Leomoi Okello, Borderless Higher Education
- Frankie Randle, UNHCR
Hosts:
Hosted by the Institute of Educational Technology, Open University UK, the Centre for Research in Digital Education, University of Edinburgh, and the Connected Learning in Crisis Consortium (CLCC), this event showcases examples of connected learning in contexts of forced displacement drawn from a recent special issue in the Journal of Interactive Media in Education (JIME).
Abstract:
Connected learning-defined as the development and exchange of knowledge and ideas among students and teachers through use of technology that enables learning not bound by geographical limitations in contexts of fragility (CLCC, 2017) is increasingly seen as a mechanism for providing education in contexts of forced displacement. It has shown some promise in low-resource learning contexts in building affected populations’ capacity to recover from the crisis of displacement, to engage with the development of learning through participatory approaches, and to work towards gender parity in educational inclusion.
In this event, we will be talking with the authors that contributed to this special issue: whether Leomoi’s (2025) focus on the Dadaab Refugee Complex in Kenya; Gichuhi’s (2025) focus on teacher training in Kakuma refugee settlement; Class et al.’s (2025) work on a new connected learning programme in Niger, Scott et al.’s (2025) discussion on connected learning in Palestine and how it is characterised by the metaphor of Sumud as a steadfast resistance to disruption; Reynolds et al.'s discussion (2025) on the role of psychosocial support and collaboration in connected learning; Pherali et al.'s discussion (2025) on teacher professional development in contexts of mass displacement, or McKenna & Palanac's discussion (2025) on an online trauma-informed English for Academic Purposes (EAP) programme for refugee-background students. Join us to learn more about how digital learning in contexts of forced displacement is conceptualised and enacted and what is actually connected in connected learning.
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