TY  - CHAP
AB  - Abstract Using conceptions of transnationalism to (re)evaluate the field of comparative and international education (CIE), this chapter analyzes educational programming and policy for migrant refugee youth at the margins and borderlands of the nation-state system. Drawing from newspaper articles about displaced youth on Kenya’s eastern border and the southwestern U.S. border, this chapter focuses on comparative and international education’s potential influence on programming and policies in borderland regions. Both populations present the need for targeted educational programming within and outside of formal education systems and urgency for research linked with practice. We argue that CIE scholars can fill a critical, activist purpose to draw attention to educational access and curricular content in educational projects at the borders of the nation-state system, to investigate programming, and to work with practitioners and policy makers to address the needs of youth on the physical and figurative margins of education.
VL  - 28
SN  - 978-1-78560-297-9, 978-1-78560-296-2/1479-3679
DO  - 10.1108/S1479-367920150000028015
UR  - https://doi.org/10.1108/S1479-367920150000028015
AU  - Krupar Allyson
AU  - Prins Esther
PY  - 2016
Y1  - 2016/01/01
TI  - Education for Youth at the Borderlands: Developing Comparative and International Education between States
T2  - Annual Review of Comparative and International Education 2015
T3  - International Perspectives on Education and Society
PB  - Emerald Group Publishing Limited
SP  - 195
EP  - 222
Y2  - 2024/04/18
ER  -