Navigating pedagogic possibilities in the context of forced displacement: A Bernsteinian Analysis

Abstract

Adopting the document study methodology and using Bernstein’s theory of pedagogy as an analytical framework, the study investigated policy responses to education provision in displacement contexts, the pedagogic models generated from such policies, and the implications for promoting learning. The findings revealed that providing education in displacement contexts involves navigating tensions between the contextual appropriateness of pedagogic models, their inherent power and structural consequences, and the ethical and political trade-offs involved in using such models. The study recommends mixed/eclectic pedagogies founded on mixed pedagogic structures.