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Nonlinear Education: A Rhizomatic Look at the Experience of Teachers Engaged with the Education of Refugee Children at Transit and Reception Centres in North Macedonia, between 2016 and 2017

Serafimovski, Niccolo Andrej LU (2022) UTVK03 20221
Sociology
Abstract
The inability to provide adequate education for refugee children in Transit and Reception
Centres in the Republic of North Macedonia during the refugee crisis (2016-2017), defines the
context-specific precarious conditions that stimulated teachers on-the-ground to seek new
educational methods. The research questions inquire about the teachers’ methods outside the scope of
formal/non-formal education and the ways in which their experiences and perspectives contributed
towards their individual and professional development.
Through inductive phenomenological inquiry, the experiences of teachers engaged in refugee
education were observed through seven hermeneutic interviews and analysed through the lens of
Deleuze and Guattari’s notion... (More)
The inability to provide adequate education for refugee children in Transit and Reception
Centres in the Republic of North Macedonia during the refugee crisis (2016-2017), defines the
context-specific precarious conditions that stimulated teachers on-the-ground to seek new
educational methods. The research questions inquire about the teachers’ methods outside the scope of
formal/non-formal education and the ways in which their experiences and perspectives contributed
towards their individual and professional development.
Through inductive phenomenological inquiry, the experiences of teachers engaged in refugee
education were observed through seven hermeneutic interviews and analysed through the lens of
Deleuze and Guattari’s notion of rhizomes (1987) and the process of becoming, both as a theoretical
framework and as an analytical tool.
The research finds that the teachers intuitively deviated from established models of education
by creatively inventing made-to-measure educational methods (nonlinear education), suitable for the
provision of education within the refugee centres’ conditions of temporality. The thesis’ macro level
findings stipulate that modes of learning that are in flux, morphing and continuously developing, are
suitable educational methods providing positive results in the given context. The micro level findings
evidenced that the teachers’ practices escaped the authoritarian separation between teacher and pupil,
advocating for relationalism, while embracing emotions, compassion and agency.
The ‘silence’ in existing literature, related to the conjunction between the experiences of
teachers and the theoretical notions of the rhizome and becoming, is given a voice through this thesis,
by extending the understanding of multicultural education as a form of social justice teaching. (Less)
Popular Abstract
The inability to provide adequate education for refugee children in Transit and Reception
Centres in the Republic of North Macedonia during the refugee crisis (2016-2017), defines the
context-specific precarious conditions that stimulated teachers on-the-ground to seek new
educational methods. The research questions inquire about the teachers’ methods outside the scope of
formal/non-formal education and the ways in which their experiences and perspectives contributed
towards their individual and professional development.
Through inductive phenomenological inquiry, the experiences of teachers engaged in refugee
education were observed through seven hermeneutic interviews and analysed through the lens of
Deleuze and Guattari’s notion... (More)
The inability to provide adequate education for refugee children in Transit and Reception
Centres in the Republic of North Macedonia during the refugee crisis (2016-2017), defines the
context-specific precarious conditions that stimulated teachers on-the-ground to seek new
educational methods. The research questions inquire about the teachers’ methods outside the scope of
formal/non-formal education and the ways in which their experiences and perspectives contributed
towards their individual and professional development.
Through inductive phenomenological inquiry, the experiences of teachers engaged in refugee
education were observed through seven hermeneutic interviews and analysed through the lens of
Deleuze and Guattari’s notion of rhizomes (1987) and the process of becoming, both as a theoretical
framework and as an analytical tool.
The research finds that the teachers intuitively deviated from established models of education
by creatively inventing made-to-measure educational methods (nonlinear education), suitable for the
provision of education within the refugee centres’ conditions of temporality. The thesis’ macro level
findings stipulate that modes of learning that are in flux, morphing and continuously developing, are
suitable educational methods providing positive results in the given context. The micro level findings
evidenced that the teachers’ practices escaped the authoritarian separation between teacher and pupil,
advocating for relationalism, while embracing emotions, compassion and agency.
The ‘silence’ in existing literature, related to the conjunction between the experiences of
teachers and the theoretical notions of the rhizome and becoming, is given a voice through this thesis,
by extending the understanding of multicultural education as a form of social justice teaching. (Less)
Please use this url to cite or link to this publication:
author
Serafimovski, Niccolo Andrej LU
supervisor
organization
course
UTVK03 20221
year
type
M2 - Bachelor Degree
subject
keywords
Refugee education, teachers’ experiences, Deleuze, rhizomes and becoming, nonlinear education, social justice, North Macedonia.
language
English
id
9100196
date added to LUP
2022-09-16 16:09:19
date last changed
2022-09-16 16:09:19
@misc{9100196,
  abstract     = {{The inability to provide adequate education for refugee children in Transit and Reception
Centres in the Republic of North Macedonia during the refugee crisis (2016-2017), defines the
context-specific precarious conditions that stimulated teachers on-the-ground to seek new
educational methods. The research questions inquire about the teachers’ methods outside the scope of
formal/non-formal education and the ways in which their experiences and perspectives contributed
towards their individual and professional development.
Through inductive phenomenological inquiry, the experiences of teachers engaged in refugee
education were observed through seven hermeneutic interviews and analysed through the lens of
Deleuze and Guattari’s notion of rhizomes (1987) and the process of becoming, both as a theoretical
framework and as an analytical tool.
The research finds that the teachers intuitively deviated from established models of education
by creatively inventing made-to-measure educational methods (nonlinear education), suitable for the
provision of education within the refugee centres’ conditions of temporality. The thesis’ macro level
findings stipulate that modes of learning that are in flux, morphing and continuously developing, are
suitable educational methods providing positive results in the given context. The micro level findings
evidenced that the teachers’ practices escaped the authoritarian separation between teacher and pupil,
advocating for relationalism, while embracing emotions, compassion and agency.
The ‘silence’ in existing literature, related to the conjunction between the experiences of
teachers and the theoretical notions of the rhizome and becoming, is given a voice through this thesis,
by extending the understanding of multicultural education as a form of social justice teaching.}},
  author       = {{Serafimovski, Niccolo Andrej}},
  language     = {{eng}},
  note         = {{Student Paper}},
  title        = {{Nonlinear Education: A Rhizomatic Look at the Experience of Teachers Engaged with the Education of Refugee Children at Transit and Reception Centres in North Macedonia, between 2016 and 2017}},
  year         = {{2022}},
}