The Effect of Integrated Education on Integration between Refugee Students and Local students in Nairobi

Abstract

"Kenya is one of the biggest host-countries of refugees in East-Africa. Refugees from mainly South-Sudan, Burundi, Democratic Republic Congo, Rwanda, Ethiopia and Uganda seek shelter in this country. Even though Kenya hosts a great number of refugees looking for a peaceful society to live in, the country itself is characterized by internal conflicts as well. This is due to tribalism related conflicts that regulate the daily politics and economies in the country. Grown as a response to divided societies with as main example Northern Ireland, is the development of the so-called integrated schools. These schools provide education to all different groups in society, with the aim of fostering integration to positively influence the social cohesion. This research explored the effect of integrated education on the integration of refugee students and local students by looking at processes of identification. By doing ten of ethnographic fieldwork on Aquinas High School in Nairobi, an integrated boarding school for boys, this research sheds lights on the integration of refugee students and local students in an integrated school. Several qualitative research methods have been used, among which interviews, participant observation, mind-map exercises, mapping exercises and focus-groups. This research contributes to several anthropological debates which are important to address to understand this study. First of all, it understands the integration of local students and refugee students by means of looking at processes of mutual identification. Identification is in this case referred to as the ongoing process of identity construction of the Self in relation to shifting social contexts. Moreover, the debate of refugees in host-countries is pointed out. Then the concept of integrated education is pointed out. We relate this to integration by looking at the policy of integrated schools and how they form a site of socialization in which different groups emerge. In the following context, there will be taken a closer look at Kenya as a host-country, and Nairobi in specific. Second, the general education system in Nairobi is introduced. The first empirical chapter focuses on the policy of integrated education in Aquinas High School, with the main focus on brotherhood. This equalizing notion is built on mutual respect, support and trust and carried out through different aspects; school uniforms, bilingual policy, Cultural Day and kitty for needy. The second part of this chapter shed lights on the experiences of the teachers in Aquinas High School to be able to understand how they perceive teaching in such a diverse environment. It turns out that the teachers appreciate the diversity in the classroom, since it increases the empathy among the students towards each other. However, the students also explain the fact that they found it hard to teach certain, sensitive topics which results in a culture of avoidance among them. The second empirical chapter focuses on processes of identification in relation to the equalizing policy within the school. It turns out that both local students and refugee students identify themselves with their classmates. They describe each other as brothers and they have the notion of sharing one African identity , based on black consciousness. We, therefore argue that the integration as effect of the policy of brotherhood in Aquinas, is built on this notion of being black which means that it does not transcend race. The third empirical chapter explores identification processes among refugee students and local students based on how they deal with the great diversity within the school. It turns out that the equalizing policy in Aquinas, increases the fear of losing the identification with their country of origin among the refugee students. Cultural Day, background related jokes and religious practices therefore function as a confirmation and way of strengthen their identification with their background. Moreover, both local students and refugee students perceive the stay of the refugee students in Kenya as a temporary matter. Thus, even though refugee students and local students have feelings of belonging towards one another, the refugee students balance between identifying themselves as Kenyan or as a member of their country of origin. This difficult identification process among the refugee students in combination with the shared statement among local students that they will go back to their country of origin in the future, seems to make the fostered integration temporary in scope. In the conclusion, we argue that integration as part of the integrated policy in Aquinas High School works as a solution in which refugee students and local students peacefully co-exist. The integrated education seems to influence the identification in such a way that both groups strongly identify themselves with the other group, which results in intergroup relationships and respect towards diversity. However, our research reveals that this integration seems to know limitations. First, the integration is built on the African identity the students in Aquinas High School experience to share. We therefore propose the Umbrella of Black Consciousness to enhance the understanding of the integration as effect of the integrated policy in Aquinas High School, which is defined by race. Second, we argue that the integration is not able to transcend time. The integration is restricted to life in Aquinas High School and therefore the present. To conclude, we argue that the integration as effect of the integrated policy in Aquinas High School has a positive effect on the social interaction between the refugee students and local students. It increases feelings of belonging and respect towards diversity. However, the integration forms a temporary solution, since it is not able to transcend in terms of race and time which makes it therefore limited to the Umbrella of Black Consciousness and present life in Aquinas High School."