INEE Community Conversation - “The Importance of Integrating Care Pedagogy among Refugee Educators”

In this INEE Community Conversation, presenters from Right to Learn Afghanistan and Area Centre Study, University of Peshawar, shared a teacher professional development model that brought host country and refugee teachers together to discuss how to promote care and belonging in the classroom. Participants learned how this approach fosters host and refugee teacher-student-community relationships to enhance the learning experience for refugee students. The presenters also shared practical strategies and recommendations for scaling care-centered approaches in other humanitarian and emergency education contexts.

The meeting was then opened for participants to share their experiences: 

1. Have you engaged directly with refugee educators through your work?
2. What do you think are the most significant professional development challenges faced by refugee educators in your country?
3. How can more refugee teacher professional development programmes integrate care concepts?
4. How can refugee teacher professional development programmes support care among refugee educators and students?
5. How can organisations (such as UNHCR or MoEs) effectively scale teacher professional development programmes that integrate care?

The discussion provided actionable insights for educators, policymakers, and practitioners working to improve teaching and learning experiences in crises.

Presenters:

• Murwarid Ziayee, Senior Director, Right to Learn Afghanistan
• Dr. M. A. Dinakhel, Principal Investigator, Area Study Centre, University of Peshawar, Pakistan
• Sacha Innes, Project Manager and Teacher Professional Development Specialist, Right to Learn Afghanistan