“We have dealt with this situation randomly”: A peer ethnographic approach with teachers in refugee settings in the age of COVID19

Charitonos, Koula; Khalil, Betul; Ross, Tara; Bonfini-Hotlosz, Cindy; Webster, Ben and Aristorenas, Miki (2023). “We have dealt with this situation randomly”: A peer ethnographic approach with teachers in refugee settings in the age of COVID19. Education & Conflict Review Journal, 4 pp. 97–104.

Abstract

This study examines the challenges experienced by English language teachers working in non-formal tertiary education programs in Jordan’s refugee settings as they transferred their teaching online during the COVID-19 pandemic. It draws on a postdigital theoretical perspective, in which the digital, physical and social are all interconnected within complex educational ecologies. The study utilises the Peer Ethnographic Evaluation Research (PEER) methodology, working closely with a group of five teachers as peer-researchers between April and July 2021. This paper draws on interview data generated in the study and uses four vignettes to synthesise key findings. The vignettes illustrate an amplified disadvantage experienced by teachers in refugee settings during the pandemic due to pre-existing disparities and emerging digital inequalities. The paper directs attention to human-technology relationships and the ways in which digital technologies are embedded in socio-technical networks and generate and potentially worsen various kinds of disadvantage(s).

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