Abstract

With increasingly protracted conflict and crisis situations and today’s sustainable development imperative, the global community is facing challenges in providing quality education to refugee learners. The article reflects on conventional approaches that have been adopted by the global stakeholders and questions whether the current state of refugee education is indeed educational. Based on Paulo Freire’s theoretical standpoint, the article draws on limitations of the dominant approaches in the field of refugee education. It argues that there needs to be an alternative view perceiving refugees beyond merely beneficiaries of educational interventions, and education beyond a tool for domestication.