Educating the Next Generation: Reflections on Crises, Migration, and Education

About

Wills Kalisha is Associate Professor of Education at NLA University College in Norway. He holds a PhD in Education from The University of Oslo and wrote his thesis on the phenomenological experience of waiting for asylum by unaccompanied minors seeking asylum in Norway. His work focuses on continental education phenomenology of practice and the intersection between education (continental) and migration. He has researched on the intersection between different existential phenomena and education and as it relates to children living in protracted refugee situations and unaccompanied minors seeking asylum in Kenya and Norway respectively. His work has primarily focused on the lived experiences of young people first in protracted refugee situations and secondly in host nations. This research has been anchored on existential questions of what education might mean for those in protracted situations and whether its meaning matters to them in their realities in the refugee camp? He questions whether it only matters that children are educated or it equally matters what they are educated about. He has also interrogated what it might mean to educate children who seek asylum alone and what education- in temporality means for unaccompanied children. In these explorations he amalgamates hermeneutics phenomenology as a research methodology and educational theory to describe lived experiences of the young people on the margins and their teachers.Tomasz Szkudlarek is professor in education at University of Gdask Poland where he heads The Department of Philosophy of Education and Cultural Studies at the Institute of Education (full time) and Professor II (part time) at NLA University College Bergen Norway. His long-lasting research interest is in the interconnection between education culture and politics and his recent research is focused on the relations between education and politics as aspects of social ontology (with the latter seen as discursive in Ernesto Laclaus terms) on educational conditions and implications of the non-foundational discourse theory on cultural and political formations of identity and on the relations between subjectivity and sociol-cultural formations. He was principal investigator in several externally funded national and international research projects.