Education for disabled refugees in South Africa, Uganda and Zimbabwe: a cross-case analysis

Abstract

ABSTRACT International treaties mandate the educational inclusion of refugees and disabled people, but many remain excluded with disabled refugees facing compounded exclusions. We compare research about educational access and inclusion for disabled refugees in South Africa, Zimbabwe, and Uganda, with data generated from policy analyses and interviews with disabled refugee students and families, education officials and NGOs. A vertical cross-case analysis was conducted, drawing on conceptual tools from a social ecosystem approach. We assert that for disabled refugees: Systems beyond education have a significant impact; Access to education is uncertain and insecure, and when education is accessed, participation, progression and success are not guaranteed; The family, school personnel and community influence the extent of educational access; and NGOs and community-based advocates are relied upon to secure the right to education. We conclude with a call to address imbalances in global and local power structures that constrain educational opportunities for disabled refugees.