난민 경험의 차이와 교육 수요의 분화: 콕스바자르 로힝야 난민 캠프 사례

초록

The refugee camps in Cox’s Bazar host populations that arrived at different times over the course of several decades, and the meanings they attach to education and their visions for the future differ fundamentally. This study analyzes how educational needs in protracted refugee camps vary depending on arrival cohort and length of stay. During fieldwork in Cox’s Bazar in June 2025, the research team conducted 21 in-depth interviews with local teachers from internationally led and community-led education facilities, officials from international organizations and NGOs, and representatives of community education bodies. Categorizing Rohingya refugees into three groups by arrival period and analyzing the educational motivations and curricular preferences of each, the study finds that the first wave, having developed psychological distance from Myanmar through long-term residence, adopted an educational strategy oriented toward third-country resettlement through English-medium international curricula. The second wave kept the possibility of conditional return open while strongly demanding official accreditation of the Myanmar curriculum and access to higher education. The third wave, situated in a phase where survival takes precedence and a coherent educational orientation has yet to form, prioritized remedial support for interrupted learning alongside stability and protection. This study argues that, rather than diversifying the official curriculum itself, refugee education support must reflect the differentiated needs of each group across three dimensions: supplementary programs, post-learning pathway planning, and institutional recognition of community-led education.

키워드