Exploring Rote Memorization and Incorporating Critical Pedagogy Approaches in Rohingya Learning Centers, Cox’s Bazar, Bangladesh

Abstract

Education is essential for fostering meaningful learning and empowering students, especially in humanitarian context. However, teaching in refugee learning centers has been largely teacher-centered with little room for critical thinking and student involvement. The study examined the teaching and learning practices in Rohingya learning centers in Cox's Bazar, Bangladesh, with particular emphasis on rote memorization and critical pedagogy. Using Paulo Freire’s theory of critical pedagogy, the study aimed at investigating the existing teaching practices, studying the teachers’, students’, and NGO education staff members’ views on the role of rote learning and student-centered approach, identifying the challenges to implementation of active work during learning, and proposing ways to improve teaching practices. A qualitative case study design was used. The data was collected through semi-structured interviews with 10 teachers, 15 students, and 5 NGO education staff, two focus group discussions with teachers and students, and classroom observations at five Rohingya learning centers in Kutupalong and Balukhali refugee camps. The data were analyzed using thematic analysis with the application of NVivo software. The findings demonstrated that most of the education was teacher-centered and involved lecture, the question-and-answer method, and memorization methods. While the participants indicated that memorizing helped them understand the main concepts and prepare for tests, they also pointed out that active participation in the learning process, conversations, and curricular comprehension provided higher learning outcomes. Moreover, the teachers, students, and NGO representatives supported the learner-centered education and critical pedagogical approach, but the unavailability of teaching materials, overcrowded classrooms, lack of teachers’ upgrading programs, poor infrastructure, strict curriculum, and the context of refugee camps made this approach ineffective. The observations carried out in the classes showed that

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interactive teaching was only just beginning to develop, however, the teaching, overall, remained teacher-centered. Based on the study findings, it is essential in order to enhance teachers' professional development, make classroom facilities better, and increase educational opportunities to achieve a more student-oriented, participatory, and empowering form of education in Rohingya learning centers.