Voices of Resilience: Fostering Empathy and Inclusive Education – A Rohingya Refugee Integration Study in Bangladeshi EFL Textbooks

Abstract

The use of refugee education and inclusive practices in school textbooks is an important way to promote diversity, equity, and social inclusion in education. It requires careful consideration of content, cultural sensitivity, language support, and teacher training to ensure that all students, including refugees, have the opportunity to learn and thrive. By incorporating refugee education and inclusive practices in school textbooks, students are exposed to a broader range of perspectives and experiences, fostering empathy and understanding among their peers. Furthermore, it helps create an inclusive learning environment that celebrates diversity and prepares students to be global citizens in an increasingly interconnected world. Keeping this objective in focus, the current research endeavor seeks to examine whether English as a Foreign Language (EFL) textbooks designed for students in grades 6 to 12 and endorsed by the Bangladesh National Curriculum and Textbook Board refer to Rohingya refugees who sought refuge in Bangladesh due to the Rohingya genocide carried out by Myanmar. The Rohingya crisis has had a significant impact on Bangladesh, both socially and politically. It is crucial to understand how EFL textbooks address this humanitarian issue, as they can foster students' empathy and understanding of the plight of Rohingya refugees. Additionally, analyzing the portrayal of this topic in textbooks can shed light on the inclusivity and sensitivity of the educational materials used in schools.