Dippo, Donald A.Duran, Marcela Sofia2023-03-282023-03-282022-11-012023-03-28http://hdl.handle.net/10315/40968This study, seeks to understand the pedagogical and ethical dilemmas of the instructor when teaching an online undergraduate education course on multiculturalism and multilingualism in educational contexts to refugee students living in UNHCR refugee camps in Kenya. It asks questions about first-language loss, longing for home, and schooling experiences as expressed in the writings of students in that education course. The theoretical framework of the dissertation is informed by an ethical, social justice pedagogical perspective, refugee studies, postcolonial studies related to linguistic imperialism, and theories of bilingualism, multilingualism, and second-language acquisition. The dissertation intends to create a space for pedagogical inquiry through autoethnographic reflection, reflexive teaching, and discourse analysis of student and teacher voices. The study hopes to contribute new knowledge related to questions about first-language maintenance and second-language acquisition in the schooling of children in refugee camps.  Author owns copyright, except where explicitly noted. Please contact the author directly with licensing requests.EducationEthicsPedagogyElectronic Thesis or Dissertation2023-03-28Refugee studentsOnline pedagogyUNHCR refugee campsRefugee camp schoolsRefugee studiesPostcolonial studiesLinguistic imperialismBilingualismMultilingualismSecond-language acquisitionFirst-language lossFirst-language maintenanceSocial justice educationAutoethnographyReflexive teachingEthicsPedagogyDiscourse analysis