Theoretical Framework Of Belonging: A Conceptual Analysis

3. Theoretical framework

In order to understand the different notions of belonging that participants develop within refugee camps and how they are interconnected with experiences as Jordanian citizens, I use a theoretical framework which interconnecting theoretical tools are utilized to discuss the findings analytically. This interrelated framework attempts to understand learning processes relating to formal institutional educational provisions as well as informal, dynamic learning environments and, finally, how such learning processes interconnect with practices of power. For this purpose, the theoretical framework is subdivided it into three main sections. The first section discusses theories on social development and learning, introducing

They have social interactions with their caregivers, friends, and community members, and these relationships foster a developing awareness of values and expectations. They build a sense of self and of their surroundings and acquire communication skills needed to interact with others and process their actions.

To explore these social learning experiences occurring within the camp, I use Urie Broffenbeur’s ecological systems theory (Wimelieus, et al., 2016) to discuss the participants’ narratives about their early learning and development within the camp environment. According to this theory, in order to understand human development, we have to look into the environment a child grows up in holistically. This environment may be analyzed as consisting of five parts, or systems: the (1) microsystem, (2) mesosystem, (3) exosystem, (4) macrosystem, and (5)

The microsystem includes all the relationships and interactions a child has direct contact with, such as family, school, or neighborhood. In this system, influences are the strongest and have the greatest effect on the child. Nevertheless, outer levels can have effects on the inner constructions. The micro system is the place in which a child forms his/her first learnings about the world; where all nurturing happens and first memories are created. This is where children form relationships and develop trust and support with surrounding people, especially with the closest people in this system such as family members. I make use of this system to explore the participants’ relationships with family members, friends, and community members, which have the strongest effect on children. I discuss how these interactions provided the participants with early narratives related to belonging within the camp environment, either through narratives from family members, informal lessons from teachers, or conversations with peers.

The exosystem includes the broader social and institutional environment where children take part in as soon as they leave the microsystem. It includes the public school, public university, or governmental institutions. Here, I explore how the participants’ notions of belonging are renegotiated when they enter the public realm and interact with individuals in public schools