I'm Sazid.

Bangladesh hosts nearly half a million refugee Rohingya children under a paradoxical education policy that undermines its broader SDG commitments. Education was highly restricted until 2020, after which Bangladesh conditionally permitted semi-formal, Burmese schooling for children under 14. The government fears that any form of integration might weaken Bangladesh’s position on repatriating the refugees back to Myanmar, and that the youth population might integrate into the host country’s identity. Indeed, school is perhaps the most important factor when it comes to identity (re)construction. This leads to our research question(s): how effective are these educational facilities in making an impermeable membrane that doesn’t allow any elements of Bangladeshi identity to seep through? Are they effective in preserving and instilling the Rohingya identity among the children? The study sits at the intersection of Education in Emergencies, refugee studies, and identity politics.