Abstract
Many interventions have been developed to improve educational and developmental outcomes in Syrian refugee children. Here, we focus on one such intervention, We Love Reading, a community-led, shared book-reading program that was developed in Jordan by a Jordanian-run NGO. We conducted a grounded theory analysis of 21 semi-structured interviews with individuals who developed We Love Reading and/or were involved in its implementation. Participants indicated that attaining a balance between two main factors helped with the long-term maintenance and sustainability of the program: the informality and flexibility of the program on the one hand and creating the necessary motivation and commitment in volunteers on the other. Future programs that wish to attain long-term sustainability may benefit from creating a more engaging and incentivizing structure of motivation for their volunteers.
| Original language | English |
|---|---|
| Journal | Journal of Immigrant and Refugee Studies |
| Early online date | 25 Nov 2024 |
| DOIs | |
| Publication status | E-pub ahead of print - 25 Nov 2024 |
Bibliographical note
Publisher Copyright:© 2024 Taylor & Francis Group, LLC.
Keywords
- cultural context
- implementation
- Program development
- shared book reading
- Syrian refugee children
- we love reading
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