McIntyre J.
Safety, belonging and success in education for refugees in Europe: A systematic review
This systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the educational trajectories of learners of refugee and forced migrant backgrounds who have arrived…
2024
Refugees’ gendered experiences of education in Europe since 2015: A scoping review
This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences,…
2023
Conceptualising the art of belonging for young refugees and asylum-seekers: Reflections from England and Sweden
The concept of belonging has grown in prominence in research and policy relating to new arrivals from refugee and asylum-seeking backgrounds. Arguably, belonging is replacing integration and inclusion as the panacea to perceived problems associated with places and societies where new arrivals settle. Belonging is also prominent in the literature about formal and informal educational contexts. This paper problematises the…
2024
Theorising policy and practice in refugee education: Conceptualising ‘safety’, ‘belonging’, ‘success’ and ‘participatory parity’ in England and Sweden
Across the world, children are forced to leave their homes for far-flung destinations. This global phenomenon has particular impact in Europe, where there are now more child refugees than since World War II. Education plays an important role for children with extraordinary experiences seeking to build meaningful lives in their new context. This article offers a new theoretical approach to…
2021
Refugee Education: Theorising Practice in Schools
In the last five years, more child refugees have made perilous journeys into Europe than at any point since the Second World War. Once refugee children begin to establish their new lives, education becomes a priority. However, access to high-quality inclusive education can be challenging and is a social justice issue for schools, policymakers and for the research community. Underpinned…
2020
Participatory parity in schooling and moves towards ordinariness: a comparison of refugee education policy and practice in England and Sweden
Within the current global refugee crisis this paper emphasises the fundamental role of education in facilitating the integration of young new arrivals. It argues that a humanitarian problem of such scale requires a commensurate humanitarian response in the form of socially-just educational policies and practices in resettlement contexts within Europe. Utilising the theoretical concepts, ‘participatory parity’ (Fraser) and ‘resumption of…
2020
Concluding thoughts
This concluding chapter brings together the voices of both authors and reflects upon the learning from Sections 1 and 2. It articulates the ways in which the book has developed an inclusive model for the education of refugee children and illustrates enabling factors for realising this in the English context. The chapter asserts that it is to the benefit of…
2020
A bespoke model of inclusive education for new arrivals
This chapter begins with a portrait of life at Fern College, a bespoke post-16 provision for refugee and unaccompanied asylum-seeking children. The chapter then explains the context for the development of this full-time provision, which is a pilot project whose holistic curriculum was heavily influenced and shaped by the theoretical concepts of safety, belonging and success. The chapter then analyses…
2020
Education and the concept of success
The chapter begins with Gare’s reflections upon the ways in which he is now able to consider a future in his new context and in so doing introduces the concept of success within education provision for refugee children who have very differing start and end points from their peers. The chapter illustrates how success takes on different forms through the…
2020
Education and the growth of belonging
This chapter begins with a further extract from an interview with Gare, which illustrates how he has experienced a sense of belonging as he has built connections within and outside his education provision. The chapter then moves to a portrait of Jasmine Gardens Academy, which offers a rich case study of how one institution works to foster a growing sense…
2020
Education and the search for safety
The chapter opens with an extract from Gare’s story, which illustrates the importance of the concept of safety through education for one refugee child. The chapter then offers a descriptive case study of Larkspur School, focusing on the practices and organisational structures that are in place to help refugee children experience a sense of safety. The case study portrait draws…
2020
Redistribution, recognition and representation
This chapter introduces the second theoretical framing for the book, Nancy Fraser’s theory of social justice as ‘participatory parity’, and the associated tripartite components of redistribution, recognition and representation. The chapter argues for a socially just frame for inclusion. It begins with an overview of the concept of social justice in relation to the topic of meaningful and high-quality inclusion…
2020
Safety, belonging and success
This chapter begins with an overview of the context of the movement of people across borders, the notion of a refugee ‘crisis’ in Europe and the political responses to this. Despite hostile and complicated bureaucratic barriers, people still seek refuge in destinations far from their starting points. Often, for young people this is due to the pull of education. This…
2020
Barriers to the inclusion of refugee and asylum-seeking children in schools in England
This article reports a study of the barriers faced by headteachers seeking to include young asylum seekers and refugees into secondary schools in England. We trace the new discourses and assemblages of authority created at city level by recent policy changes. Drawing on in-depth interviews with headteachers, we share their experiences of navigating layered ecologies of systemic challenges to their…
2020