Ireland
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
Refugee and migrant children’s views of integration and belonging in school in Ireland–and the role of micro- and meso-level interactions
Schools are chief among the social institutions impacted by migrant flows as key sites of integration and support for migrant children. This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational…
2023
Parental and professional perspectives on educational integration of migrant and refugee children in Ireland
The aim of this paper is to explore qualitative research with Asylum-Seeking and Refugee Parents and Educational Professionals in Ireland and investigate the socio-educational integration of refugee and migrant children in their new schools. This work was undertaken as part of the larger ongoing EU Horizon2020 study ‘Integration Mapping of Refugee and Migrant Children’ (IMMERSE). This paper will focus on…
2023
Body-voice and improvisation to explore trauma-informed performative pedagogy: Open the door
This chapter explores how the author, using the same training as that of actors and performing artists, explored techniques to promote embodied language learning in her facilitator practice for the Sorgente project. The aim was to create a sense of belonging among a young refugee and migrant group in Dublin, Ireland; the practice was framed with the concept of ‘duty…
2024
Performative language practice and ethical principles in the Sorgente project
This introductory chapter provides some key definitions of the concepts informing the Sorgente study. First, the chapter defines performative language teaching as an embodied pedagogy. Performative language pedagogy is illustrated in terms of its roots, main influences and orientation towards using the arts in language education. Second, it grounds the discussion in contemporary research, exploring the impact of the arts,…
2024
Zine-making and critical reflection: Portals of shared discovery
This chapter describes the delivery and impacts of a zine workshop delivered to members of the Sorgente project. The Sorgente project utilised multiple arts-based practices in order to investigate the teaching and learning of additional languages with migrants and refugees in Ireland and Italy. The zines emerged as a theme in response to the first research question of the project…
2024
Performative language learning with refugees and migrants: Embodied research and practice in the Sorgente project
This book investigates the use of performative language pedagogy in working with refugees and migrants, exploring performative language teaching as the application of drama, music, dance and storytelling to second language acquisition. Documenting a community-based project - funded by the Irish Research Council and conducted with three groups of refugees and migrants in Ireland and Italy - the book explores…
2024
Refugee and migrant children’s views of integration and belonging in school in Ireland – and the role of micro- and meso-level interactions
Schools are chief among the social institutions impacted by migrant flows as key sites of integration and support for migrant children. This article focuses on micro-and meso-level interactions and their importance to experiences of belonging and socio-educational integration for migrant children. It explores outcomes from qualitative research in Ireland conducted as part of a European research project investigating the socio-educational…
2023
Using composite case material to develop trauma‐informed psychoeducation for social care workers looking after unaccompanied minors in residential care in Ireland
Although the provision of trauma‐informed psychoeducation for carers of adolescents who have experienced traumatic events has been shown to be a fundamental aspect of the recovery process, it is not routinely made available to the social care workers who look after unaccompanied asylum‐seeking adolescents living in residential care. Furthermore, the development of the content of trauma‐informed psychoeducation is rarely informed…
2022
Music facilitator experiences of working in asylum seeker centres: Complexities, dilemmas and opportunities
Accommodation centres for those seeking asylum present particular contexts in which to facilitate music making. Contextual and systemic difficulties abound. An exploration of a music project within six asylum seeker centres in Ireland is presented with a focus on the experiences of the four facilitators involved. Data are presented from facilitator reflective logs, researcher observations and recorded professional development sessions…
2022
Education of unaccompanied refugee minors in high-income countries: Risk and resilience factors
Record numbers of unaccompanied refugee minors continue to arrive in high-income countries seeking asylum and protection. Despite receiving educational support, unaccompanied refugee minors continue to be vulnerable to negative educational experiences and outcomes. The review investigates what resilience factors enable unaccompanied refugee minors in high-income countries to have positive educational experiences and outcomes. It aims to inform the literature on…
2022
Supporting languages: The socio-educational integration of migrant and refugee children and young people
Recent unprecedented levels of migration, while adding cultural and linguistic diversity, places increased pressure on host countries to develop strategies for effectively integrating new arrivals into society. This article draws on data from IMMERSE which uses participatory and co-creation methodologies with children, parents, educators and policy-makers to examine and develop key indicators of migrant children's socio-educational integration. It discusses Irish…
2022
SIRIUS Watch 2021: Towards inclusive digital education for migrant children
SIRIUS Watch 2021 presents trends and developments on the effects of digitalisation in education on migrant children both pre- COVID-19 and during COVID-19. It will build on national and EU-level research, as well as the results of the SIRIUS Online Digital Workshop. The results include a clear framework of challenges and recommendations to support the development of an inclusive digital…
2021
Teach us for what is coming: The transition into adulthood of foreign unaccompanied minors in Europe: case studies from France, Greece, Ireland, Italy, and the Netherlands
This report looks at what it is like to be a young person alone and seeking safety in Europe when turning 18. It paints a difficult situation with many shortcomings but also some promising practices. The main finding is there is no legal framework or specific support schemes for unaccompanied minors (UAMs) entering adulthood. This leaves many young people to…
2021
School-based support for Syrian refugee pupils in Northern Ireland
Over the past 5 years Northern Ireland has welcomed approximately 1,900 Syrian refugees, including almost 700 school-aged children and young people, through the Vulnerable Persons Relocation Scheme (VPRS). Many of these have experienced war and persecution, and a range of additional adversities during and post-migration. Alongside language proficiency, ‘trauma’ has been the most common challenge reported by school staff to…
2021
Counter stories: life experiences of refugee background mature students in higher education in Ireland
Refugee Background Mature Students, with many having come from the global South to seek asylum, form a minority group in higher education. This qualitative study uses a Critical Race Theory framework to examine the lived experience of four Refugee Background Mature Students from Angola and Nigeria with a focus on microaggresions, the everyday occurrences of racism. On campus, their learning…
2021
Skills for transition: the perspectives of women seeking asylum in Ireland
Purpose: Current domestic and international research predominantly examines the past experiences of people seeking asylum and the negative influences such experiences have on health and well-being. However, few studies address the future needs of people seeking asylum, as they transition from Direct Provision. This study aims to address this gap in knowledge by exploring the perspectives of women seeking asylum…
2021
An overview of refugee education in Europe
The overview of refugee children education in Europe we provide in this book is part of the Erasmus + project “ITIRE: Improving teaching to improve refugee children education”. Following the unprecedented flow of forced migrants to Europe in 2015, several countries have adopted measures to facilitate the enrolment of refugee children in the educational system. These actions have produced a…
2020
Austria
Poland
Slovenia
Portugal
United Kingdom
Serbia
Slovakia
Caregivers
Netherlands
Lithuania
English
Ireland
Hungary
France
Greece
Bulgaria
Access & participation
Spain
Latvia
Türkiye
Denmark
Cyprus
Malta
Iceland
Albania
Norway
Belgium
Luxembourg
Intervention
Romania
Monaco
Switzerland
Bosnia
Czechia
Human rights
Croatia
Germany
Estonia
Sweden
Finland
Italy
Macedonia
‘Sitting on a wobbly chair’: mental health and wellbeing among newcomer pupils in Northern Irish schools
Schools in Northern Ireland (NI) have become increasingly diverse with the numbers of newly arrived migrant pupils more than doubling over the past decade. While studies have shown an increasingly high prevalence of mental health difficulties among young people in NI generally, there is a paucity of research with at risk groups, including members of ethnic minority communities. This paper…
2020
Supporting and including refugee and asylum seeking children in education
This article provides a brief overview of the current refugee crisis in Europe; the experiences of child refugees and; subsequent impacts on their lives and education.
2018
Adult education in Europe 2017: a civil society view
The following report is based on a survey sent to EAEA’s members, asking them about the state of adult education in their country. The views expressed come from a variety of contexts. EAEA members are often umbrella organisations representing their country’s adult education providers, and can have the status of a non-governmental organisation representing providers to the national or regional…
2017
Surveys & questionnaire
Portugal
Netherlands
Russia
United Kingdom
Ireland
Slovakia
Teachers & educational staff
Greece
Vocational & technical education
English
Spain
Adult education & training
Policy & law
Denmark
Access & participation
Iceland
Türkiye
Romania
Equity & equality
Belarus
Non-formal education
Bosnia
Lifelong learning
Croatia
Germany
Estonia
Case study
Finland
Sweden
Liechtenstein
Austria
Macedonia
Serbia
Poland
Supporting refugee children with special educational needs in Northern Ireland
Background: As of February 2020, Northern Ireland (NI) has welcomed 1,815 Syrian refugees, almost half of whom are under the age of 18 (NI Department for Communities, 2020), and many of whom have special educational needs. This study aims to explore the reasonable adjustments made by educational communities thus far, to minimise the impact of potential barriers to learning for…
2019
Advocacy and surveillance: primary schools teachers’ relationships with asylum-seeking mothers in Ireland
The article analyses the findings of a small-scale qualitative study in Ireland that examines interactions between asylum-seeking mothers and primary school teachers, and highlights the significance of teachers’ understandings of asylum in shaping home-school communications. Mothers and children in this study were living in Direct Provision, collective accommodation for asylum seekers in Ireland. The research identifies a number of concerns…
2018
“They’ve no control over their lives at the moment”: An investigation into critical pedagogical approaches to refugee and asylum seeker English language classes in Ireland
This study investigates critical pedagogical approaches within local contexts of refugee and asylum seeker English language classes within Ireland. Intrinsic to this study is cognisance of the landscape of the setting both in Ireland and worldwide. The United Nations High Commissioner for Refugees (UNHCR) says that the current time is unprecedented in terms of the scale of displaced peoples, asylum…
2016