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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…
2021
Guiding, shaping and resisting: Refugee mothers’ educational strategies as they navigate ‘unsettlement’
Contrary to popular media tropes of the ‘young, lone, male refugee’ arriving at Europe’s borders, Greece has in fact seen a steady flow of female refugees arriving since 2015. Most newcomers come in family groups, and many, including teenage girls, are mothers - many of whom aspire to continue (or begin) their schooling. While access to formal education has increased…
2022
Extending the Welcome: The role of university–community partnerships in supporting refugees in England
As issues around refugee rights have come to public attention following the surge in asylum application in Europe in 2015, several responses have been developed by universities in England to extend the welcome to refugees in both local communities and on their campuses. While some institutions act on their own, others have created social relationships and collaborations with local and…
2020
How liminality enhances conviviality through multilingual co-creations: Young refugees in the Netherlands
This article explores the multilingual creativity of young refugees in the Netherlands and the social contexts and situations in which it develops. Because these young refugees form an under-researched group, the authors build on different discipline-based studies on (young migrants’) multilingualism, super-diversity, conviviality, liminality and networks. The authors start with the collection of personal network data including languages used with…
2022
Conceptual metaphors, plurilingualism and second language acquisition: a refugee education case study
The purpose of this study is to explore the use of equivalent conceptual metaphors and the correspondent linguistic expressions in refugee students’ L1s and L2s and examine the possible positive effects conceptual metaphors can induce for vocabulary learning and retention in second language learning. Moreover, another aim of the research is to investigate the use of conceptual metaphors as a…
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
Teacher’s beliefs and flexible language strategies in a monolingual preschool classroom
This study aims to examine teacher’s beliefs about Syrian children’s Turkish language learning and teacher’s language strategies in a monolingual preschool classroom located in a multilingual city, Siirt Turkey. This ethnographic study was conducted between October 2019 and January 2020 in a multilingual city. The data included fieldnotes kept during participant observations of children’s interactions and interviews with the teacher.…
2022
A multicultural education approach to Turkish picture books written for Syrian refugee children
Syrian refugees worldwide experience many difficulties, including integrating into the host country. Turkey host most of the Syrian refugees, but limited studies examined Syrian refugees’ transnational experiences in children’s literature. In this study, I have examined the picture books written for Syrian refugee children published in Turkey through a multicultural education framework to highlight how microculture and macroculture relate to…
2022
Higher Education for forcibly displaced migrants in Turkey
Higher education (HE) provides a unique opportunity to accomplish social and economic integration and mitigate the impact of displacement for forcibly displaced migrants (FDMs) in the long run. Against this backdrop, the purpose of the study is to explore the HE experiences of Syrian FDMs in Turkey. Utilizing snowball sampling, 24 FDMs in Turkey were interviewed. The results suggested that…
2022
The form-school as a vehicle for the detotalization of refugee camps in Greece
Refugee camps have been multiplying at the gates of the European Union since the escalation of the Libyan and Syrian conflicts in 2016, particularly in Greece and Italy. These countries, which act as the main gateways, are implementing a “hotspots” approach included in the European agenda on migration established for the period 2015–2020. At the same time, restrictive migration policies…
2022
Political socialization experiences of Turkish citizen university students of Syrian origin
Sometime after the anti-regime demonstrations began in Syria in March 2011, there was a huge wave of migration to neighboring countries, including Turkey. Some of these fled youth who were forced to emigrate from Syria came to Turkey and later became university students and acquired Turkish citizenship. This qualitative study focuses on the process of political socialization and political resocialization…
2022
Planning for Belonging: Including Refugee and Asylum Seeker Students
The education of students from refugee and asylum seeker backgrounds is an international concern. It calls for inspired teachers, sensitive interventions, and informed leadership. This writing discusses the views of students, teachers, general staff, parents, and the principal of a primary school in regional New South Wales, Australia regarding the sense of belonging that is so critical to the very…
2022
Sustaining Non-formal Refugee Education Programs in a Covid-future World
In this discussion essay, characteristics of the provision of formal and non-formal education for refugee children in Greece will be explored through a comparative approach. The comparison reveals aspects of the social environments in the lives of refugee children. These will be examined through the lens of Uri Bronfenbrenner’s (1979, 1986) ecological systems theory as a means to understand the…
2022
Summer Preschools for Syrian Refugee and Host Community Children in Turkey: A Model of Contextually Sensitive Early Intervention
Research Findings: This study evaluated the impacts of the Summer Preschools Program on 5-to-6-year-old Syrian refugee and local children from vulnerable communities of Turkey. Developed as a community-based contextually sensitive early intervention model, the program aimed to promote developmental well-being and school readiness of children from forced displacement and abject poverty backgrounds by supporting cognitive, language, and socioemotional development prior…
2022
Understanding Participation Experiences in Sport Programs for the Acculturation of Refugee Youth: A Comparative Study of Two Different Programs in the US and Sweden
Sports can help refugees mitigate traumas, connect with others, and learn positive values. In this illustrative comparative study, we compare two sport programs for the acculturation of refugees in the US and Sweden. Our aim is to describe both programs, compare them with the literature, and present suggestions for the field. Hence, we placed the program participants at the center…
2022
Challenges of migrant students in Turkish higher education
Migrant students, including refugees and international students who begin or continue their education in Turkey, encounter several challenges. This study aimed to identify the challenges that migrant students face in the Turkish higher education system. The sample of the study consisted of 75 migrant students from six universities in Turkey in the 2019–2020 academic year. Demographic information of the students…
2022
Social Engagement and Cultural Adaptation of Young Refugees Through Gaming and Playful Design
The document addresses one of the main themes of the present day, i.e., the problem of forced migration—commonly referred to as seeking refuge. The target user of this study is exiled children who, in most cases, arrive at their destination alone and with few or no primary survival conditions. UNHCR (2015) points out that more than 65 million people worldwide…
2022
Mental health problems in refugee and immigrant primary school children in Flanders, Belgium
Background: European countries face the challenge of promoting refugee and immigrant children’s well-being within their host communities, invoking the necessity of adequate mental health assessment. This study aims to contribute to document the psychosocial well-being of primary school refugee and non-refugee immigrant children in Flanders, Belgium. Method: A total of 120 children (8–12 years old) with migration backgrounds participated in the…
2022
Teacher agency for social justice in telecollaboration: locating agentive positioning in virtual language interaction
In this study, we draw data from a tripartite telecollaborative project that involved 112 teacher candidates (TCs) from university-based teacher education programmes in France, Turkey, and the USA. Theoretically, we rely on Pantić’s (2015. A model for study of teacher agency for social justice. Teachers and Teaching 21, no. 6: 759–778) model of teacher agency for social justice and use…
2022
Sustainable Development Goals and social work in the migration context–a higher education dialogue between Germany, Jordan, and Lebanon
Germany, Jordan, and Lebanon’s social, political, and socio-economic structures are influenced by a long history of them receiving refugees and migrants. This was a starting point for the University of Applied Sciences Würzburg (Germany), the German Jordanian University, Yarmouk University (Jordan), and the Lebanese University to engage in an intercultural and professional exchange project on social work in the field…
2022
An ecological, multilingual approach to language learning with newly reunited refugee families in Scotland
Although academic literature and Scotland's refugee integration strategy recommend multilingual, decolonising approaches, language classes for refugees in Scotland usually focus only on the target language (English) and are predominantly teacher-led. This paper argues that newly reunited refugee families can be better supported through an ecological, multilingual approach by presenting empirical data from a five-month teaching study using qualitative methods (semi-structured…
2022
Experiences of forced migration: learning for educators and learners: a report
A combination of structural barriers, inadequate student welfare provision and the absence of psycho-social and academic support make higher education access for forcibly displaced students challenging. Many of these students will have experienced many stressful and potentially traumatic events that may have or may continue to impact their mental health and wellbeing. This article draws on reflections by educators and…
2022
Accommodation, empowerment and disinvestment—Typical second-language learning trajectories of Syrian refugees in Germany
This paper asks how refugees' second-language learning processes are embedded in their lives in host countries. To address this question, the paper proposes the concept of second-language learning trajectories. These trajectories explain refugees' second-language learning as closely intertwined with learners' self-understanding, experiences and positioning in host countries. Using longitudinal narrative interview data from Syrian refugees in Germany, the paper identifies…
2022
New migrants, new challenges?-Activating multilingual resources for understanding mathematics: Institutional and interactional factors
New adolescent migrants from Arabic-speaking countries face complex challenges when participating in regular mathematics classes in Germany: They have been educated in their family language(s) and are obliged to adapt to a new (second or target) language and to different styles of teaching. In contrast, 3rd generation multilingual students, who usually are schooled in German only, have rarely ever used…
2022
The politics of emotion in a parenting support programme for refugees in Norway
Enhancing social skills among citizens who are considered at risk is one of the ways in which a welfare state handles marginalised groups (Prieur et al, 2020). Universalised programmes represent a common way of strengthening the social capabilities of groups deemed in need of such skills (for example, Pettersvold and Østrem, 2019). In this article, we show that emotions perform…
2022
Moving on from Dutch to English: Young Refugees Feeling Betrayed by the Dutch Language Integration Policy and Seeking for More Inclusive Environments
This article explores the linguistic strategies of young refugees (ages 12-23) in the Netherlands. The study takes place within a societal context in which new migrants and refugees are increasingly pressured to learn Dutch as key to their integration, but English is becoming more and more dominant, and in which learning Dutch is not considered necessary for other newcomer groups…
2022
Extending organizational socialization theory: Empirical evidence from volunteer work for refugees in France and Australia
How are volunteers who provide assistance to refugees socialized into their organizations? Known as the process through which newcomers evolve from organizational outsiders into insiders, socialization is particularly crucial among volunteers, as they often help vulnerable groups such as refugees. To examine this issue, which is critical to both scholars and practitioners, we draw on a large-scale qualitative study conducted…
2022
HIGHER EDUCATION POLICIES FOR SYRIAN REFUGEES IN TURKEY: OPPORTUNITIES AND CHALLENGES FOR SYRIAN AND TURKISH STUDENTS
Turkey has been hosting the largest Syrian refugee migration in the world since 2011, which has necessitated a continuous change in state-level measures to cater for the deficiencies of a forced displacement ranging from economic to social and educational instruments. Despite constructive national policies and legislation of the Turkish government and financial support, refugee access and enrollment in higher education…
2022
PARTICIPATION OF REFUGEE YOUTH IN GERMANY’S VET SYSTEM: REAL-WORLD LABS AS OPPORTUNITIES FOR CO-CONSTRUCTIVE KNOWLEDGE PRODUCTION AND INNOVATIVE PRACTICE TRANSFORMATION
Germany has become the most important destination country for young refugees in Europe (Destatis, 2021). Vocational education and training can make an important contribution to overcome educational barriers and gain participation in society (Will & Hohmut, 2020). Since 2015, rural regions have faced new challenges in establishing effective support systems for young apprentices with forced migration experience (Ohliger et al.,…
2022
Access for Syrian refugees into higher education in Germany: a systematic literature review
In the early years of the twenty-first century, the European Union faced an influx of refugees from war-torn areas of the world. By the end of 2015, nearly a million new refugees had arrived in Germany alone, half of them from Syria. Understanding how the Syrian refugee population has interacted with the German system of higher education is crucial for…
2022
Grappling with the transformative potential of translanguaging pedagogy in an elementary school with Syrian refugees in post-coup Turkey
Translanguaging pedagogies have been documented to support language minoritized students in various ways, such as supporting their academic learning, affirming their bi-/multilingual and cultural identities, and disrupting the colonial and monolingual ideologies dominating school curricula. Yet, very few scholars have pointed to the existing barriers in schools and societies hindering educators from fully achieving the transformative potential of translanguaging pedagogy.…
2022
Educating in the context of ‘Dispersal’: rural schools and refugee-background students
Policies of dispersal are increasingly favoured internationally for the resettlement of refugees and asylum seekers. With forty percent of the world’s forcibly displaced people being school-aged children, the dispersal of refugee-background people into regional areas means that rural schools are central sites of community response to refugees. Little is known in published research about how rural schools engage in refugee…
2022
Students with Limited or Interrupted Formal Education in Primary and Secondary Classrooms in the U.S., Australia, Canada, and the UK
This chapter shares an overview of students with limited or interrupted formal education (SLIFE) in the United States and three other prominent English-speaking countries with a growing number of SLIFE: Australia, Canada, and the United Kingdom. Thus, this chapter has been organized into four main sections: (1) introduction to SLIFE, (2) in-depth overview of SLIFE in primary and secondary U.S.…
2022
Adult English Learners with Limited or Interrupted Formal Education in Diverse Learning Settings
This chapter provides an overview of adult students with limited or interrupted formal education (SLIFE) who have immigrated to English-speaking countries and participate in literacy education and second language learning for adults (LESLLA) programs. In order to provide an accurate perspective of LESLLA students, this chapter will (1) examine characteristics of the adult learner population, (2) provide an overview of…
2022
The Rights Hero - Serious Games for Human Rights Education and Integration of Migrant and Refugee Children in Europe
Following the rise of migrant inflows in Europe since 2015, more than 210,000 unaccompanied children have arrived in Europe. This article argues that serious games can in principle fill the gap of human rights education that these children face and ultimately help them develop, but important issues and challenges need to be considered. The article follows the design and development…
2022
Turkish education policies and practices: inclusive or exclusionary?
This research aims to determine the opinions of teachers and educational administrators about how inclusive the Turkish education system is and attempts to provide a profound picture of inclusive education policies and practices in Turkey. In this qualitative-phenomenological study, sampling technique was used. Thirteen general education teachers and seven administrators, who participated in inclusive education in-service teacher training activities, constituted…
2022
“I Fight, I Don’t Give up Hope”: Resilience and Life Satisfaction among Syrian Refugee University Students in Turkey
Forced migration is a phenomenon that profoundly affects the levels of resilience and life satisfaction of refugees. Hence, the purpose of current study is to address how Syrian refugee university students who study in Turkey recovered after deformation caused by significant changes in their life. This study employed a convergent mixed method design. The quantitative results indicated that there were…
2022
Understanding the experiences of school belonging amongst secondary school students with refugee backgrounds
Research into refugee students’ settlement in host countries highlights school belonging as essential to their wellbeing and academic achievement. This research aimed to understand how secondary school refugee students experience school belonging in the North East of England. Interpretative Phenomenological Analysis was used to understand the views of refugee students. Four superordinate themes were developed: agency, participation, safety and separation.…
2022
The relationships among psychological resilience, intercultural sensitivity and empathetic tendency among teachers of Syrian refugee children in Turkey
Within the provision of education, teachers typically have the closest contact and play a key role in meeting the needs of refugee children through effective communication to achieve culturally qualified education and the provision of more humanistic approach. This descriptive cross-sectional design study is aimed to explore the relationships among psychological resilience, intercultural sensitivity and empathetic tendency in teachers of…
2022
Uncovering Community Cultural Wealth Through an Early Intervention Program: Syrian Refugee Children Speaking
The voices of young refugee children are often unheard and unacknowledged in early childhood research. Deficit views that perpetuate their vulnerability and victimization pervade research and media. Such omnipresent views need to be challenged by foregrounding and capitalizing on the strengths, agency, and resilience of refugee children. Grounded in the Community Cultural Wealth framework, this study aimed to explore the aspects of…
2022
The Playground Perception of Syrian Refugee Children
Drawings by children are key to understanding their experiences in various aspects such as perceptions of playgrounds and the events that happen in them. This study aims to reveal Syrian refugee children's perceptions of playgrounds. In the study, drawings of children who live in two different cities in Turkey were collated. The results showed that children draw slides, swings, and…
2022
Teachers in Transition. A Biographical Perspective on Transnational Professionalisation of Internationally Educated Teachers in Germany
Teachers trained in one country are often not allowed to serve as teachers in another country because their teacher’s license is not recognised as equivalent. The barriers these teachers have to overcome in order to work in their profession again are high and often require further (full) teacher training at the university. The paper provides insights into the conditions for…
2022
Belonging through Higher Education: The Case of Syrian Youth in Turkey
This article uses a refugee centred approach to explore experiences of belonging through higher education. It is based on fieldwork conducted during the fall of 2019 in Gaziantep, Turkey. This article aims to understand the factors that form refugees' sense of belonging and the degree to which the contextualized experiences of refugee youths influence their sense of belonging in the…
2022
Working toward aspirations: how higher education learning-working trajectories for refugees in the Netherlands support work-related capabilities
Purpose: Refugees face multiple barriers to employment, such as previous work experience and qualifications not recognized. The Rotterdam University of Applied Sciences offers a higher vocational education and training (VET) dual program for highly-skilled refugees, in which education and work is combined. After completion of the two-year program, participants have gained new skills, learned (vocational) language, have work experience in…
2022
Practitioners’ perspectives and needs: Developing skills to support unaccompanied asylum-seeking children (UASCs) in experiencing ‘belonging’ in English educational spaces
This article builds on Yuval-Davis’s (2006, 2007, 2011) theories of belonging, in order to relay how practitioners can support unaccompanied asylum-seeking children (UASCs) in developing a positive sense of belonging in educational spaces in England. To do so, the article synthesises literature surrounding theories of belonging, UASCs’ educational access in England and practices supporting UASCs’ educational attainment and sense of…
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
Teacher candidates’ ideological tensions and covert metaphors about Syrian refugees in Turkey: Critical discourse analysis of telecollaboration
This study draws data from an asynchronous discussion to which teacher candidates (TCs) from France, Turkey, and USA contributed as part of their participation in a semester-long telecollaboration in 2017. The analysis focused on the contributions of TCs (n=34) from Turkey and explored how they represented Syrian refugees in their responses to a question about refugees and immigration in their…
2022
Making a familial care worker: the gendered exclusion of asylum-seeking women in Denmark
The Nordic universalist welfare states place great value on promoting gender equality among immigrant minorities. Yet, as this article demonstrates, there is a tension in the Danish asylum regime between the gender mainstreaming objective that is prominent in the integration discourse and policy and the actual practices of migrant camp employees tasked with activation and preparing asylum seekers for integration…
2021
Conditions of Syrian asylum seeker students in a Turkish university
In this study, the conditions of the Syrian asylum seeker students in Turkish universities were addressed and discussed. This study was conducted by adopting a phenomenological approach from qualitative research methods. In this regard, interviews were held with fifteen Syrian asylum seeker students continuing their education in various departments of Kahramanmaras Sutcu Imam University, a state university in Turkey. A…
2021
Beyond the vulnerability paradigm: fostering inter-professional and multi-agency cooperation in refugee education in Italy
Children and families from a refugee background seem to escape the technical view usually adopted by educational and health practitioners, which is based on a mixture of diagnostic tests and special needs policies. This approach struggles to cope with the multiple needs–in terms of health, culture, language, and learning–involved in taking care of refugee children. Even though services multiply their…
2021