共查询到20条相似文献，搜索用时 31 毫秒
1.
Eugenia Arvanitis 《British Educational Research Journal》2021,47(4):922-941
Forty invited interculturalists (both academics and non-academics) from nine countries engaged in developing a coherent culture of dialogue and collective action to address the challenge of redefining intercultural education provisions with regard to the needs of refugee children. The method of cooperative inquiry to elicit theoretical and professional expertise from the participants was adopted. This inquiry was based on four dimensions of reflective practice, drawing on experiential, presentational, propositional and practical knowledge. The intercultural experts (seen as ‘co-researchers’ and/or ‘co-subjects’) who participated engaged in a rigorous intercultural and reflexive dialogue developed in four distinct phases. The first two phases took place in their own local contexts and the final ones in a forum organised in Greece. During the forum, the participants’ diverse knowledge and experience were renegotiated to ascertain the ‘collective wisdom’ of the group and to address issues of otherness and approaches to refugee education, teachers’ training and mediation. The consensus reached by the participants included the following: the need for local communities to be supported so as to avoid and mitigate any hostility towards refugees; the urgency of a common European asylum policy; the realisation of the ‘other’ as a social construct based on hierarchical connotations and defined by diverse (meta)narratives; the urgency for providing formal/mainstream education to secure a pathway to social citizenship for refugees; the adoption of culturally responsive education practices to empower intercultural learning using refugee children’s own cultural knowledge and collaborating with parents; and the need for systemic intercultural and mediation training for teachers. 相似文献
2.
ABSTRACTThe sudden influx of refugees into countries around the world has caused a complicated, multi-faceted, international refugee crisis. Refugees, whether in camps or urban areas, face a myriad of problems and obstacles, yet one of the most critical issues young refugees face is the lack of educational opportunities and/or resources. United Nations International Children’s Emergency Fund warns that this lack of education could potentially create a “lost generation” which may lead to serious implications, not only for these young refugees but also to surrounding, nearby societies. This paper seeks to understand if and how Information and Communication Technology (ICTs) have been reported in the literature as being used in different contexts to connect young refugees with high quality educational opportunities, and whether the urban or camp contexts impact these opportunities. The results of this review of the literature indicate that a number of different ICTs have successfully been used in a variety of different educational settings and for a variety of purposes. Additionally, where a refugee lives could impact the accessibility and nature of the ICT tools available to provide an education. 相似文献
3.
Susan Barber 《British Educational Research Journal》2021,47(4):959-983
In 2020, the global number of refugees reached record levels, pressuring asylum countries to determine more effective methods for facilitating integration. This article explores an array of stakeholder practices towards refugees in Surrey and Greater Vancouver, Canada. It is based on questionnaires and interviews that elicit the perceptions and struggles of 40 settlement workers, health and mental health professionals, Members of Parliament, educators, librarians, scholars and grassroots organisations, who work with refugees. The findings show that stakeholders often feel isolated, ‘working in silos’ and wasting time and money due to uncoordinated services and a lack of interagency communication. They feel it is also unreasonable to expect Government-Assisted Refugees (GARs) to learn English and complete job training in preparation for independent living within 1 year of support. Both refugee adults and children suffer from high levels of trauma, often compounded by interrupted or no schooling. Since education is essential to refugee success, I argue that teachers play a role in filling the gap, often uniquely positioned to form ongoing, safe and trusting relationships with refugee students and their families. For many teachers, it is an ethos of care, compassion and social justice acquired in teacher education programmes that increases refugee resilience, sense of belonging and wellbeing. This article identifies what new collaborations between teachers and other stakeholders might accomplish, including communication back to government policymakers. Recommendations encompass initiating online registries of services and low-cost housing in neighbourhoods where community schools and services are interlinked, possibly achieving holistic care for all refugees. 相似文献
4.
While young South Koreans’ (SKs’) views on North Korean (NK) refugees, North Korea and Korean reunification have become increasingly negative or callous, less is understood about viable interventions to address their aggravating attitudes. Through the lens of Allport’s intergroup contact theory, the current study explored how SK college students’ friendships with NK refugees influence their perspectives on (a) attitudes towards NK refugees; (b) interest in North Korea; and (c) views about Korean reunification. We used a concurrent triangulation mixed-methods design that integrates quantitative data via a survey and qualitative data via in-depth interviews. Survey data drawn from 276 SK college students revealed that those with NK refugee friends showed more favourable attitudes towards the NK refugee population, greater interest in North Korea-related issues and NK society, and more positive perspectives on Korean reunification. A cross-analysis of in-depth interviews with 11 SK college students who developed friendships with NK refugees yielded five primary domains: (a) initial occasion on which they met the NK refugee friend(s); (b) feelings and thoughts about friendships with NK refugee(s); (c) friendship-induced changes in perceptions of the NK refugee population; (d) friendship-induced changes in perceptions of North Korea; and (e) friendship-induced changes in perceptions of Korean reunification. Based on the intergroup friendship’s promising effects that our findings suggest, we discussed the benefits of employing educational practices that could promote intergroup contacts and understandings of North Korea and the refugee population. 相似文献
5.
Michelle J. Bellino Sarah Dryden-Peterson 《British Journal of Sociology of Education》2019,40(2):222-238
This article explores the impact of global policy shifts toward ‘national integration’ on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate “up” into government schools, while most integrate “down” into segregated camp schools. We examine how youth interpret and navigate these oppositional paths, imbued with assumptions about quality and status. We argue that global policy can foster structures for physical integration; however, social integration, integrally connected to protection and opportunity, depends on local strategies and practices, encompassing formal decisions about adapting policy, as well as embedded beliefs about the purposes of educating refugees and their long-term inclusion in host societies. This study responds to calls for deeper sociological attention to education and global migration, as states expand educational opportunities for refugee populations while negotiating educational rights amongst citizens. 相似文献
6.
J. Lynn McBrien 《Compare》2011,41(1):75-90
Parental involvement in schools is regarded as critical to student success in Australia, Canada, and the USA, the world’s top refugee resettlement countries. Refugees can be disadvantaged when they are unfamiliar with the practices and when their own cultural beliefs conflict with expectations in their new communities, or when they are consumed by other pressing needs. As part of an evaluation of a nonprofit US refugee agency’s liaison program, three groups of refugee mothers from different world regions spoke about their lives and connections with their children’s schools. Focus groups revealed satisfaction with many aspects of their children’s schools as well as contrasts between the groups’ needs and experiences. Differences indicate the need for the education community and other service providers to be aware of international backgrounds that bring refugees to the countries of resettlement and cultural differences that create diverse concerns of these groups. 相似文献
7.
In this paper, we explore the role of online social networks in the cultivation of pathways to higher education for refugees, particularly for women. We compare supports garnered in local and offline settings to those accrued through online social networks and examine the differences between women and men. The paper draws on complementary original data sources, including an online survey of the Somali Diaspora (n?=?248) and in-depth interviews (n?=?21) with Somali refugees who do or have lived in the Dadaab refugee camps of Kenya. We find an important interplay of local and global interactions, mediated by mobile technology, that participants identify as critical to their access to higher education. Our analysis relates these interactions to shifting social norms and possibilities for refugee women’s education. Our findings directly address the use of information and communication technology in expanding opportunities for higher education for women in refugee camps. 相似文献
8.
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 underpin reforms to educational policy and practice for refugees in schools in resettlement contexts in Europe. The new conceptual framing is grounded in empirical work in England and Sweden, and brings two theories together: ‘participatory parity’ (Fraser) and ‘resumption of an ordinary life’ (Kohli). Kohli’s concepts of ‘safety’, ‘belonging’ and ‘success’ have resonance with practitioners from Sweden and England as they work to meet the needs of their new arrivals. Fraser’s conceptual lenses of redistribution, recognition and representation highlight the barriers to achieving the right to inclusive education for refugee children in each context. The interdependence of both theories shapes a new framework. The theoretical understandings offered in this article have been developed with practitioners and add to the field by offering a robust moral and operational approach to shaping pedagogical principles for policymakers and educators working in resettlement communities. 相似文献
9.
Susan M. Brigham Catherine Baillie Abidi Yuhui Zhang 《International Journal of Lifelong Education》2018,37(2):234-254
Migration is a gendered phenomenon, embedded within patriarchal structures and social relations that extend beyond State borders. We draw on a transnational feminist framework to explore the gendered dimensions of young refugee and immigrant women’s migration and learning experiences. Ten women were involved in a participatory photography research project over a period of two years in which they took and shared photographs, and engaged in storytelling and self-reflection through writing and dialogue. Through the photo-stories, the women demonstrate the plurality of refugees’ and immigrants’ stories and how these contribute to the larger social analysis of what it is to be an immigrant or refugee woman in Atlantic Canada. We focus this paper on three key themes: (1) formal and informal learning experiences; (2) the essential role relationships play in the women’s migration experiences; and (3) the importance of reflecting on and embracing life’s journeys. 相似文献
10.
Heesung Hwang 《Religious education (Chicago, Ill.)》2020,115(3):269-277
AbstractWhen one decides to cross the border of a nation due to political oppression and poverty, it is a crucial decision for the whole world and time around them. Many people make the treacherous journey across economic systems and political and religious background to pursue human dignity and happiness. Among many refugee groups who cross such borders, my research pays attention to North Korean refugees in the United States and their settlement process. As North Korean refugees enter this land of freedom and prosperity, are they provided adequate aid and education to redirect their mindset from communism to capitalism, from oppression and trauma to living together? What is the role of the faith community and of religious education in it? Based on postcolonial feminist practical theology, this paper explores the journey together and offers a pedagogy of coexistence and mutual transformation. 相似文献
11.
甘开鹏 《海南师范大学学报(社会科学版)》2010,23(5):134-138
二战后,欧洲难民问题成为联合国及西方国家必须面临并解决的重大社会问题,数百万的难民流亡在整个欧洲大陆,为难民提供临时性救济的各种机构和组织也不断涌现出来。1943年建立的联合国善后救济总署、1951年《关于难民地位的公约》及联合国难民署都对二战后国际难民政策的发展起了不可忽视的作用,但这些国际组织的难民政策具有比较明显的政治色彩,使大多数难民无法充分地得到国际保护。 相似文献
12.
Loshini Naidoo 《British Journal of Sociology of Education》2009,30(3):261-273
Schools represent the primary setting where refugee children learn about Australian life and culture. They serve as a broad context for acculturation not only for academic development and language acquisition but for cultural learning too. This paper focuses on the after‐school homework tutoring programme that uses University of Western Sydney (Australia) secondary teacher education students as tutors for African refugee students in secondary schools to facilitate their inclusion into Australian society. African refugees may receive lower returns for education in comparison with other Australian migrants. Using Bourdieu’s theory of social capital and cultural reproduction as a conceptual framework, this paper discusses the part played by schools in constructing barriers that prevent under‐represented groups such as refugees participating in the education process. It aims to explore the success of community engagement programmes like Refugee Action Support, which is designed to act in the interests of others (refugees) characterised as socio‐culturally disadvantaged. 相似文献
13.
14.
刘胜 《武汉职业技术学院学报》2009,8(5):15-17
中国流民问题是超越社会制度而存在的一大社会问题,近代中国社会经济结构的转型,频繁的天灾人祸,产生了大量流民,他们为了生存流向城市,给近代城市的崛起带来了重要影响。流民的涌入促进了近代中国城市经济的快速发展,加快了城市化的进程,冲击了农村的封建传统。但大量流民的存在给城市后期发展又带来了一系列负面影响,城市化进退维艰,流民现象逐渐发生病变,并成为各种社会病的总源头。 相似文献
15.
According to data from the Norwegian Refugee Council, more than 70 million people are refugees today. Approximately half of these are children, and every five seconds a new child becomes a refugee. An increasing large number of children live parts of their childhood in a refugee camp with limited opportunities for play. This article highlights the importance of play for children living as refugees. The study was conducted during the winter of 2017 in a refugee camp on the Greek island of Lesbos. The importance of a trusting relationship between children and adults is emphasised in the data regarding children’s play. Furthermore, the data stresses how adults can facilitate children to make experiences through play and create meaning in an everyday life controlled by factors outside the child and the child's family. An important issue is to highlight the opportunities children have to create meaning and experiences in a difficult life situation.
相似文献16.
Arran Magee 《Compare》2019,49(2):266-282
This paper argues that education underpinned by critical pedagogies offers an alternative for engaging with the complexities of conflict, peace and social transformation in refugee contexts. Drawing upon a semi-ethnographic qualitative study with a focus on a non-formal educational programme for supporting Jordanian and Syrian refugee youth, we find that participatory pedagogies provide a promising mechanism for reaching out-of-school refugees in host communities. However, a series of intersecting factors, namely the perception that empowerment education is antithetical to the goal of gaining certification, leads to manipulation of the pedagogies. Hence, empowerment education risks being co-opted by the ‘banking model’ of education. The paper critiques the dominant market-oriented education and suggests an alternative approach to engage with challenges in refugee contexts. 相似文献
17.
Catherine Manathunga 《高等教育研究与发展》2019,38(6):1227-1239
ABSTRACTIn the twenty-first century, the politics of higher education in Australia and around the globe have become dominated by neoliberal agendas of efficiency, profitability and managerialism. This has fundamentally altered the ‘timescapes’ of higher education. In the case of doctoral education, doctoral candidates and supervisors are subjected to increasing time pressures and required to produce a wide variety of outcomes in very short timeframes. These managerial agendas of efficiency and speed impact upon all doctoral candidates and supervisors but present particular practical and epistemic difficulties for Indigenous, migrant, refugee and international students. In this article, I illustrate how fast doctoral timescapes encourage assimilationist pedagogies that have been shown to be especially detrimental for Indigenous, migrant, refugee and international doctoral candidates. Drawing upon a complex array of theoretical resources that investigate Lefebvre’s rhythm analysis and other authors’ notions of epistemic time and the ethics of time, this article argues for a reconceptualization of doctoral timescapes in order to promote a politics of temporal equity in doctoral education. This especially involves making space for epistemic, lived and eternal temporal rhythms in doctoral education policy and practice. 相似文献
18.
This case study, conducted collaboratively between education scholars and education practitioners, describes and analyses the ways in which Syrian refugee teachers and an NGO are developing and implementing non-formal education (NFE) programming in three refugee settlements in Lebanon. Utilising the INEE Minimum Standards for Education in Emergencies, we analyse teachers’ and programme administrators’ decision-making processes regarding curriculum, language of instruction, and pedagogy as well as how and why these decisions are made in the absence of a guiding framework or policy for NFE. We also consider the ways in which the nation-state writ large still helps to influence these decisions in the ‘global era’. 相似文献
19.
Joel Windle 《International Journal of Inclusive Education》2017,21(11):1128-1141
ABSTRACTThis article analyses some ways in which racialising discourses around refugees interact with the spatial and social dynamics of marketised schooling. It identifies conflicting discourses that contribute to the polarisation of school social composition and resourcing in the Australian state of Victoria. Media narratives around ‘ethnic’ gangs contribute to wider discourses surrounding working-class neighbourhoods and schools as dangerous and violent ‘hotspots’. At the same time, some elite private schools discursively produce themselves as providing a ladder of opportunity for talented and deserving refugee youth, offering volunteer tutoring and scholarships. These discourses work together to legitimate the funding of socially exclusive sites at twice the rate of the schools that cater to virtually all refugee-background students. The article draws on critical discourse analysis, based on media reporting on refugees, and interviews with parents selecting a secondary school for their children. The findings have implications for the management of school choice as a policy framework, suggesting that its exclusionary effects are heightened in the context of intense media and political attention to refugees as racialised subjects. 相似文献
20.
Sally Warr 《Pastoral Care in Education》2013,31(4):269-282
This paper presents and discusses the key findings from a study that considered significant issues that affect refugees and asylum‐seekers, and explored beneficial counselling approaches relevant to this group. In‐depth narrative interviews were conducted with three counsellors and three specialist children’s support advisors. Data were analysed using the methods of comparative analysis and theme mapping from a grounded theory approach. The key findings reveal that counsellors do not work from a particular approach but adapt a variety of therapeutic methods to the needs of the child. In addition, they focus on the therapeutic relationship; take into account lack of safety and loss of home, traumatic experiences and impacts, and resilience of the child; stress that both short‐term and long‐term therapy is beneficial; and show a concern over lack of specialised training for counsellors and obstacles to accessing counselling. Understanding the needs of young refugees and asylum‐seekers in the United Kingdom and considering counsellors’ experiences and perspectives on approaches has highlighted implications for practice, which include the necessity for more counsellors to be culturally reflexive and open‐minded in working with this group. In addition, this study may influence the way in which higher education professionals can develop research on refugee children and incorporate relevant pastoral care across the curriculum to accommodate refugee children from a wide diversity of backgrounds and experiences. 相似文献