Language considerations in refugee education: languages for opportunity, connection, and roots

2021 ◽  
pp. 1-18
Author(s):  
Celia Reddick ◽  
Vidur Chopra
Keyword(s):  
Refugee Education

scholarly journals Training Adequacy and Pedagogic Practices of Teachers in Reception Facilities for Refugee Education in Greece during the Economic Crisis: A Case Study

2018 ◽  
Vol 8 (3) ◽  
pp. 79
Author(s):  
Anna Asimaki ◽  
Archontoula Lagiou ◽  
Gerasimos S Koustourakis ◽  
Dimitris Sakkoulis
Keyword(s):  
Structured Interview ◽  
Classroom Teachers ◽  
Student Centered ◽  
Refugee Students ◽  
Refugee Education ◽  
Interview Research ◽  
School Classroom ◽  
Micro Level ◽  
Pedagogic Practices

This research paper, which uses Basil Bernstein’s theoretical framework, aims to search the training adequacy of the teachers who work in Reception Facilities for Refugee Education (RFRE) and to examine the pedagogic practices that they use at the micro-level of the school classroom. Teachers who worked in a RFRE in Greece participated in this research, which was conducted with the use of the semi-structured interview research tool. The findings showed the following: a) the insufficient training that the RFRE teachers had received from the official national bodies; the teachers’ effort to acquire the appropriate knowledge on their own initiative, in order to be able to teach refugee students; the teachers’ expressed need for training in matters of intercultural education, b) the pedagogic practices teachers used at the RFRE is linked to the implementation of an invisible form of pedagogy with a clear student-centered focus.

scholarly journals Language Mastery of Refugee Children in Malaysia Despite Adverse Circumstances

2019 ◽  
Vol 2 (3) ◽  
pp. 28
Author(s):  
Janet Fernandez Aspin ◽  
Loh Sau Cheong
Keyword(s):  
Private Education ◽  
Refugee Camp ◽  
Refugee Children ◽  
Local Context ◽  
Government School ◽  
Refugee Education ◽  
Secure Environment ◽  
External Examiner ◽  
The Government ◽  
Language Mastery

 Refugee education is a challenge to the Malaysian government, with the ever rising influx of refugees into the country. Malaysia has policies in place whereby refugee children are not entitled or allowed an education in the government school system. They are encouraged to secure private education. The researcher was appointed as the external examiner for Year Six, the final year of Primary Education, whereby it was noted that a number of students had mastery of languages despite their adverse circumstances as refugee children.  Eleven students from the refugee camp were randomly selected on the basis of anonymity. They were interviewed within a secure environment and this data was analysed along with the test answer scripts. The study seeks to explore plausible reasons for their language mastery despite adverse circumstances and offers insights for the findings to be applied within a local context where English is taught as a second language. Key words: refugee, education, mastery, languages

scholarly journals Private encroachment through crisis-making: The privatization of education for refugees

2019 ◽  
Vol 27 ◽  
pp. 126
Author(s):  
Hang Minh Le
Keyword(s):  
Civil Society ◽  
Two Dimensions ◽  
The State ◽  
Refugee Crisis ◽  
Refugee Education ◽  
Privatization Of Education ◽  
Business Principles ◽  
New Space ◽  
The Creation ◽  
Private Actors

How has education for refugees been shaped by broader dynamics of educational privatization? This paper argues that the invoking of the ‘refugee crisis’ narrative has been a crucial force in facilitating the privatization of this sector. The urgency of crisis helps to naturalize private actors’ participation in refugees’ education as equal partners to host governments, multilateral agencies, and civil society. Consistent with Stephen Ball’s (2012) distinction between privatization in and of education, the privatization of refugee education also advances through two dimensions: the creation of a new space – a new ‘market’ – for private actors, and the infusion of market and business principles such as ‘innovation’ into all aspects of education. The crisis narrative has created a new ‘horizon of taken-for-granted’ (Hall, 1993), where it is simply natural that private actors must participate in the assumption of the traditional responsibilities of the state in providing education for refugees. 

scholarly journals Cultural competence and relational closeness: examining refugee education

2017 ◽  
Vol 10 (1) ◽  
pp. 79-92 ◽  
Author(s):  
R.D. Nordgren
Keyword(s):  
Cultural Competence ◽  
High Volume ◽  
School Age Children ◽  
Content Type ◽  
Refugee Education ◽  
Current Accounting ◽  
Relational Closeness ◽  
Adolescents And Adults ◽  
The Usa ◽  
Effective Models

Purpose The purpose of this paper is to provide a historical and current accounting of the state of refugee education in both the USA and Sweden. The growing diaspora of people around the globe implores educators to utilize effective models and strategies to meet the needs of refugees, as well as to advocate policies that aid in this utilization. Sweden has the highest rate of refugee acceptance in Europe, and the USA has the greatest number of immigrants in the west. Design/methodology/approach A review of the literature formatted to provide the reader with a historical accounting of the states of refugee education in both host nations, as well as the current states. Strategies and promising policies are introduced based on the literature and the author’s own research conducted in Sweden. Findings The paper addresses the history and present situations of two host nations, Sweden and the USA, who have differing education systems and histories of immigration. Concerns and two possible solutions offered were to increase opportunities for interaction between native and refugee populations; and bolster funding for the education of refugee school-age children and adolescents, and adults so that effective strategies and environment described in the literature can be put into place by effectively trained educators. These solutions could improve the cultural competence among all peoples in both nations, better enabling the two countries to provide economically and socially sustainable environments for all of their inhabitants. Research limitations/implications The examination of these two nations’ education of refugees may shed light on the worldwide challenges of refugees and mass immigration. Practical implications The solutions offered in the paper could improve the cultural competence among all peoples in both nations, better enabling the two countries to provide economically and socially sustainable environments for all of their inhabitants. Originality/value A comparison of US refugee education with that of a high-volume European host nation does not yet appear to have been published.

Refugee Children and Parental Involvement in School Education

2018 ◽  
pp. 139-161
Author(s):  
Zlata Kovacevic ◽  
Barbara Klimek ◽  
Iris Sharon Drower
Keyword(s):  
Elementary School ◽  
School District ◽  
Culturally Responsive ◽  
Refugee Children ◽  
Program Model ◽  
Children And Families ◽  
Elementary School District ◽  
Refugee Students ◽  
Refugee Education ◽  
Over Time

While much has been achieved in this country to bring about equality for many groups, for refugees it has been a struggle. This chapter explores the state of refugee education in terms of definition and impact for children and families, including coordination constraints. It provides a program-model for working with refugee students and their families within a culturally responsive partnership at Washington Elementary School District, Arizona, USA. In addition, challenges are addressed leading to constant adapting, changing, and improving the program model over time based on the needs of the refugee students and their families.

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