Constructing and Navigating Belonging along Local, National, and Transnational Dimensions: Inclusive Refugee Education for Syrian Refugee Youth in Jordan

2021 ◽  
Author(s):  
Elisheva Cohen
Keyword(s):  
Refugee Youth ◽  
Refugee Education ◽  
Syrian Refugee

scholarly journals The psycho-social needs of displaced Syrian youth in Turkish schools: A qualitative study

2021 ◽  
Vol 16 (4) ◽  
pp. 1602-1615
Author(s):  
Rida Anis ◽  
Clara Calia ◽  
Ozgur Osman Demir ◽  
Feyza Doyran ◽  
Ozge Hacifazlioglu
Keyword(s):  
Social Needs ◽  
Public High Schools ◽  
Academic Problems ◽  
Structured Interviews ◽  
Refugee Students ◽  
Refugee Youth ◽  
Refugee Education ◽  
Social Challenges ◽  
Syrian Refugee ◽  
Making Friends

This study investigates major challenges encountered by Syrian refugee youth in public high schools in Turkey, focusing on three sources of assessment: the refugee students themselves and their parents and educators. Based on qualitative interpretive research methodology, twenty-three individual semi-structured interviews were conducted. The study simultaneously hears the voices of the Syrian refugee students as well as those of their parents, teachers, and principals. Making friends among Turkish peers, social integration in school and the host society, discrimination, feeling lonely or even depressed, and other displacement problems are the crucial issues identified by this study. While most of the teachers and principals interviewed focused more on academic problems as the main reason for the deterioration of the majority of Syrian youth’s education, refugee students and their parents claimed that the psycho-social challenges are more difficult and thus problematic.   Keywords: Acculturation, Psycho-social needs, Refugee education, Syrian students.

Comparing online and in-person surveys: assessing a measure of resilience with Syrian refugee youth

2021 ◽  
pp. 1-6
Author(s):  
Catherine Panter-Brick ◽  
Rana Dajani ◽  
Dima Hamadmad ◽  
Kristin Hadfield
Keyword(s):  
Refugee Youth ◽  
Syrian Refugee

Improving peace and well-being among Syrian refugee youth through a higher education initiative in Jordan

2018 ◽  
Vol 34 (3) ◽  
pp. 185-200 ◽  
Author(s):  
Tala Al-Rousan ◽  
Karla Fredricks ◽  
Sumona Chaudhury ◽  
Saeed Albezreh ◽  
Abdulmohsen Alhokair ◽  
...  
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Refugee Youth ◽  
Syrian Refugee ◽  
Education Initiative

Exploring occupational transitions of Syrian refugee youth to Canada

2021 ◽  
pp. 1-18
Author(s):  
Sumaira A. Khan ◽  
Zahra Kanji ◽  
Jane A. Davis ◽  
Katherine E. Stewart
Keyword(s):  
Refugee Youth ◽  
Syrian Refugee ◽  
Occupational Transitions

Trauma exposure and post‐traumatic stress symptoms among Syrian refugee youth in Jordan: Social support and gender as moderators

2020 ◽  
Author(s):  
Wendy Kliewer ◽  
Khalid A. Kheirallah ◽  
Caroline O. Cobb ◽  
Jomana W. Alsulaiman ◽  
Fawaz Mzayek ◽  
...  
Keyword(s):  
Social Support ◽  
Traumatic Stress ◽  
Trauma Exposure ◽  
Post Traumatic Stress ◽  
Refugee Youth ◽  
Syrian Refugee ◽  
Stress Symptoms ◽  
Post Traumatic ◽  
And Gender

scholarly journals Educational provision for refugee youth in Australia: left to chance?

2007 ◽  
Vol 43 (3) ◽  
pp. 283-300 ◽  
Author(s):  
Ravinder Sidhu ◽  
Sandra Taylor
Keyword(s):  
English Language ◽  
Community Partnerships ◽  
Learning Needs ◽  
Education Policies ◽  
Refugee Students ◽  
Refugee Youth ◽  
Refugee Education ◽  
Parliamentary Debates ◽  
Liberal Societies ◽  
Policy Statements

This article investigates how education bureaucracies in Australia use languages of categorization and promote community partnerships to construct and govern the refugee subject. We use a framework of governmentality to analyse education policies and statements emerging from two levels of government — Commonwealth and state. Drawing on web-based materials, policy statements and accounts of parliamentary debates, the article documents the ways in which refugee education continues to be subsumed within broader education policies and programmes concerned with social justice, multiculturalism and English language provision. Such categorizations are premised on an undifferentiated ethnoscape that ignores the significantly different learning needs and sociocultural adjustments faced by refugee students compared with migrants and international students. At the same time, educational programmes of inclusion that are concerned with utilizing community organizations to deliver services and enhance participation, point to the emergence of `government through community partnerships' — a mode of governance increasingly associated with advanced liberal societies.

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