Inclusion and membership Through Refugee Education?

2018 ◽  
pp. 218-231
Author(s):  
Sarah Dryden-Peterson
Keyword(s):  
Young People ◽  
Education Policy ◽  
Previous Approach ◽  
Education Systems ◽  
Refugee Education ◽  
National Education ◽  
National Education Systems ◽  
The Stability ◽  
National Systems ◽  
Radical Shift

This chapter explores tensions between the stability that a model of integrating refugees into national education systems promises and the precarity that it creates. Global refugee education policy has, since 2012, focused on integrating refugees into national education systems, a radical shift from the dominant previous approach of separate schools for refugees. The policy of integration reflects the protracted nature of displacement, where return to a country of origin is elusive, and aims toward the creation of stability for young people within contexts of exile. The practice of integrating refugees, however, often tends toward experiences of isolation and exclusion for young people. The chapter demonstrates how the structures and content of education within national systems can place refugee young people outside of membership in society and limit their future opportunities.

scholarly journals The Influence of Globalization on National Education Policies in Nigeria

2020 ◽  
Vol 8 (8) ◽  
pp. 807-819
Author(s):  
Patrick Ik. Ibe ◽  
ANGELA CHEKWUBE EKOH-NWEKE ◽  
AUGUSTINE OBELEAGU AGU
Keyword(s):  
Sixteenth Century ◽  
Education Policy ◽  
Shared Understanding ◽  
Education Systems ◽  
Education Policies ◽  
Policy Makers ◽  
National Education ◽  
Modern Education ◽  
Complex Concept ◽  
National Education Systems

Globalization is one of the most widely contested phenomena by scholars because of its complexity, elusive nature and attribution for its positive and negative outcomes. Historically, globalization and education are very interrelated. This paper will look at the influence of globalization on National Education Policies in Nigeria. The process of globalization began as early as the fourteenth century or at least with emergence of capitalism in the sixteenth century which resulted in the creation in Europe and USA of national education systems. This process continued and resulted in the transfer of these national education systems by colonial powers on other nations, and eventually to the establishment of the globalization institutions and instruments (WB, IMF, UNESCO, UNICEF). The paper will argue that Nigeria since the introduction of national system of education under colonialism, has always been a recipient of her education policies. The country has not been able to articulate/formulate an endogenous education policy. All opportunities (military to civilian, civilian to military) had always ended in the reproduction (expanding or contracting) of the existing policy. Nigerian education policy makers should try to domesticate globalization and related processes by purposefully interacting with globalization demands as policies are being formulated and implemented. The paper will be presented according to the following themes/sections. One will be conceptualizing globalization and coming up with explanations/definitions for a shared understanding of this complex concept. Two, will be the examination of all the education policies against adequacies and relevance to Nigeria’s needs. Three, will be recommendations on how to indigenize modern education policies.

scholarly journals The Purposes of Refugee Education: Policy and Practice of Including Refugees in National Education Systems

2019 ◽  
Vol 92 (4) ◽  
pp. 346-366 ◽  
Author(s):  
Sarah Dryden-Peterson ◽  
Elizabeth Adelman ◽  
Michelle J. Bellino ◽  
Vidur Chopra
Keyword(s):  
Forced Migration ◽  
Comparative Case Study ◽  
Education Systems ◽  
Policy And Practice ◽  
Refugee Education ◽  
Global Policy ◽  
National Education ◽  
Study Approach ◽  
Nation States ◽  
National Education Systems

This article explores the understood purposes of refugee education at global, national, and school levels. To do so, we focus on a radical shift in global policy to integrate refugees into national education systems and the processes of vernacularization accompanying its widespread implementation. We use a comparative case study approach; our dataset comprises global policy documents and original interviews ( n = 147) and observations in 14 refugee-hosting nation-states. We analyze how the purposes of refugee education are understood and acted upon by actors occupying diverse positions across these nation-states and over time. We demonstrate that the articulated purposes of refugee education are oriented toward possible futures for refugees, and they presuppose refugees’ access to quality education, social belonging, and economic opportunities. Yet we find that across nation-states of exile, refugees’ access to these resources is tenuous. Our findings suggest reconceptualizing refugee education to reflect how refugees are simultaneously embedded within multiple national contexts and to address the exclusions they face within each one. This study of refugee education has implications for understanding the purposes of education in other ever-more-common contexts of uncertainty, including the rapid economic and social changes brought about by migration, globalization, and technology. Empirically, understanding the purposes of refugee education is critical in a time of unprecedented forced migration.

scholarly journals Education, Globalisation and the Role of Comparative Research

2003 ◽  
Vol 1 (2) ◽  
Author(s):  
Andy Green
Keyword(s):  
Comparative Study ◽  
Comparative Education ◽  
Comparative Research ◽  
Nation State ◽  
Education Systems ◽  
National Education ◽  
National Education Systems ◽  
National Systems

Comparative education has traditionally meant the study of national education systems. But how far is this approach valid today? Doesn't the 'decline' of the nation state make national systems obsolete? Isn't the very idea of a 'system' anachronistic in a world of market triumphalism and global disorganization? The purpose of this article is to explore how globalisation is changing education and the implication of this for comparative study. Why study education systems and why study national education systems in particular? What else should comparativists study, and how? What defines the field of comparative education? These questions are approached first historically and secondly methodologically.

scholarly journals Modeling Entrepreneurship Intentions: An Essay of Typology

2018 ◽  
Vol 21 (2) ◽  
pp. 109-122 ◽  
Author(s):  
Bénédicte Branchet ◽  
Jean-Pierre Boissin ◽  
Lubica Hikkerova
Keyword(s):  
Theory Of Planned Behavior ◽  
Planned Behavior ◽  
Student Behaviors ◽  
Education Systems ◽  
National Education ◽  
Student Entrepreneurship ◽  
National Education Systems

From the standpoint of a psycho-sociological intention model adapted from the Theory of Planned Behavior, we analyze factors modeling students’ entrepreneurship intentions, as expressed by 7000 students of 24 different nationalities. We highlight the existence of differences in certain beliefs between countries. We then propose three structuring factors of student entrepreneurship intentions: type of entrepreneurship vision, opinion, and perceived capacity to create a business. Next, we construct a typology of student behaviors toward entrepreneurship intentions manifesting in six characterized clusters. We find that entrepreneurship intention behaviors are relatively supranational and are only slightly influenced by national education systems.

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