scholarly journals Gaining Insights into the Schooling Experiences of Refugee Students through Art and Accompanied Narratives

2019 ◽  
Author(s):  
Alaa Azan
Keyword(s):  
Open Space ◽  
Research Question ◽  
Interdisciplinary Studies ◽  
War Trauma ◽  
Refugee Children ◽  
Community Centers ◽  
Refugee Students ◽  
Refugee Families ◽  
Schooling Experience ◽  
Typical Day

through Art and Accompanied Narratives Presenter: Alaa Azan, Institute of Interdisciplinary Studies, Child Studies program Faculty Supporter: Carol Rowan   Recent scholarly writing concerning refugees and education are sometimes drawn towards deficit- perspectives. As a result, refugee families and children could be viewed as “Subjects of trauma” and “Vulnerable victims.” The dominant deficit-discourse is perpetuated by focusing on themes of war, trauma, and fear when examining children’s drawings. The current study aims to move away from this problem- based discourse and instead employ a strength-based approach to analyze the meaning of the school-based experiences of refugee students in Canada. The study will investigate the research question: How do a small group of refugee children, depict their lived school experiences in two Ottawa area community centers through drawings and verbal descriptions? The purpose of the study is to open space for discussions on the ways refugee students are viewing their schooling in Canada, building the capacity of educators, policymakers and everyone concerned with refugee’s success to serve them better. Guided by a post-structural theoretical framework, the study used drawings and descriptions to document refugee children schooling experience. Arabic speaking refugee students ages 6-12 were asked to draw “a typical day at school.” 18 Students were recruited from two community centers in Ottawa. The drawing activity took 20-30 minutes. Thematic analysis was applied to the data to help organize the emerging findings from the drawings and the verbal data. The results demonstrated the domination of themes on play and learning as reflecting the schooling experience and revealed the overall positive outlook of the participants towards their schooling in Canada.

scholarly journals Mouvements Armés, Déplacements Forcés Et Enseignement/Apprentissage Dans Les Établissements Scolaires Des Pays Aux Abords Du Lac Tchad

2018 ◽  
Vol 14 (29) ◽  
pp. 152
Author(s):  
Mahamat Alhadji
Keyword(s):  
Teaching And Learning ◽  
Refugee Children ◽  
Boko Haram ◽  
Refugee Students ◽  
Lake Chad ◽  
School Services ◽  
Attitudes And Practices ◽  
Learning Conditions ◽  
Teaching Learning

In a context marked by fear and instability of the populations, this article describes the influence of the armed movements as well as forced displacements caused by the exactions of the Boko Haram sect on the teaching and learning in schools of refugee children in countries bordering Lake Chad. The study conducted in the Minawao External Refugee Camp and the Zamani IDP site in the Far North Region of Cameroon reveals that crisis situations have a significant impact on the teaching/learning of refugee children. This influence can be seen through the learning conditions and difficult school pathways of refugee students in the Minawao and Zamai camps. In addition, the attitudes and practices of teachers, the quality of supervision and effective monitoring of students by their parents appear as other real niches that should not be lost sight of. Thus, it would be important for all refugee students arriving in camps to benefit from continuity of appropriate school services in order to match the teaching and learning of refugee children with the education systems of Lake Chad countries.

scholarly journals What Shapes the Integration Trajectory of Refugee Students? A Comparative Policy Analysis in Two German States

Refuge ◽  
2020 ◽  
Vol 36 (2) ◽  
pp. 31-44
Author(s):  
Annette Korntheuer ◽  
Ann-Christin Damm
Keyword(s):  
Policy Analysis ◽  
Vocational Education And Training ◽  
Refugee Children ◽  
Federal State ◽  
Access To Education ◽  
Refugee Students ◽  
Demographic Challenges ◽  
Settlement Policies ◽  
German States ◽  
Parallel Integration

Enabling the successful integration of refugee students into the German schooling system poses a crucial challenge for the coming years. Drawing from the human rights frame- work of the Inter-agency Network for Education in Emergencies standards, we applied a rights-based approach to policy analysis on educational provisions for refugee students from 2012 to 2018. According to international and European law, Germany is obliged to grant similar access to education for nationals as well as refugee children and youth. In reality, the realization of educational rights varies from state to state. This will be highlighted and discussed in this article, using the example of two very different German states, Hamburg and Saxony. The sudden rise of numbers of refugees led only slowly to an increase in educational policy density and intensity on federal state and national levels in 2016 and 2017. We find that the differences in compulsory schooling, models of integration into schooling, and the asylum and settlement policies in both states shape the educational participation of refugee children and youths. Both states implemented parallel integration models that might bear risks of stigmatization and limit educational possibilities. However, transition and language support concepts in both contexts contain integrative phases offer- ing language supports in the regular classrooms. Asylum policies and state-specific settlement policies have profound implications for the rights and access to education. Further, vocational education and training programs play a crucial role, especially in Saxony, to tackle demographic challenges.  

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.

Analyzing Burmese refugee children’s multimodal work

2020 ◽  
pp. 1-23
Author(s):  
Aijuan Cun
Keyword(s):  
United States ◽  
Literacy Practices ◽  
The United States ◽  
Refugee Children ◽  
Refugee Families ◽  
Video Recordings ◽  
Family Beliefs ◽  
Children's Literacy ◽  
Past Experiences ◽  
Family Literacy Practices

Abstract Researchers have investigated how family literacy practices can effectively support children’s literacy development in school. However, few studies have explored the lived experiences of Burmese refugee families in the United States. Utilizing a social semiotics multimodal perspective, this qualitative study examines how two Burmese refugee children made meaning by blending different modes. The data sources include video recordings, artifacts, and interviews. The findings illustrate three major themes that span time and space: family past experiences across global contexts, representation of current life experiences in the United States, and family beliefs carried across global contexts and Gawa’s dream for the future. The findings also show that the participants drew upon multimodal semiotic resources to create and share family storybooks. Implications include the importance of integrating multimodal perspectives into classroom learning and the possibilities of bridging home and school literacy.

The Status Shift of Refugee Children in Settlement: An Analysis of the Norwegian Context

2010 ◽  
Vol 18 (3) ◽  
pp. 437-456 ◽  
Author(s):  
Josée Archambault
Keyword(s):  
Children's Rights ◽  
Refugee Children ◽  
Immigration Policies ◽  
Residence Permit ◽  
Welfare Policies ◽  
Transitional Process ◽  
Early Stages ◽  
Refugee Families ◽  
The Status ◽  
The Right

AbstractDrawing on the Norwegian context of the settlement of refugee families who have been granted a residence permit after applying for asylum, this article looks at how the incorporation of children's rights into domestic immigration policies appears to offer asylum-seeking children a better entry as 'active citizens' than is offered to their parents in the early stages of asylum. Later on during the asylum process, once families obtain a residence permit along with the right to settle, the focus of welfare policies shifts toward the emancipation of adults' integration as active new citizens. The article explores the reasons for that shift and identifies how the special status of refugee children seems to go off at a tangent when their whole family officially settles in the country. This transitional process highlights the duality between the state's recognition of the responsibility of parents, and the recognition of the rights of children as individuals.

scholarly journals Educational Policies and Schooling for Arabic Speaking Refugee Children in Australia and Turkey

2021 ◽  
Vol 46 (11) ◽  
pp. 18-36
Author(s):  
Nina Maadad ◽  
◽  
Manube Yilmaz ◽  
Keyword(s):  
Historical Analysis ◽  
Refugee Children ◽  
Financial Resources ◽  
Education Policies ◽  
Refugee Students ◽  
Syrian Civil War ◽  
Comparative Historical Analysis ◽  
History Of ◽  
Geographical Position ◽  
Arabic Speaking

This paper aims to compare refugee settlement and education policies between two geographically and culturally distinct nations, Australia and Turkey. Due to its geographical position in the Middle East, Turkey now hosts millions of refugees especially following the outbreak of the Syrian civil war in 2011. Australia also has a long history of hosting and supporting refugees from many countries and the Arabic-speaking nations are no exception. Conducting a comparative historical analysis, this study aims to fill the gap in our knowledge about the education policies and practices of both countries. Based on the expectations and needs of refugee students, it emerges that new policy practices and approaches backed by adequate academic and financial resources are required in both countries.

scholarly journals “I’m Thinking I Want to Live a Better Life”: Syrian Refugee Student Adjustment in New Brunswick

2019 ◽  
Vol 14 (1) ◽  
Author(s):  
Helen Massfeller ◽  
Lyle Donald Hamm
Keyword(s):  
High School ◽  
New Brunswick ◽  
Refugee Children ◽  
Student Adjustment ◽  
Structured Interviews ◽  
Refugee Students ◽  
Syrian Refugee ◽  
School And Community ◽  
Field Notes ◽  
Future Direction

In this paper, the authors explore the re-adjustment experiences of seven refugee students from Syria and Iraq who enrolled in a large high school in New Brunswick. Data were collected through semi-structured interviews, school and community documents, and field notes. Five themes were identified and are reported and discussed in this paper. Recommendations for future direction regarding how to successfully integrate Syrian refugee children into Canadian schools are provided.

Pushing the Boundaries: Education Leaders, Mentors, and Refugee Students

2020 ◽  
pp. 0013161X2091470
Author(s):  
Jill Koyama ◽  
Julie Kasper
Keyword(s):  
School District ◽  
School Leaders ◽  
Refugee Students ◽  
School Communities ◽  
Staff Members ◽  
District Administrators ◽  
Refugee Families ◽  
Support Organizations ◽  
Education Leaders ◽  
Family Boundaries

Purpose: In this study, we trace the work of refugee student–family mentors (mentors) in an Arizona school district who work across school–family boundaries. Utilizing boundary spanning theory, we examine how education leaders—teachers, school principals, assistant principals, and district administrators—work with the mentors. We document the interactions between the school leaders and the mentors and compare them with the interactions between the refugee families and the mentors. Research Methods/Approach: We draw on data collected in a 3-year ethnography of refugee networks and on a related set of extended interviews with refugee parents. Data includes interviews with refugee mentors, school leaders, and refugee parents, as well as interviews with staff members of refugee support organizations, resettlement agencies, and state programs. Observational fieldnotes and documents were also collected. Data analysis included emergent coding and theme comparison across all data. Conclusions: We demonstrate that the refugee parents respect and depend on the mentors, while school leaders often treat them as “helpers.” We analyze how the mentors are delegitimized by the actions of education leaders in schools, and also by their marginalization in the school district. We recommend additional research be conducted on how school districts interact with refugee students and families. We suggest that education leaders better support the work of staff who work with refugees and other culturally and linguistically diverse students by taking a resource inventory, clarifying staff roles, including parents in decision making, and making a commitment to build inclusive school communities.

War trauma and psychopathology in Bosnian refugee children

2000 ◽  
Vol 9 (2) ◽  
pp. 84-90 ◽  
Author(s):  
V. Papageorgiou ◽  
A. Frangou-Garunovic ◽  
R. Iordanidou ◽  
W. Yule ◽  
P. Smith ◽  
...  
Keyword(s):  
War Trauma ◽  
Refugee Children
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