Programs and Non-Conventional Educational Projects Focused on Migrants and Refugees

The purpose of this chapter is to provide insights into asylum refugees and the challenges they face. The interventions used with asylum refugees who experience post-traumatic stress disorder (PTSD) are explained. This chapter uses theory-based evaluation (TBE) to explore the efficacy of refugee resettlement used by clergy, staff, and volunteers. Additionally, this chapter highlighted Catholic charities, acculturation, acculturation stress with refugees, and explained the Burundi refugee population in Cincinnati, United States. Refugees have been displaced and experience stress in society. Therefore, having a clear understanding of who refugees are is important, especially when assisting them with the resettlement process.

Child and Adolescent Care Services

Although unaccompanied minors became visible in Spain in the late 1990s, they are still seen as a new migratory phenomenon, provoking numerous debates and questions around appropriate responses. This chapter aims to unveil the rights and wrongs of the current protection system in Catalonia through analysis and discussion of the role of socio-educational intervention in overcoming the prejudice-based discourses and attitudes that criminalize these migrants. In a descriptive study, staff from all the centres of the protection system of the Barcelona General Directorate for Child and Adolescent Care were interviewed. Results showed that overcrowding in the protection system was causing tensions and dysfunctions. Great efforts must be made to develop individualized educational interventions adapted to unaccompanied minors' specific situations and to facilitate their integration. Five main recommendations and a range of future lines of research derive from these findings.

A Global Competence Approach to Teaching Development for Intercultural Education

The aim of this chapter is to show a training framework for intercultural education from the perspective of global competence for educational professionals in formal and non-formal settings. The theoretical background is education for critical intercultural citizenship in the framework of global competence and connectivism. The training framework is conceived through a community of professional practice models of intercultural education through web environments, social networks, and face-to-face workshops. The focus is on the critical and reflective practice and the perspective taking to explore beliefs about global and intercultural education, to become aware of the quality of interactions in educational contexts in cultural diversity, and to adopt didactic strategies for the implementation of a curriculum aimed at contributing to a global education that meets the needs and characteristics of the 21st century.

Community Education, Active Citizenship, and Immigration

This chapter aims to report on the results, conclusions, and recommendations of a case study on community education experiences that are currently being carried out in the territory of Catalonia (Spain), in which migrants have opportunities to exercise their political rights of association and participation. The authors assume the hypothesis that community education is the most appropriate context to run an inclusive participation model, as opposed to a more segregating model in which the participation of migrants takes place within of their own communities, without interaction with the rest of society. By using a literature review, group interviews, and observations, they have identified the success factors underlying the observed good practices and, secondly, indicated which ones can facilitate or become a barrier for an effective development of migrants' participation practices.

Building Cultural Capital and Workforce Skills for Immigrants Through Adult Education in the United States

In the United States, adult education has provided an avenue for immigrants needing basic language acquisition and skills for employment. Immigrants contribute to a diverse landscape by bringing their cultures, language, education, and skill. This chapter focuses on the role of adult education programs in the United States and the ways in which accessible, low-cost language and job skills courses enable adult immigrants to establish social and community networks and prepare for new career pathways. Findings from a small qualitative study on immigrants with college degrees are also discussed to provide context on the value of adult education for establishing communities of support. The chapter ends with recommendations on ways in which communities and governments can support the success of immigrants.

The Educational Inclusion of Forced Migrants With a Disability

The identification of disabilities is commonly considered a preliminary step in ensuring protection and assistance for forced migrants, as well as in meeting their educational needs. The WHO encourages authorities and agencies to use a set of questions developed by the Washington Group on Disability Statistics as a tool for screening and classifying disabilities. However, literature shows the use of classifications inspired by diagnostic models can have unintended negative effects on the ability to participate in education. The chapter critically examines the role the Washington Group questionnaires can play in the development of opportunities for inclusive education among forced migrants with disabilities. Reports and documents issued in connection with the development of the Washington Group questionnaires are studied through infrastructural inversion and intertextual thematic analysis. The findings critically review the use of the Washington Group questionnaires as a tool for assessing the disability conditions of forced migrants and their possibilities for inclusion in education.

Teen Dating Violence Prevention Based on an Education for Intercultural and Critical Citizenship

Teen dating violence (TDV) is one of the problems that, both for its severity as for its prevalence, requires a greater educational effort aimed at its primary prevention on all the young people that make up our societies. However, both social studies and preventive strategies and public policies maintain a monocultural and homogenizing relational approach, which makes invisible the relationships that exist between non-European and non-heterosexual people. This chapter proposes an approach to dating violence based on a critical and intercultural citizenship education, which addresses existing biases. This approach aims, on the one hand, to understand relational diversity in democratic societies and, in turn, orient its action around three axes: socio-emotional education, education in values, and virtual education.

Understanding and Facing Migration Through Stories for Influence

Preparing students to face migration depends on how schools are responding to the needs of the children and their families. The authors introduce Stories for Influence to help teachers scaffold children's understanding of migration so they can gain perspective, create, and share their own stories. Research shows how stories make us humans by exposing the humanity in both our own and others' migration stories. The authors use Bronfenbrenner's ecological theory, neuroscience, and socio-emotional aspects of storytelling to support the effectiveness of Stories for Influence. They also provide venues, such as the Out of Eden Learn framework, children's literature, and thinking routines and global thinking routines strategies to cognitively and emotionally engage children in constructing meaning and making sense of human events as igniters of their stories. Migration is approached from the Reimagining Migration (RM) educational framework that sees the presence of migrant-origin children as an asset.

Conceptualizing a Win-Win in the Refugee and Higher Education Enigma

Focusing on the subject of brain drain/brain gain in South Africa, the authors argue that as refugees flee their home countries, they possess, or have the opportunity to acquire, skills and knowledge necessary for individual and collective development through higher education. Consequently, such refugees may be seen to possess capabilities necessary for decent economic and social mobility in the host country. On the contrary, to their home country, they are viewed as lost assets as they leave with skills and knowledge. Drawing on the discourse of brain drain/brain gain, the argument in this chapter moves beyond focusing on the individuals as economic assets to focus on other valued dimensions as a result of higher education. The authors adopt the human development informed capability approach which focuses on the freedoms and opportunities that individuals have to pursue the lives they have reason to value.

Cultural Citizenship and Refugee Integration

This chapter sheds light on the cultural citizenship of refugee-background Black Africans in Australia. Specifically, it elaborates on cultural citizenship as an analytical framework, outlines recent multicultural policy provisions in Australia, and highlights how conservative politicians and media personalities racialize youth violence and stigmatize Black Africans as dangerous criminals. Then the chapter proceeds to explain why racialized moral panic undermines the integration of African refugees. It argues that public humiliation emasculates self-efficacy, leading to youth disengagement. Second, the deprivation of cultural citizenship diminishes refugee youth's sense of affiliation. Third, public racial disparagement reinforces interpersonal racial prejudice and discrimination. Fourth, racial stigmatization perpetuates socio-economic disadvantages of refugee communities, durably positioning them on the margin of society. In light of these points, it is argued that a claim for equal respect and dignifying representation is a demand for full citizenship.