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NO LOST GENERATION? EDUCATION FOR REFUGEE CHILDREN.A COMPARISON BETWEEN SWEDEN, GERMANY, THE NETHERLANDS AND TURKEY
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... As a consequence, many refugees have embarked upon the perilous journey to Europe (Ostrand, 2015;Sirin & Rogers-Sirin, 2015). In the summer of 2015, Germany temporarily suspended the Dublin Regulation 1 and subsequently witnessed the highest number of asylum applicants on record (Crul et al., 2017). According to recent figures, Germany currently hosts more than one million refugees and ranks fifth in the list of countries hosting refugees worldwide (UNHCR, 2020). ...
... The German context is unique due to the high numbers of refugees from Syria and Iraq that have arrived since 2015. Yet, studies with refugee youth in Germany are still scarce and have mostly focused on mental health Müller, Gossmann, et al., 2019) and education (Crul et al., 2017;Frankenberg et al., 2013;Gruttner et al., 2018). To our knowledge, few studies have investigated refugee youth's own perspective on their new lives and challenges in Germany. ...
Refugee youth constitute around a third of the refugee population in Germany. We studied the experiences of newly arrived Syrian and Iraqi refugee youth, aged 14 to 18 years ( N = 20), in Germany. We utilized semi-structured interviews and thematic analysis to investigate (a) the main challenges faced by youth and (b) their main coping resources to deal with these challenges. We grouped challenges into three levels: the individual level, the immediate social level, and the broader societal level. The most frequently mentioned challenges in our sample related to psychological wellbeing, school, friendship, accommodation, and discrimination. Youth reported relying on social support (friends, family, social services) and on themselves (through avoidance, persistence, activity seeking, active engagement) to cope with their challenges. Our findings provide insights into refugee youth’s experiences in Germany, encompassing the acculturative, developmental, and generational aspects of their lives and demonstrating their coping and resilience. We discuss our results in relation to the literature on refugee youth in high income countries.
This article focuses on the role of teachers’ attitudes towards cultural diversity in teaching refugee students in Germany. We examine which patterns of attitudes towards cultural diversity are common among teachers, how these depend on their professional experience and how they correlate with the perceptions of problems in teaching refugee students. Using data from the project ‘Changing schools in a post-migrant society: School culture(s) in the current context of forced migration’, the results of cluster analysis show that there is a dividing line between teachers who support pluralistic approaches (i.e. multiculturalism, egalitarianism and anti-racism) and those who reject them. Overall, we identified four clusters: ‘pluralism sceptics’, ‘pluralism opponents’, ‘pluralism supporters’, and ‘pragmatists’ (who approved of all concepts). The ‘pluralism rejecters’ (clusters 1 and 2 combined) were the least experienced in teaching refugee children. The ‘pluralism supporters’ saw the fewest problems in teaching refugee students, while the ‘pragmatists’ had an above-average perception of problems. The ‘pluralism rejecters’ occupied a middle position in this regard, with one notable exception: they were particularly likely to perceive cultural differences as a problem in teaching refugee students.
This paper investigates the determinants of refugee students' social integration in Leba-non, Turkey, and Australia. This paper seeks to understand how legal status and the corresponding length of refugee asylum shape refugee children's social integration. The three host countries offer refugees different legal statuses ranging from short-term in Lebanon, medium-term in Turkey, and long-term in Australia. Therefore, our data collection covers a sample of 1298 middle school refugee students from all three countries. Our probit regression analysis sheds light on the importance of micro-level factors related to individual and household characteristics and meso-level factors related to school factors shaping refugee students' social integration. The statistical dominance of meso-level factors indicates that the within-country differences are stronger than the between-country differences, yet it does not rule out the importance of macro policies that indirectly influence refugee students' social integration by shaping provisions at the micro and meso levels.
Integration of refugees into host countries' National Education System (NES) is becoming increasingly popular. According to recent scholarly research, efforts to integrate refugees into the NES have proven tough. Existing research on refugee children from both the global south and rich nations has identified a variety of educational barriers for refugee children. Recurrent livelihood-related movement habits are one of these barriers. Urban refugee families migrate often within and outside of the city in quest of better living conditions, disrupting their children's integration into public schools. This study uses qualitative methods and a case study research design to focus on urban refugee children in Maputo and Nampula. Integration of refugee children into host countries' NES is crucial because it has the potential to improve their academic or school continuity, stability, access to high-quality education, local integration, and social development.
Tarihi ve kökenleri itibariyle insanlığın varoluşuna kadar götürülebilecek olan göç, Dünya’daki tüm toplumların ve milletlerin yapısını derinden etkileyen bir olgudur. Bu nedenle bilim insanları, “göç” adı verilen tarihî, coğrafî, antropolojik, sosyolojik, mimarî, istatistikî, sıhhî, çevresel, eğitimsel, sosyo-kültürel ve sosyo-ekonomik vs. değişim ve dönüşümlerin “genelde sessiz ama her zaman güçlü aktörünü” anlamak/açıklamak için çaba gösterirler.
XXI. yüzyılda hem gelişmiş hem de gelişmekte olan ülkeler göçlerin olumsuz etkilerinden kurtularak, göçü bir avantaja çevirmenin hesaplarını yapmaktadırlar. Türkiye gibi gelişmekte olan ve göç yollarının kavşağında bulunan ülkeler de göç konusuyla yakından ilgilenmekte ve meselenin yönetimine dair çaba harcamaktadırlar. “Çağlar Boyu Göç (Tarih-Kültür-Medeniyet)” isimli kitabın mütemmim cüzünü oluşturan bu eser; göç konusuna multidisipliner bir bakışla yaklaşarak meselenin etraflıca incelenmesine ve anlaşılmasına imkan vermek suretiyle bilimsel bilgiye kümülatif katkı sağlamayı amaçlamıştır.
İnterdisipliner bir çalışma olan bu eserin 26 bölümüne 34 farklı bilim insanı kalemiyle hizmet etmiştir. Yazarlarımızın özverili çalışmaları “kontrol itimada mani değildir” düsturunca; önce editörler tarafından gözden geçirilmiş, daha sonra “kör hakemlik” sistemiyle kendi alanındaki uzman kişilere gönderilmiştir. Hakemlerden gelen tespit ve düzeltme önerileri yazarlarla istişare edilerek yazıların kalitesini arttıracak biçimde uygulanmıştır. Kitaptaki her bir bölüm “intihal.net”, “ithenticate” ve “turnitin” benzerlik tarama programlarından geçirilerek çıkan sonuç raporları % 25’in altında olanlar yayınlanmaya değer bulunmuştur. Ayrıca saha araştırmaları için “Etik Kurul İzni” almak şartına riayet edilmiştir.
Kitabın bölümleri hem kronolojik hem de tematik olarak okunabilecek şekilde tasarlanmıştır. Böylece hem göç konusunun anlaşılmasını kolaylaştırmak hem de okumada sürekliliği sağlamak hedeflenmiştir.
Bu kitapta APA 7 yazım kuralları uygulanmıştır. Bu bağlamda; 40 kelimeyi geçmeyen doğrudan alıntılar biçimsel herhangi bir uygulama yapılmadan sadece çift tırnak içerisinde verilmiştir. 40 kelimeyi aşan doğrudan alıntılarda (blok alıntılarda); alıntılanan metin çift tırnak içerisinde yeni bir satırdan başlatılmış, yazının puntosu ana metinden 1 punto daha küçültülerek ve sağ-sol taraflardan 1’er cm ekstra içeri çekilmiştir. Blok alıntı birden fazla paragraf içeriyorsa, her paragrafın ilk satırı girintili olarak ayarlanmıştır. Alıntının sonuna da yine referans bilgisi eklenmiştir.
Her türlü itinaya rağmen, gözden kaçan hatalardan dolayı öncelikle yazarlarımız bilahare de editörlerin sorumlu olduğunun farkındayız. Tenkit edilmenin terakkinin ilk şartı olduğunu bilerek, okuyucularımızın eleştirilerine açık olduğumuzu ifade etmek isteriz.
Schools are relevant settings for supporting refugee adolescents' mental health. As education and migration are important social determinants of health, we aim to integrate the qualitative findings of our mixed-methods study into a broader discussion regarding the role of schools and the potential effects on refugee adolescents' lives and mental health, as well as the impact of the COVID-19 pandemic. In this commentary, we present the findings of school-based actors' (i.e., teachers and school psychologists) perception of refugee adolescents' access to mental health care. The interviews highlight the importance of schools and social activities as main stabilizers and sources of support for refugee adolescents’ mental health and the role trusting school-parent relationships play in mental health care help-seeking. Our data indicate that schools lack the resources to properly address these needs. However, these structural gaps are rooted into historical segregation and discrimination in the German educational system and left unaddressed, can increase stigma and intergenerational social inequalities, especially in connection to the COVID-19 pandemic. We conclude our article with a set of recommendations that could be relevant and implemented across different contexts to strengthen the role of the school setting in promoting the mental health and well-being of refugee adolescents.
Education is one of the most important fields to promote the integration of refugee and newcomer children and youths in host countries. However, holistic education for refugee and newcomers has so far not been established into mainstream education systems in European countries. Projects and pilot programmes have developed across Europe to test holistic approaches. Some of them have started very recently as a response to the arrival of high numbers of refugees and newcomers, while others have been established for a longer period and have started to expand. This paper first provides an overview of key research gaps in refugee education. It then provides a mapping of promising holistic education practices in Europe, with a focus on Germany, Greece and the Netherlands. Based on this, the paper explores key conditions to upscale and institutionalise promising practices of holistic refugee and newcomer education.
Even though almost half of the forced migrant population that entered Germany during the last several years are minors, research about the perspective of children on forced migration is very scarce. Drawing on childhood studies, which regard children as being capable of social thinking and acting, and generational theories, which scrutinize how childhood constitutes a common “social space,” this article aims to analyze narratives of local and forced migrant primary school children on flight and integration. Current regulations of the German educational system insert forced migrant children into the regular school system. Within the restrictive framework of schools, which disadvantage newly arriving migrant children by focusing on their German language skills as the primary marker of their educational potential and success, friendship making is the sphere where children can have agency. Children construct the school as their common generational space and discuss flight as the experience of “being new in school.” This allows children to acknowledge their different biographical backgrounds but empathize with each other and identify as generational members through their subjection to the educational system. Local and forced migrant children bridge language differences by performing their friendships through language-learning rituals. Hence, the public primary school system sets preconditions for the structural integration of local and migrant children, but the most important actors who “do integration” as a social process are children themselves.
This article discusses governance strategies activated in Europe aiming to monitor migration and refugee flows. A central point to be made is that migrant policy is an essential component of the wider social policy, thus representing the type of welfare provision prevalent in each particular state. Moreover, it will be argued that, apart from the wider EU immigration and asylum policies, such as the successive Dublin regulations, which constitute major parameters governing mobility, welfare state traditions and systems act as steering mechanisms to mobility, directing and redirecting flows, as they foster motives for improved life conditions among migrants. Furthermore, refugee education policies will be examined in selected European countries, with a particular focus in frontier Greece. The article asserts that education, being part of the welfare state policies, plays a pivotal role in governing migration flows in twofold ways: first, facilitating and securing mobility strategies on the part of asylum seekers; second, attracting and recruiting labor force on the part of the aging European countries.
We have based proposed strategies for building quality in preschool practice on perceiving quality as a dynamic, socially and culturally constructed, contextualized, multi-dimensional, multi-perspective and a value-based concept. This paper begins with the analysis of two approaches to preschool practice: evidence-based practice and reflective practice that we further elaborate on its three features: 1) building shared knowledge and values, 2) collaboration and shared leadership and 3) practitioner enquery. Through reflective practice, preschool culture is transformed in key contextual dimensions: organizational structure; preschool space; peer community; relationships with families and the local community and joint participation. The strategy of transformation of preschool culture is concretized through guidelines for transforming each of the above-mentioned dimensions.
Who has a claim to be included in a democratic polity? In his lead essay, Rainer Bauböck suggests that this question needs to be broken down into three: Whose interests should be represented in democratic decisions? Whose rights ought to be protected by democratic govern¬ments? Who has a claim to citizenship and voting rights? Against current normative theories of democracy, Bauböck argues that these three questions call for different responses. Democratic legitimacy requires taking into account the interests negatively affected by a decision, the provision of equal rights and contestation options for all subjected to the law, and citizenship status for all those with genuine ties to a particular democratic polity. He suggests that these three principles of democratic inclusion cannot be subsumed under a single one and complement each other, although there are also tensions that animate democratic politics. The essay elaborates also initial background assumptions: Democracy is normatively necessary and empirically possible only where there is a plurality of internally diverse and externally bounded polities. The contemporary architecture of democratic institutions and citizenship builds also on the assumption that political jurisdiction is primarily territorial and that societies are relatively sedentary. In these contexts, citizenship in states is acquired by birth, local citizenship by residence, and regional citizenship below and above the state is derived from national citizenship. These ideas are challenged and further developed in six responses by leading political and legal theorists Joseph Carens, David Miller, Iseult Honohan, Will Kymlicka and Sue Donaldson, David Owen and Peter J. Spiro. In the concluding chapter, Bauböck offers an extensive response to his critics.
This new book in Critical Discourse Studies uses detailed and systematic analysis of the discursive construction of Austrian identities across a period of 20 years – from 1995 to 2015 – to trace the re-emergence of nationalism in the media, popular culture and politics, and the normalization of far-right nativist ideologies and attitudes. Contradictory and intertwined tendencies towards renationalization and transnationalization have always framed debates about European identities, but in the course of the so-called refugee crisis of 2015, the debates became polarized. During the COVID-19 pandemic, nation-states first reacted by closing borders, while symbols of banal nationalism proliferated. The data, drawn from a variety of empirical studies, suggest that changes in memory politics – the way past events are remembered – are caused by a range of factors, including: the growth of migrant societies; the influence of financial and climate crises; evolving gender politics; and a new transnational European politics of the past. The authors assess the challenges to liberal democracies and to fundamental human and constitutional rights, and analyse how the pandemic contributes to a new renationalization across Europe and beyond.
Not since the era of Ellis Island have so many immigrants arrived on America’s shores. As in the past, native-born Americans continue to expect immigrants to assimilate; however, in an era of cheap international travel and the Internet, immigrants themselves are now able to keep one foot in their countries of origin, thereby confusing old assumptions about pluralism and American identity. And increasingly it is global religious institutions that enable immigrants to participate in two cultures at once—whether via religious services beamed in by satellite or through an expanding network of global religious organizations. These multicultural religious immigrants, sociologist Peggy Levitt argues in this pathbreaking account, are changing the face of religious diversity in the United States, helping to make American religion just as global as U.S. corporations. In a book with stunning implications for today’s immigration debates—where commentators routinely refer to a “clash of civilizations”—Levitt shows that the new realities of religion and migration are subtly challenging the very definition of what it means to be an American. Filled with impressive original research and charts and statistics that “give an excellent overall view of the results of her thorough on-site research” (Library Journal), God Needs No Passport reveals that American values are no longer just made in the U.S.A. but around the globe.
Right-wing populist movements and related political parties are gaining ground in many EU member states. This unique, interdisciplinary book provides an overall picture of the dynamics and development of these parties across Europe and beyond. Combining theory with in-depth case studies, it offers a comparative analysis of the policies and rhetoric of existing and emerging parties including the British BNP, the Hungarian Jobbik and the Danish Folkeparti.
The case studies qualitatively and quantitatively analyse right-wing populist groups in the following countries: Austria, Germany, Britain, France, Sweden, Norway, Denmark, Italy, Netherlands, Hungary, Belgium, Ukraine, Estonia, and Latvia, with one essay exclusively focused on the US.
This timely and socially relevant collection is essential reading for scholars, students and practitioners wanting to understand the recent rise of populist right wing parties at local, countrywide and regional levels.
This entry takes on the task of discussing linguistic anthropology research on language and class in education. After briefly clarifying what we might mean by class, it focuses on three foundational figures who have either directly or indirectly influenced later research. It then discusses four key studies carried out between the 1970s and the 2000s, before moving to a brief consideration of research on English in the world carried out during the first two decades of the twenty‐first century.
Il semble qu'en matière de naturalisation , les réfugiés politiques, particulièrement ceux d'Asie du Sud-Est, soient les candidats idoines aux yeux d'une administration sensible aux signes d'allégeance, de gratitude et d'attachement à la France. L'appréciation bienveillante de leur demande est d'ailleurs officielle. Or, pour les réfugiés politiques, l'obtention de la nationalité française signifie avant tout libre circulation et protection lors d'un retour au pays.
The recent asylum crisis has highlighted the inadequacies of European asylum policies. The existing asylum system, which encourages migrants to make hazardous maritime or overland crossings to gain access to an uncertain prospect of obtaining refugee status, is inefficient, poorly targeted and lacks public support. In the long run it should be replaced by a substantial joint programme of refugee resettlement that would help those most in need of protection, that would eliminate the risks to refugees, and that would command more widespread public support. Analysis of key facts and data includes the determinants of asylum applications and trends in public opinion. In this light I evaluate the feasibility of three elements for reform: first, implementing tougher border controls to reduce unauthorised entry; second, promoting direct resettlement of refugees from countries of first asylum; and third, expanding refugee-hosting capacity through enhanced burden-sharing among destination countries.