Prelims

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EDUCATION FOR REFUGEES AND FORCED (IM)MIGRANTS ACROSS TIME AND CONTEXT

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY

Series Editor: Alexander W. Wiseman

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Series Editor from Volume 11: Alexander W. Wiseman

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INTERNATIONAL PERSPECTIVES ON EDUCATION AND SOCIETY - VOLUME 45

EDUCATION FOR REFUGEES AND FORCED (IM)MIGRANTS ACROSS TIME AND CONTEXT

Edited by

ALEXANDER W. WISEMAN

Texas Tech University, USA

and

LISA DAMASCHKE-DEITRICK

University of Tübingen, Germany

United Kingdom – North America – Japan – India – Malaysia – China

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Emerald Publishing Limited

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First edition 2023

Editorial matter and selection © 2023 Alexander W. Wiseman and Lisa Damaschke-Deitrick.

Published under exclusive licence.

Individual chapters © 2023 Emerald Publishing Limited.

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British Library Cataloguing in Publication Data

A catalogue record for this book is available from the British Library

ISBN: 978-1-83753-421-0 (Print)

ISBN: 978-1-83753-420-3 (Online)

ISBN: 978-1-83753-422-7 (Epub)

ISSN: 1479-3679 (Series)

Contents

About the Editors

Alexander W. Wiseman, PhD, is Professor of Educational Leadership & Policy in the College of Education and Director of the Center for Innovative Research in Change, Leadership, and Education (CIRCLE) at Texas Tech University, USA. Dr. Wiseman holds a dual-degree PhD in Comparative & International Education and Educational Theory & Policy from Pennsylvania State University, a MA in International Comparative Education from Stanford University, a MA in Education from The University of Tulsa, and a BA in Letters from the University of Oklahoma. Dr. Wiseman conducts comparative educational research on educational policy and practice using large-scale education datasets on education for refugees and forced migrants, math and science education, information and communication technology (ICT), teacher preparation, professional development and curriculum as well as school principal’s instructional leadership activity. He is the author of many research-to-practice articles and books, and serves as senior editor of the online journal, FIRE: Forum for International Research in Education, and as series editor for the International Perspectives on Education and Society volume series (Emerald Publishing).

Lisa Damaschke-Deitrick, Dr.phil., is a Senior Lecturer and Researcher at the Institute of Political Science at the University of Tübingen, Germany. She holds a Doctorate in Social Sciences from the University of Tübingen, a Msc in International Relations from the Free University Amsterdam, The Netherlands, and a BA in Political Science from the University of Bielefeld, Germany. In her research, she focuses on refugee and migration policy in an international perspective and on the interlinkages of how educational policies and governance are designed to facilitate refugee youth’s participation in their new host societies. Her research areas further include (female) refugee transition into schools and higher education. In addition to having published books, journal articles and book chapters in the field, she brings extensive experience in projects related to teacher training for the education of refugees.

About the Contributors

Hanife Akar, PhD, is a Fulbright Fellow and Full Professor in Educational Sciences, and is affiliated with Middle East Technical University, Turkey. She holds a BA degree in Foreign Language Education, and MS and PhD degrees in Curriculum and Instruction. She has received honorary positions as a Visiting Research Fellow at Stanford University, School of Graduate Education, the Pedagogical University of Krakow, ELT College, and as a Fulbright Post-doctoral Visiting Scholar and Research Fellow in Northeastern University, NU Global, and Boston College, Higher Education Research Center. Her research mainly focuses on comparative international research, curricular and instructional policy in K-12 and higher education, deeper learning in foreign language education, teacher education, intercultural education, citizenship education, migration, and education of students at risk. Her recent projects include acting as a Consultant for Migration and Education Policies in the Turkey Project for the International Organization of Migration and as a National Consultant for policy development and capacity building as part of the Council of Europe Joint Project on Strengthening Democratic Culture in Basic Education (SCOD). She is bilingual in Turkish and Dutch and also knows English and German.

Lana Apple earned her MSc in Education (Comparative and International) from the University of Oxford. Her academic research has focused on how schooling systems impact societal cohesion, from Germany’s school tracking system to the United States’ language policies, and on education movements of the 20th century. She is a Graduate of Yale University, where she studied History, German, and Education. As a Fulbright grant recipient, she worked as an English teacher in rural Germany. Originally from the United States, she now lives and works in Germany on a range of education and other social impact projects.

Amy Argenal completed her doctorate in International and Multicultural Education at the University of San Francisco, where she also received her Master’s in the same area of study. She received her second Masters in Human Rights from Mahidol University in Thailand, where she continued to partner with human rights activists in South East Asia, through her doctorate research focusing on human rights activism in Myanmar. She has taught at the University of San Francisco in the School of Education and the Master of Migration Studies as well as the Human Rights Studies minor at UC Davis. She is currently an Assistant Teaching Professor of Community-Engaged Research and Learning in the Sociology Department at the University of California Santa Cruz. In addition to her work, she engages in immigrant and refugee rights work and partners with local communities in Central America in their struggle to defend land and water.

Abdullah Atmacasoy is a PhD candidate in Curriculum and Instruction at Middle East Technical University and a Visiting Researcher in DivER in the Department of General, Intercultural, and International Comparative Education at the University of Hamburg. In his dissertation research, he focused on language education for newly arrived migrant students in their transition to national education systems in monolingual settings. He was awarded a DAAD Research Grant and the Technological and Research Council of Turkey (TUBITAK) 2214-A Research Grant for his doctoral dissertation research. His research interests include developing effective curriculum and instructional strategies in low-resource contexts and for youth with a migration background. He has 10 years of teaching experience and served as the Editor of Refugee Review, a publication of the ESPMI (Emerging Scholars and Practitioners on Migration Issues) Network.

Aratrika Bhadra is a Doctoral Research Student at Zakir Husain Centre for Educational Studies, Jawaharlal Nehru University, New Delhi, India. Her research interests lie in the sociology of education, vulnerable childhoods, refugee and stateless communities in the Global South, refugee entrepreneurship, and the use of social media by youths. Within Indian society, she has studied migrant communities such as Sindhis and the Rohingyas focusing especially on the nature of their access to schooling.

Milagros Calderon-Moya received PhD in Educational Studies from McGill University, Montreal, Canada, where she also earned her master’s degree in Educational Leadership. She received a FRQSC scholarship to pursue her PhD. Her doctoral research explored the economic integration experiences of skilled Latin American immigrants and the issues related to interprovincial migration in Quebec. She is a Research Associate on a project exploring the experiences of young adult Syrian refugees and similar at-risk youth enrolled in adult education centers in Quebec. She also participates in a study exploring the nature, causes, and impact of human–wildlife interactions pertaining to women and children across cultures. In addition, she is a Research Assistant on a project that aims to enhance the participation of youth and young adults with physical disabilities through participation interventions. Her articles have been published in journals such as Journal for Contemporary Issues in Education, Journal of Canadian Ethnic Studies, and the Journal of Belonging, Identity, Language, and Diversity. She has teaching experience of more than nine years in the area of English and Spanish as a second language.

Jihae Cha earned her EdD in International Educational Development at Teachers College, Columbia University. Her research interests examine the intersection of education quality, sense of belonging, gender, and psychosocial well-being, and the ways in which they influence students’ academic motivation, persistence, and transition in conflict-affected contexts. Her dissertation research investigated the schooling experiences of refugee children in Kakuma Refugee Camp in Kenya, and the different factors that contribute to their school persistence and dropout amidst displacement. Besides her doctoral studies, she works as a Research Fellow for the United Nations Academic Impact Korea since 2020, where she developed a global citizenship curriculum for university students in Korea and taught multiple courses at Handong Global University on capacity building in international educational development. She is also the Director of Community Engagement and Empowerment for a non-profit organization, Mtree, based in New York City where she oversees the program on the sense of belonging and identity for students with refugee and immigrant backgrounds through arts and fashion. She is currently a Postdoctoral Research Scholar at Arizona State University’s Mary Lou Fulton Teachers College, where she works as part of the monitoring, evaluation, research, and learning team on a multi-year collaborative research project in Africa.

Minkyung Choi received a PhD in English Education from Teachers College, Columbia University. Much of her research interests center on using student narratives to highlight literacy learning and motivation in school settings. As an Assistant Professor of early childhood education and academic literacy at Bronx Community College, CUNY, she is particularly interested in how student voices are shaped by and shape learning experiences, including immigrant and refugee populations living in the United States. With a background in creative writing and public speaking, she has facilitated fiction workshops for seniors, North Korean refugees, and high school students with the purpose of amplifying students’ unique and authentic voices.

Mara Gabrielli has a PhD in Education from the Department of Theories of Education and Social Pedagogy of the Autonomous University of Barcelona (UAB), Spain. She is a member of the research group ATLAS-CER Migracions at the UAB. She completed the Interdisciplinary Master in Contemporary Migrations at the UAB in 2012, and the Interuniversity Master in Youth and Society at the UdG (Spain) in 2016. Her research interests lie in global migration movements, forced migration and education, with a specific interest in the social and educational integration of young migrants, young refugees, and unaccompanied minors in resettlement. Methodologically, her interests focus on the participatory approach to research through the implementation of participatory visual methods. She also works in an NGO with young migrants and asylum seekers in the Humanitarian Assistance program managed by the General Directorate of Inclusion and Humanitarian Assistance of the State Secretariat for Migration.

Ratna Ghosh is Distinguished James McGill Professor and William C. Macdonald Professor of Education at McGill University in Montreal, Canada, where she was the Dean of Education. She is a Fellow of Canada’s National Academy, the Royal Society of Canada, she was also an elected Fellow of TWAS, The World Academy of Sciences – for the advancement of science in developing countries. She has been decorated as a Member of the Order of Canada, Officer of the Order of Quebec, and Officer of the Order of Montreal. She has published numerous articles and is invited to speak at national and international venues on topics of multicultural education, race relations, human rights and education, teacher education and social justice education. She has received awards from national and international organizations and has held important leadership positions which include President of the Comparative and International Education Society (CIES) of the US and elected Honorary Fellow of the organization. She serves on the editorial board of several international journals. She was featured in Time Magazine (Canadian Edition, October 13, 2003), in an article on “Canada’s Best in Education.” She is the Principal Investigator for the Fonds de Recherche du Quebec Société et Culture (FRQSC) study on Syrian refugees in adult education.

Ingrid Gogolin, Dr. phil., Dr. phil. h.c. mult., is a Professor for international comparative and intercultural education research at Universität Hamburg in Germany. Her research is focused on migration and linguistic diversity in education. Her research projects deal with topics, such as Linguistic diversity management in urban areas (Research Cluster of Excellence at the Universität Hamburg); Support of migrant children in schools; Multilingualism and Education (www.mehrsprachigkeit.uni-hamburg.de). She was awarded honorary doctoral degrees by the University of Dortmund, Germany, in 2013 and the National Kapodistrian University of Athens, Greece, in 2017. She was the President of the European Educational Research Association (www.eera-ecer.de) from 1998 to 2002 and acted as a Founding Member of the World Education Research Association (WERA, https://www.weraonline.org/) in this role. From 2018 to July 2020, she was the President of WERA and continued as Immediate Past President until 2022.

Mariam Hassoun graduated with a MSc in Education (Comparative and International Education) from the University of Oxford in 2021 as a Shepard Scholar. Her dissertation project was titled: Displaced Iraqis’ Navigational Access to Education. She currently works as an Education Policy Consultant in the United States and Middle East. She is committed to highlighting indigenous voices, academic activism, and advocating for education as a human right in the Middle East generally, but specifically Iraq. She is a magna cum laude graduate of Emory University with BA degrees in Political Science and Interdisciplinary Studies. She completed her senior honors thesis on English language education policy and ethical global development. She founded Baraka English School in 2017, which provides education to orphans of the Iraq-Daesh war in Baghdad. She has fundraised over $20,000 to fund educational work via Baraka English School. She was the Director of the Global Resilience Stories Project, which collects and shares stories of resilience from the COVID-19 pandemic.

Melissa Hauber-Özer completed her PhD in International Education in the College of Education and Human Development at George Mason University, where she instructs teacher education and research methods courses. She also serves as a Faculty for the online component of the Learning Facilitator Professional Certificate program offered to refugee, remote, and marginalized learners through Jesuit Worldwide Learning. She previously taught and designed curricula for adult literacy and English as a second language courses in the United States for over 15 years in both non-formal and university settings. Her research focuses on language and literacy education in migration contexts and employs critical participatory methodology to examine issues of equity and access for linguistically and culturally diverse learners. Her works have been published in Action Research, International Journal of Research & Method in Education, Forced Migration Review, Journal of Adolescent and Adult Literacy, and International Journal of Qualitative Studies in Education as well as several edited volumes. She is currently co-authoring a handbook on critical participatory inquiry for SAGE and co-editing a volume on transnational uses of the approach for Routledge.

Belinda Hernandez-Arriaga is a Faculty Coordinator for the Masters In Counseling MFT program at USF’s South Bay location. Belinda has a doctorate in Education, and is a Licensed Clinical Social Worker with eighteen years experience working in community mental health, with a specialization in child trauma and Latino Mental Health. Belinda has extensive experience in county mental health where she worked in Santa Clara County Juvenile Hall mental health and San Mateo County Pre to Three High Risk Infant Mental health team. She also spent a significant time working at University of California Berkeley, Tang Social Services team where her focus was working with student families. She spent eight years as adjunct faculty at Santa Clara University. She co founded and is part of the Latino Advisory Council in Half Moon Bay. Belinda has done extensive work on the coast working with farmworker families and their children, in her community practice her focus is on immigration trauma, u-visas, asylum and has worked with refugee children of San Mateo County. She is Founder and Chief Executive Director of Ayudando Latinos A Soñar, a Latino cultural arts, education and social justice program dedicated to working with rural youth and families living on coastside. Her current research is focused on understanding the emotional, psychological and traumatic experiences that impact undocumented and mixed status Latino youth. Belinda’s work also focuses on understanding the cultural arts as a healing space for this community of children.

Nihaya Jaber has recently received her PhD from the Department of Education, University of Glasgow. She received a HESPAL scholarship to pursue her PhD. She did her MA as a Fulbright scholar at the University of Central Oklahoma, USA. She has teaching experience of more than 5 years in the area of English as a second language as a lecturer and ESL teacher in Palestine, Gaza. Born as a refugee, she has developed an interest in refugees’ education because education was the key she had to secure a better life. Other areas of interests include Islamophobia, identity, curriculum, and pedagogy. Being a Student at the UN school for 10 years in Gaza, she hopes to contribute to the UN’s educational policies to improve refugee’s educational experiences in Palestine and elsewhere.

Dilek Kayaalp is an Associate Professor in the College of Education and Human Services at the University of North Florida (UNF). She conducted her postdoctoral research at Simon Fraser University, Canada. She completed her PhD in the Department of Educational Studies at the University of British Columbia, Canada. She received her BA and MA degrees from the Department of Sociology at the Middle East Technical University, Turkey. Since 2014, she has been working on a cross-cultural comparative research project which investigates Middle Eastern refugee youths’ cultural and educational participations in the United States and Canada. She has authored numerous research articles in the areas of refugee and immigration studies and racism. She is also the recipient of several awards, including the Foundation Board Initiatives Faculty Grant and Commission on Diversity & Inclusion Research Award, UNF.

Arianne Maraj is a Doctoral candidate in the Department of Integrated Studies in Education at McGill University. Her academic background is in Cultural Anthropology and World Religions (McMaster University). She holds her MA in Administration and Policy Studies in Education and Teaching Certification in both French and Ethics (McGill University). Her doctoral thesis focuses on the aspirations and life chances of Syrian young adult refugees, pre- and post-resettlement, in the Quebec adult education system. Her research aims to improve the understanding of the challenges young adult refugees face in academic integration in host societies. She hopes to inform education policymakers of the support and services necessary to promote the academic achievement and lifelong success of forced migrants. She has over 30 years of experience as a teacher, and in establishing and directing educational support programs for disadvantaged students, in France, China, Hong Kong, Thailand, Lebanon, and Madagascar.

Jody L. McBrien is a professor of Interdisciplinary Global Studies at the University of South Florida. She has received numerous awards for her research, including a 2021-22 Council on Foreign Relations Fellowship to work at the OECD in Paris, 2019 Fulbright Award to New Zealand, 2014 Ian Axford Fellowship in Public Policy, and 2011 Faculty Research Award from USF Women in Leadership and Philanthropy for work in Uganda. During Spring 2017, she was a Visiting Scholar at Soka University in Tokyo.

Her research focuses on children affected by war, including resettled refugee students and their families, and children and families who have returned to their home communities following war. In June 2019, she edited the volume Educational Policies and Practices of English-Speaking Refugee Resettlement Countries. She conducted longitudinal work in Lira, Uganda on the use of arts in healing and education resulting in her co-edited book, Cold Water: Women and Girls of Lira, Uganda. At the OECD, McBrien published several working papers on refugee and newcomer students, gender, and LGBTQI+ students. Most recently, she co-led a team of student researchers analyzing the work of an online educational platform for LGBTQI+ refugees called The Dream Academy, run by Safe Place International.

Maria Papadopoulou is an Associate Professor of Literacies and Language Education at the School of Early Childhood Education, Aristotle University of Thessaloniki, Greece. She has participated in more than 20 research projects. She has been Head of the Postgraduate Program in Language Education for Refugees and Migrants at the Hellenic Open University, Greece. She has also developed resources for first and second language learning. In 2019, she co-edited the special issue “Multimodality in Education” for the journal, Punctum. Her research interests focus on literacy, language education, second language learning, curriculum design, visual semiotics, and multimodality.

Jordi Pàmies Rovira, PhD in Social and Cultural Anthropology, is an Associate Professor and the Head of the Department of Theories of Education and Social Pedagogy of the Autonomous University of Barcelona (UAB), Spain. He is a member of the research group ATLAS and the Vice-rector of the Centre d’Estudis i Recerca en Migracions (CER-M) of the UAB. He has participated in numerous national and international research projects and has been a Visiting Researcher at the University of California, Santa Cruz, and the University of Texas, Austin. He is a specialist in the fields of migration, ethnic minorities, and education. His research interests focus on comparative education and educational policies aimed at managing social and cultural diversity. His research studies also focus on intercultural relations and the social and educational integration of the children of Moroccan immigrants and families.

Domenique Sherab is an Independent Researcher focused on the intersection of forced migration, integration, and education. She has a Masters in Refugees and Forced Migration from Oxford University and a Bachelor of International and Global Studies from Sydney University. She is currently a Team Member of the Tajribati Research Project (SSHRC) focused on the integration of Syrian refugees in Canada, and Professor Ghosh’s FRQSC research on Syrians in adult education. Alongside her academic work, she supports the fundraising efforts of a local NGO and is a board member of two community organizations, La Place Commune and The Refugee Centre.

Erin Sorensen holds a PhD in International Education Policy at the University of Maryland, College Park and is an Education Officer with Education.org. She has previously worked with the International Rescue Committee resettling refugees in the United States and as an adjunct university instructor teaching composition. Her research interests are in refugee education and education in emergencies and she recently completed a research project studying Syrian refugees’ perceptions of the purpose of education. She is particularly interested in exploring alternative approaches to refugee education and discovering ways for refugees to be heard and become more central to planning and implementing educational programs.

Magdalini Vitsou holds a PhD in Theater in Education. She is a Laboratory Teaching Staff in the Department of Early Childhood Education, University of Thessaly. She majored in Puppetry in Education and Art Therapy at the London School of Puppetry, and she is certified in the development of knowledge of Greek as a foreign/second language. Her scientific interests and publications focus on the issues of Drama in Education, puppetry, bilingualism, and the social life of minority groups. She has contributed to several research projects related to Drama in Education and school inclusion of students from minority backgrounds.