Index
Education for Refugees and Forced (Im)Migrants Across Time and Context
ISBN: 978-1-83753-421-0, eISBN: 978-1-83753-420-3
ISSN: 1479-3679
Publication date: 9 August 2023
This content is currently only available as a PDF
Citation
(2023), "Index", Wiseman, A.W. and Damaschke-Deitrick, L. (Ed.) Education for Refugees and Forced (Im)Migrants Across Time and Context (International Perspectives on Education and Society, Vol. 45), Emerald Publishing Limited, Leeds, pp. 287-299. https://doi.org/10.1108/S1479-367920230000045019
Publisher
:Emerald Publishing Limited
Copyright © 2023 Alexander W. Wiseman and Lisa Damaschke-Deitrick
INDEX
Academics
, 152
Access to learning
, 27
Accommodation
, 96–97
Acculturation process
, 57
Act on Foreigners (1990)
, 99
Actions
, 147
Ad-hoc solutions
, 170
Additive acculturation process
, 228
Administrative barriers
, 60
curricular differences
, 61
educational interruption and student age
, 60–61
Adult education (AE)
, 142
disrupted education in
, 127–128
experiences in
, 128–129
Adverse consequences
, 214
Aftermath of violence
, 2
Agency
, 41, 43, 119–120
of children and youth
, 37
concept of
, 49
freedom
, 57
Agentic educational navigation through time and culture
, 56–58
Alternative schooling
, 179
Amnesty International
, 157
Apple’s theory on hegemonic curriculum
, 237, 249
Arraigo social
, 224
Aspiration theory
, 119–120
Aspirational capital
, 185
Aspirations
, 124
conceptual understanding of
, 19–20
focus on future/shift in
, 131–132
Asset-based approach
, 184–187
Assimilation
, 96, 109, 183–184, 254, 262, 268
of Kurdish
, 267
of Kurdish culture and language
, 266
Assimilationist policies
, 103, 259
Asylum
application process
, 225
asylum-seeking children
, 76
asylum-seeking process
, 77
education in country of
, 126–127
process
, 224
seekers
, 76, 225
sociodemographic data on
, 215–216
Asylum Law 12/2009, The
, 216
Auckland University of Technology (AUT)
, 144
Ausländerpädagogik (see Assimilationist policies)
Autonomous Communities
, 216
Barriers
, 56
administrative barriers
, 60–61
barriers-based framework
, 64
blurring barriers and opportunities
, 63–64
documentation and suspected affiliation with Daesh
, 61–63
to education
, 54, 56, 71
to IDP educational access
, 58–59
poverty
, 59–60
Belonging phenomenon
, 227
Berlin
, 10, 90–91, 110
Berlin School Act
, 103
Berlin school system
, 110
Biased curriculums
, 259
Bilingual education
, 106–107, 109
Bilingual Education Act
, 106
Blended learning
, 121
Blended Visa Office Referred program
, 121
British Educational Research Association guidelines
, 55
“Burj Al Barajneh” (Palestinian refugee camp)
, 218
California
conceptual mapping
, 107
education of immigrants
, 106–107
immigrant policy
, 107
immigration, integration, and education policies
, 104
integration of immigrants
, 104–106
language policies
, 106
California Multilingual Education Act
, 107
Canada
, 133
educational participation of Kurdish Youth
, 258–262
identity formation and sense of belonging of Kurdish Youth
, 262–266
Kurdish refugee youths
, 255–256
linguistic practices of Kurdish Youth
, 266–268
methodology
, 256–257
themes in data
, 257–258
Capabilities theory
, 120
Catalonia (administrative regularization process)
, 223
Central American immigrants
, 79
Challenges in education
, 2
Changes in life
, 46–48
intangible change
, 47
tangible change
, 47
Child (ren)
, 37, 82, 225
actions
, 45
agency
, 38, 41
child-adult interdependent relationships
, 38
decision-making process
, 38
in displacement
, 36
education
, 63, 94, 156, 167, 186, 234, 238, 247
stories
, 41
and youth
, 37
Choice-behavior
, 7
Christianity
, 248
Citizenship Amendment Act (2019)
, 18
Civil society organizations (CSOs)
, 169
Classroom space
, 149
Climate crisis
, 90
Communication among pre-service teachers and refugee students
, 281–282
Community
, 19, 21–22
resources
, 190
schools
, 190
Community cultural wealth
, 189
theory
, 184–187
Competency-based degree
, 36
Compulsory education
, 160
Conceptual mapping
California
, 107
Germany
, 104
Conspicuous religious symbols
, 132
Context, importance of
, 6–8
Contingent process
, 249
Convention on the Rights of the Children (CRC)
, 37
COVID-19
pandemic
, 156
readiness of school contexts before
, 166–168
Critical ethnography
, 199
five-stage approach to
, 199
Critical pedagogy
, 11
Critical race theory (CRT)
, 120
Cross-cultural context
, 255–256
Cultura Cura
, 85–87
understanding immigrant experience
, 86–87
utilizing strength of families
, 87
wrap around services
, 86
Cultural capital
, 187
theory
, 185
Cultural deficit approach
, 185
Cultural differences
, 146
Cultural navigation
, 57
Cultural pluralism
, 97
Culture, agentic educational navigation through
, 56–58
Culture of power
, 95, 97, 104
Curriculum
, 237, 239
issues of
, 240
religion education
, 242–244
sex education
, 240–242
Dadaab Refugee Camp
, 39
Daesh
documentation and suspected affiliation with
, 61
gender
, 62–63
parental education
, 63
Data analysis process
, 55, 214
Decentralized German education system
, 168
“Decision making” process
, 41
Deferred Action for Childhood Arrivals (DACA)
, 105
Deficiency discourse
, 93
Deficit theories of resettled refugees
, 143
Delpit’s rules of power
, 97
Demand-side barriers
, 56
Democratic Republic of Congo
, 40
Department of Early Childhood Education
, 278
Determinism
, 6
Discrimination
, 11, 18, 23, 94, 167
Displaced Iraqis
, 59, 68
Displaced persons
, 66
Displacement process
, 70
Disrupted education in AE (see also Refugee education)
, 127–128
experiences in AE
, 128–129
focus on future/shift in aspirations
, 131–132
placed in low levels
, 129–130
shift in education styles
, 130–131
Disruption
, 118, 132, 156
extent of
, 133
responsiveness toward emerging
, 168–171
in schooling
, 9, 123
Distance of schools
, 62
Diversity
, 102–104
Dominant community
, 27
Drama in Education (DiE)
, 274
pre-service teachers’ preparedness on refugee education through
, 275–276
in refugee education
, 276–277
sessions
, 276
techniques
, 280, 283
training in
, 275
Drama techniques
, 278
DREAM Act
, 106
Dropout
, 118, 120
Dynamic process
, 65
Economic inequality
, 90
Education
, 2, 23–24, 27, 69, 90, 161
in country of Asylum
, 126–127
through disparity
, 55–56
and high personal expectations
, 227–228
navigation
, 57
of refugees
, 142–143
shift in education styles
, 130–131
in Syria
, 124–125
systems
, 96, 156, 167
between transition to labor market and
, 216–217
Education in Emergencies (EiE)
, 183
Education Information Network (EBA)
, 168
Education Integration, refugee deficit perspective and
, 182–184
Education of immigrants
California
, 106–107
Germany
, 102–104
Education policies
California
, 104–107
Germany
, 99–104
Education-related policies and effect on integration
, 93
governmental education policy constrains integration
, 94–95
governmental education policy facilitate integration
, 93–94
Educational access process
, 71
Educational aspirations
, 21
Educational assimilation
, 259
Educational interruption and student age
, 60–61
Educational navigation
departures and destinations in
, 65
imagined futures
, 69–71
lived histories
, 66–68
Nadine’s educational philosophy through time
, 65–66
present realities
, 68–69
Educational needs
, 11, 23, 63, 120, 214
Educational opportunities
, 4, 9, 18, 47, 62, 69, 77
Educational participation of Kurdish Youth
, 258–262
Educational strategy
, 148
Educational trajectory
, 57, 61
English for the Children Act (1998)
, 107
English Language Acquisition Act
, 106
English language learners (ELLs)
, 107
English-as-a-foreign-language (EFL)
, 276
Equality
, 91
of opportunity
, 97
of output
, 97
types o
, 95
Ethnographic approach
, 11
Ethnographic research
, 256
Ethnography
, 9, 217
European Civil Protection and Humanitarian Aid Operations (ECHO)
, 234
European Commission
, 158
European legislation
, 225
European Union (EU)
, 157–158
EU-Turkey Deal
, 157
Everyday agency
, 37
demonstrations of
, 49
Everyday learning
, 189
Exclusion/inclusion, boundaries of
, 225
Facility for Refugees in Turkey (FRIT)
, 180
Familial capital
, 185
Families
, 81, 86
Family histories
, 55, 57
Federal government
, 105
Federal Office for Migration and Refugees (BAMF)
, 158
Forced displacement
, 158
Forced immigration
, 1
Forced migrants
, 118–119
Forced migration
, 1, 5
journey
, 6, 8, 10
Forced migration
, 255
Forced migration studies
, 36
Formal education
, 275
Framing concept (Bernstein)
, 248–249
French hegemony in Quebec
, 120
Funds of knowledge
, 189–190
Gender-based boundaries of belonging
, 225–227
Geneva Convention (1951)
, 157
George’s statements
, 258–259
German communities
, 7
German education system
, 160, 164
synopsis of
, 159–161
German policies
, 107
Germany
, 90–91, 94, 156
conceptual mapping
, 104
education of immigrants
, 102–104
immigrant population
, 102
immigration, integration, and education policies
, 99
integration of immigrants
, 99–102
refugees
, 157–159
trajectory of refugee education in
, 161–164
Girls’ education
, 45
Global North
, 4
Global South
, 17–18, 22
Governmental education policy
constrains integration
, 94–95
facilitate integration
, 93–94
Governmental policies
, 93
Gymnasium
, 160
Hall’s conceptualization of identity
, 236, 244, 249
Hamburg, instances from refugee students in
, 168–171
Hard work
, 31
Hart-Celler Act (1965)
, 104
Hegemonic curriculum, Apple on
, 237
Hegemonic power concept
, 237
Higher education
, 196
refugee experiences in
, 197
Home languages
, 11
Homework
, 246–248
Homosexuality
, 226
Household chores
, 29–30
Human capital (HC)
, 70
Human Rights Commission study (CDPDJ)
, 123
Human Rights Watch
, 157
Human Subject Committee for the Ministry
, 165
Humanitarian relief
, 5
Ideal aspirations
, 31
Identification
, 11, 92
Identity
, 8
Identity formation
, 95, 110
immigrant students
, 91
and sense of belonging of Kurdish Youth
, 262–266
Illegal migrants
, 18
Imagined community
, 190, 224
Imagined futures
, 69–71
Immigrants
, 92
education of
, 102–104, 106–107
integration of
, 99–102, 104–106
students
, 92
Immigration
California
, 104–107
Germany
, 99–104
status
, 9
Immigration Act (1990)
, 104
Immigration Customs and Enforcement (ICE)
, 76, 79
In Vivo coding
, 40
Inclusion
, 119–120
boundaries of
, 225
Inclusive education
, 163, 184
Inclusive integration process
, 190
Increased vulnerability
, 229
India
, 18, 22, 27
host society of
, 24, 29
Rohingyas in
, 18
Inductive thematic analysis
, 238
Inequality in academic achievement
, 120
Innovative Learning Environments (ILEs)
, 148–149
Innovative/modern learning environment pedagogy
, 150
Intangible change
, 47
Integrated education
, 183
Integration
, 183–184
accommodation
, 96–97
approaches in Germany
, 162
assimilation
, 96
California’s Immigration, Integration, and Education Policies
, 104–107
conceptual framework
, 95
education-related policies and effect on
, 93–95
four quadrants
, 96
Germany’s immigration, integration, and education policies
, 99–104
methodology
, 98–99
policies of Germany
, 161
positive diversity
, 97
process
, 95, 228
productive diversity
, 97–98
in Quebec
, 133
results
, 99
schooling, social cohesion, and goal of
, 92–93
Integration Act (2016)
, 102
Integration of immigrants
California
, 104–106
Germany
, 99–102
Intercultural education
, 94
Intercultural learning
, 103
Intergroup friendships
, 93
Internally Displaced Persons (IDPs)
, 9, 54–55
agentic educational navigation through time and culture
, 56–58
beyond barriers
, 71
barriers, challenges, and needs
, 55–56
barriers to IDP educational access
, 58–64
departures and destinations in educational navigation
, 65–71
literature review
, 55
methodology
, 55
International human rights law
, 196
International reports
, 214
International Rescue Committee
, 157
Interpersonal contacts
, 206
Interview process
, 55
Intrinsic aspirations
, 24
Intrinsic motivation
, 36
Investment
, 197, 199
framework
, 198
Invisible pedagogy
, 238
Iranian Kurdistan
, 259
Iraq
, 61
IDP children in
, 54
Irregular migrants
, 157
Islamic countries
, 243
Istanbul, instances from refugee students in
, 168–171
Iterative process of defining and refining codes
, 40
Johnson’s model
, 95
Judicial system
, 226
Kakuma Refugee Camp (2014)
, 39, 47
changes in life
, 46–48
data and methods
, 39
data collection and analysis
, 40
experiences of children and youth in
, 36–37
findings
, 40–48
initiating/taking actions
, 43–46
literature review
, 37–39
research site and participants
, 39–40
thinking
, 41–43
Kalindi Kunj
, 18
Myanmar Refugee Camp
, 9
Kenyan Certificate for Primary Education (KCPE)
, 42
Knowing and Learning in Everyday Spaces (KaLiEDS)
, 189
Körfez province
, 201
Kultusministerkonferenz (KMK)
, 103, 159
Kurdish community
, 267
Kurdish language
, 266
Kurdish music
, 268
Kurdish refugee youth
, 254, 255–256, 258
Kurdish Regional Government
, 61
Kurdish youth
, 254, 258
educational participation of
, 258–262
identity formation
, 234
identity formation and sense of belonging of
, 262–266
linguistic practices of
, 266–268
social status
, 254
Kurds
, 254
Labor market, between education and transition to
, 216–217
Language
, 259
discrimination
, 260
education in United States
, 106
hierarchies
, 266
instruction/learning
, 204–205
“Language and Culture” Lab of University of Thessaly
, 277
Language proficiency
, 197
disparities in refugee students’ background and
, 166–168
Language-sensitive subjects
, 162
Law on Foreigners and International Protection (LFIP)
, 157
Layered analysis process
, 200
Learning outcomes
, 71, 244
Learning strategies
, 148–150
Lebanon, Palestinian refugee from
, 218–220
Legal violence
, 79
Linguicism
, 266
Linguistic capital
, 185
Linguistic practices of Kurdish Youth
, 266–268
“Literacy through Drama” project
, 11, 277
Lived experiences
, 56, 71, 77, 86, 164, 200
Logically sensible hypotheses
, 99
Long-term thinking
, 42
Majority community
, 22
Mangere Refugee Education Centre (MREC)
, 10, 142, 144, 148
policy
, 148
program
, 146
responses to
, 150–151
teacher practices
, 152
Marginalization
, 205, 254, 260
Marginalized groups
, 120
Matamoros plaza
, 81
Mathematics
, 162, 170
Matrix of domination concept
, 214, 223
Mental health
, 80, 84
Metering
, 78
Mexican government
, 78
Middle Eastern Muslim refugees
, 262
Middle Eastern refugee youth
, 11
Migrant aspirations
, 20
Migrant communities, state violence against
, 79
Migrant Education Program
, 106
Migrant Integration Policy Index (MIPEX)
, 161
Migrant Protection Protocols (MPP)
, 76
Cultura Cura
, 85–87
methods
, 80–84
MPP Tent Zero
, 83
overview of
, 78–79
resisting against Undocutrauma
, 85
state violence against migrant communities
, 79
undocutrauma
, 79–80
Migration
, 50
journey
, 7
process
, 217, 226–227
Migration/Aspiration Theory
, 119–120
Ministries of Education in resettlement contexts
, 133
Ministry of Education (MoE)
, 148
Ministry of National Education (MoNE)
, 160
Mobility
, 7
Monolingualism
, 266
Morocco, LGTBI+ Asylum-Seeker from
, 220–221
Mother tongues
, 46, 103
Mother tongues in education
, 259
Motivation
, 19
Multi-Cluster Needs Assessment (MCNA)
, 58
framework
, 64
survey
, 64
Multiculturalism
, 108, 269
Multilingual
, 188
Multilingual education
, 107
Multilingualism
, 103
Multimodal approach
, 217
Multimodal ethnographic approach
developing resilient strategies in face of new challenges
, 227
education and high personal expectations
, 227–228
between education and transition to labor market
, 216–217
intersection of multiple and mutual systems of discrimination and oppression
, 223
LGTBI+ Asylum-Seeker from Morocco
, 220–221
methodology
, 217–218
navigating autonomously in new environment
, 227
between old and new vulnerabilities
, 223–224
Palestinian refugee from Lebanon
, 218–220
process of additional acculturation in new context
, 228
sexual and gender-based boundaries of belonging
, 225–227
socio-educational experience of Amina, Julia, and Anás
, 218
socio-educational field
, 225
sociodemographic data on Asylum
, 215–216
support from peers, family, and professionals
, 228
young single-mother asylum-seeker from Peru
, 221–223
Multiple techniques
, 144
Musical education
, 162
Muslim Other concept
, 243
Muslim refugees
, 236
Muslim Syrian refugees
, 132
Muslim women
, 123
Myanmar Refugee Camp, The
, 18, 28
Narrative approaches
, 207
Narrative inquiry
, 37, 199
Narrative portraiture
, 197
National Action Plan on Integration (2021)
, 102
National immigrant integration system
, 105
National Integration Plan (2007)
, 102, 158
National reception system
, 217
Nationalism
, 122
Navigation
, 64
Navigational capital
, 185
Negative impact
, 265
Networks
, 18
“New Scots” program
, 234
New Zealand (NZ)
, 142
findings
, 144
learning strategies
, 148–150
methods
, 143–144
responses to MREC
, 150–151
role of education in refugee resettlement
, 142–143
safety
, 145–146
support and respect
, 146–148
welcome
, 145
NGO
, 190
industrial complex
, 56
NGO Movement for Peace, Disarmament, and Freedom (NGO MPDL)
, 217
Non-dominant im/migrants
, 120
Non-formal education
, 180
Non-formal programs
, 56
Non-Islamic countries
, 242
Occident
, 236
Occupational aspirations for girl children
, 25
Official application process
, 198
Online learning
, 171
“Open door” policy
, 198
Operative framing
, 245
Opportunity structure
, 20
Oppression
, 264
Organization for Economic Co-operation and Development (OECD)
, 160
Orientalism concept
, 235–237
Out-of-school (OOS)
, 54
Palestinian Refugee from Lebanon
, 218–220
Pandemic
, 21, 156, 169
Parental cultural knowledge
, 57
Parental education
, 63
Parental generation
, 22
Parental involvement in children’s education
, 94
Parental refusal
, 62
Parents
, 58, 235
Pedagogic framing (Bernstein)
, 237–238
Pedagogy
, 239
homework
, 246–248
issues of
, 244
student–teacher relationship
, 244–245
Peri-migration
, 8
educational experiences
, 5
period
, 4
Peru, young single-mother asylum-seeker from
, 221–223
Peruvian police
, 226
Photo-elicitation technique
, 217
Photovoice
, 200
Physical education
, 162
Policy analysis
Politics of belonging
, 215, 223, 229
Portraiture
, 207
narrative portraiture
, 197
Positive learning environment
, 143
Positive-diversity systems
, 97
Post-compulsory education
, 214
Post-conflict education
, 5
Post-migration
, 8
contextual effects
, 10–
educational experiences
, 5
phase
, 23
Poverty
, 59–60
Pre-migration
, 3, 8
Pre-service kindergarten teachers
, 274, 278
Pre-to-post migration experience
, 5
Pre–service teachers
communication among pre-service teachers and refugee students
, 281–282
description of project
, 277–278
DiE techniques as alternative way of training
, 281
Drama in Education in refugee education
, 276–277
education programs
, 275
motivation to participate in project
, 279
objectives of research
, 278
overall opinion
, 279
participants’ attitudes toward refugee education
, 280–281
participants–data collection tools
, 278
participation as means of professional development
, 279–280
participation in project as means of personal development
, 280
preparedness on refugee education through DiE
, 275–276
results
, 279
thematic categories
, 279
Press news agency
, 127
Primary grade teachers
, 149
Primary schools
, 238
Programme Overview (PO)
, 148–149, 151
Promoting Integration of Syrian Children to the Turkish Education System (PICTES)
, 10, 162, 178, 180, 186, 189
Policy
, 179–182
program
, 179–182
Promoting Integration of Syrian Kids into Turkish Education System (PIKTES II)
, 163
Psychological trauma
, 77, 234
Qualitative comparative policy analysis
, 98
Qualitative methods
, 143
Quality education
, 4
Quebec
approach
, 123
educational system
, 119
for les Québécois
, 123–123
politics, policies, practices
, 122–123
Premier Francois Legault
, 122
refugee education in
, 123–124
Race
, 120
Racism
, 263
Re-negotiation process
, 249
REACH
, 59
Reception and Integration Program for International Protection and Asylum
, 217
Reception protocols
, 166
Reciprocal process
, 228
Reflective educational process
, 277
Refuge parenting
, 22
Refugee Act (1980)
, 105
Refugee and Forced Im/Migrant
importance of context
, 6–8
importance of time
, 3–5
migration-related shifts across time and context
, 9–10
post-migration contextual effects
, 10–
thematic areas and chapter connections
, 8
Refugee camps in Bangladesh
, 27
Refugee children
, 27, 49
Refugee Convention
, 146
Refugee deficit perspective
, 182–184
Refugee education (see also Drama in Education (DiE))
, 179, 183, 197
country backgrounds
, 157
DiE in
, 276–277
disparities in refugee students’ background and language proficiency
, 166–168
exclusionary impact of medium of instruction
, 171
findings
, 165
gaining adaptability on way
, 169–171
method
, 164–165
participants’ attitudes toward
, 280–281
pre-service teachers’ preparedness on refugee education through DiE
, 275–276
in Quebec
, 123–124
readiness of school contexts before COVID-19
, 166–168
refugees in Turkey and Germany
, 157–159
responsiveness toward emerging disruption
, 168
synopsis of Turkish and German Education Systems
, 159–161
thorny journey from legal pillars to enrollment
, 161–164
trajectory of refugee education in Turkey and Germany
, 161
Refugee integration
, 187
Refugee parents
, 24, 26, 235
Refugee Reception and Training Structure (RRTS)
, 277
Refugee resettlement, role of education in
, 142–143
Refugee students
, 156, 164
communication among pre-service teachers and
, 281–282
instances from refugee students in Istanbul and Hamburg
, 168–171
Refugee studies
, 183
Refugee Welcome
, 217
Refugee youth
, 4, 119
Refugee’s community cultural wealth, challenging deficit view by leveraging
, 188–190
Refugees
, 119, 141–142, 145, 189
deficit view of
, 183
refugee-background students
, 197
Refugees on social cohesion, effects of deficit view of
, 187–188
Registration procedures
, 166
Relational aspirations
, 26
Relationality of agency
, 49
Religious Education (RE)
, 23, 242–244
Religious Education for Roman Catholic Schools (RERC)
, 242
Remain in Mexico policy (MPP)
, 77, 79, 81
Research process
, 143, 256
Resettlement
, 2, 24
Residence Act (2005)
, 102
Residential based schooling
, 25
Resilience
, 227
Resilient strategies in face of new challenges
, 227–228
Resistance
, 44
Rohingyas
community
, 17–18, 25–26, 28–29
conceptual understanding of aspirations
, 19–20
educational aspirations and socialization at home
, 21–23, 28
girl child
, 25–26
household chores
, 29–30
language
, 27
learn language of country
, 27–28
life
, 26–27
methodology
, 20–21
needs fulfilled since childhood
, 29
parents
, 22
possibility
, 31
study
, 30–31
wisdom in studies
, 24–25
wish
, 23–24
Safety
, 145–146
Saturday remedial programs
, 39
School-aged children
, 39, 142
Schooling
, 69, 92–93
Schools
, 105, 235
application for
, 85–87
closure
, 28
legal issues
, 166
readiness of school contexts before COVID-19
, 166–168
Science
, 170
Scottish Government, The
, 234, 240, 242
Scottish schools
, 243
Second data source
, 164
Second Language Learning theories
, 278
Secondary schools
, 39, 122
Segregation
, 183
Selective process
, 122
Services, wrap around
, 86
Sex education
, 240–242
curriculum
, 241
Sexual-based boundaries of belonging
, 225–227
Short-term thinking
, 42
Sisterhood culture
, 228
Six-month drama-based project
, 274
Social adaptation
, 228
Social capital
, 185
Social cohesion
, 92–93, 184
effects of deficit view of refugees on
, 187–188
Social integration process
, 229
Social networks
, 185, 188
Social policies
, 226
Social services program
, 220
Socialization process
, 21, 23
Socio-educational experience of Amina, Julia, and Anás
, 218–223
Socio-educational field
, 225
Socio-politically relevant pedagogy (SPRP)
, 78, 85–86
Sociodemographic data on Asylum
, 215–216
South African context
, 95
Spanish Asylum Law 12/2009
, 226
Spanish asylum system
, 224
Spanish education system, The
, 216
Spanish Organic Law 1/2004 on Protective Measures for Gender Violence against women
, 225–226
Spanish Paradox, The
, 215–216
Spivak
, 199
Standing Conference of the Ministers of Education and Cultural Affairs
, 103
State racism
, 264
State violence against migrant communities
, 79
Statelessness
, 257, 265
Stereotyping
, 260
Storytelling
, 50
Student–teacher relationship
, 244–245
Supply-side barriers
, 56
Supreme Decree 008–2019-MIMP
, 226
Syria
, 201–202
Syrian conflict
, 178
Syrian crisis
, 188
Syrian refugees
, 157, 180
in adult education in Quebec
, 119
Amal’s Story
, 201
Apple on hegemonic curriculum
, 237
background
, 197
Bernstein on pedagogic framing
, 237–238
community
, 184
data sources and analysis
, 199–200
disrupted education in AE
, 127–128
Dönüşüm/Transformation
, 203
education in country of Asylum
, 126–127
education in Syria
, 124–125
findings
, 124
Geçiş/Crossing
, 201
hall on identity
, 236
Hazırlama/Preparation
, 201–202
issues of curriculum
, 240–244
issues of pedagogy
, 244–248
language learning
, 204–205
literature review
, 196–197
methodology
, 124, 199, 238–239
migration/aspiration theory
, 119–120
Mücadele/Struggle
, 202–203
orientalism
, 236–237
parents in educational system in Glasgow
, 236
participants
, 199
participation
, 203–204
psychosocial adaptation
, 205
Quebec for les Québécois
, 123–123
refugee education in Quebec
, 123–124
significance
, 206–207
structural barriers
, 205–206
students
, 186
Syrians in Turkey
, 198
theoretical framework
, 119, 198–199, 236
in Turkish universities
, 196
in World and Canada
, 121–122
young adults
, 119
Syrian students
, 206
Syrian Vulnerable Persons Resettlement Scheme (SVPRS)
, 234
Syrians
education
, 198
in Turkey
, 198
Systemic racism
, 254
Taliban
, 236
Tangible change
, 46–47
Task-based teaching and learning
, 148
Teacher education
, 274
Teachers
, 150
Teaching immigrant children
, 102
assimilation
, 102
cooperation
, 102
separation
, 102
Temporary Education Centers (TECs)
, 163, 180
Tent Zero (case study)
, 76–78, 80–84
analysis
, 81
children of
, 83
collectivity and community as strength
, 84
fear
, 82–83
lack of access to education
, 83–84
physical suffering
, 81–82
Testimonios de Miedo, Testimonies of Fear
, 80–84
Thick agency
, 38
Thin agency
, 38
concept of
, 39
Thinking
, 41
long-term
, 42
short-term
, 42
Time
agentic educational navigation through
, 56–58
importance of
, 3–5
Traditional discourses
, 29
Trauma, identity, and language (TIDAL)
, 3, 6
Trump Administration
, 78
Turkey
, 156, 197
asset-based approach
, 184–187
challenging deficit view by leveraging refugee’s community cultural wealth
, 188–190
deficit view of refugees
, 183
effects of deficit view of refugees on social cohesion
, 187–188
integration or assimilation
, 183–184
international commitment
, 179
open-door policy
, 179
PICTES program
, 180–182
refugee deficit perspective and education integration
, 182
refugees in
, 157–159
Syrians in
, 198
trajectory of refugee education in
, 161–164
Turkish context and PICTES policy
, 179
Turkish Context
, 179–182
Turkish Council on Higher Education (CoHE)
, 198
Turkish education policies
, 188
Turkish Education Systems, synopsis of
, 159–161
Turkish PICTES education policy
, 186
Turkish public schools
, 186
Turkish school system
, 188
UN Convention (1951)
, 182
UN Quota System
, 142
Uncertainty
, 18
Undocutrauma
, 9, 76–80
resisting against
, 85
UNICEF
, 6–7
United Nations High Commissioner for Refugees (UNHCR)
, 156, 179, 234
United States
, 90–91, 94, 105
anti-discrimination protections
, 107
and Californian policies
, 109
immigration laws
, 104
immigration policy
, 104
language education in
, 106
robust immigration framework
, 104
University of Oxford’s Research Ethics Committee
, 55
University registration process
, 205
USA-Patriot Act (2001)
, 104
Venezuela
, 215
Violence
, 5, 7, 24, 79
Visible pedagogy
, 238
Visual anthropology
, 217
Visual ethnography
, 217
Vocational courses
, 25
Volunteer
, 280
service projects
, 274
Welcome concept
, 143, 145
Willkommensklassen (Welcome classes)
, 104
World Bank
, 90
Wrap around services
, 86
Written policy
, 148
Yazidi IDPs
, 67
Young refugees
, 225
Young single-mother asylum-seeker from Peru
, 221–223
Youth
, 37
decision-making process
, 38
in displacement
, 36
labor
, 225
statements
, 266
- Prelims
- Refugee and Forced Im/Migrant Educational Experiences Across Time and Context: The Intersection of Determinism, Duration, and Mobility
- Part 1: Forced Im/Migration Shifts across Time and Context
- Chapter 1: Educational Aspirations Among the Rohingyas: The Stateless in a Refugee Camp in India
- Chapter 2: Children and Youth as “Agents” in Displacement: Young Girls' Stories of Motivation, Action, and Change in Kakuma Refugee Camp
- Chapter 3: Educational Navigation Through Time and Space: Internally Displaced Persons (IDPs) in Iraq
- Chapter 4: Dreams of an Education from Tent Zero: A Case Study of Asylum-Seeking Children Impacted by Migrant Protection Protocols MPP at the US–Mexico Border
- Chapter 5: What are Goals for the Integration of Immigrants Through Education? A Comparative Analysis of Policies in Berlin and California
- Chapter 6: Shifting Aspirations: The Experience of Syrian Refugees in Adult Education in Quebec
- Part 2: Post-Migration Contextual Effects
- Chapter 7: Exemplary Practices of New Zealand Teachers Preparing Refugee Students for Resettlement: The First Six Weeks
- Chapter 8: Building Responsive Education Systems Toward Multiple Disruptions in Refugee Education: Turkey and Germany as Cases
- Chapter 9: Countering the Deficit: A Policy Critique of the Syrian Refugee Education Response in Turkey
- Chapter 10: Journeys to Higher Education in Displacement: A Narrative Portrait of Syrian Refugees in Turkish Universities
- Chapter 11: A Multimodal Ethnographic Approach: Exploring the Social and Educational Experience of Young Refugees and Asylum-Seekers
- Chapter 12: “I Feel Illiterate”: Challenges Facing Syrian Refugee Parents in the Educational System in Glasgow
- Chapter 13: Educational Participation, Self-Identification, and Linguistic Practices of Middle Eastern Refugee Youth in Canada
- Chapter 14: “At First it Was Like a Bridge Closed from Both Sides”: Pre-Service Teachers Participate in a Drama-Based Project with Refugee Children
- Index