Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011002
Enakshi Sengupta, P. Blessinger
Abstract This chapter focuses on the concept integration and its wider meaning in the context of refugees and internally displaced people across the globe. The purpose of this volume is to highlight the various interventions used to integrate refugees and the efforts implemented by the non-governmental organizations and local governments toward achieving an optimal level of integration with host communities. Using case studies and other empirical research, this volume presents a broad and in-depth overview of the various methods implemented to integrate the refugees into the society. This chapter provides an overview to this volume and establishes a framework for a better understanding of the nature of integration. It also reveals the complexity of the perception-practice dynamic and the multifaceted factors, which influence the various levels of integration.
{"title":"Chapter 1 Introduction to Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","authors":"Enakshi Sengupta, P. Blessinger","doi":"10.1108/S2055-364120180000011002","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011002","url":null,"abstract":"Abstract This chapter focuses on the concept integration and its wider meaning in the context of refugees and internally displaced people across the globe. The purpose of this volume is to highlight the various interventions used to integrate refugees and the efforts implemented by the non-governmental organizations and local governments toward achieving an optimal level of integration with host communities. Using case studies and other empirical research, this volume presents a broad and in-depth overview of the various methods implemented to integrate the refugees into the society. This chapter provides an overview to this volume and establishes a framework for a better understanding of the nature of integration. It also reveals the complexity of the perception-practice dynamic and the multifaceted factors, which influence the various levels of integration.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128702137","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011008
E. Chiodo
Abstract The chapter presents a critical analysis of the reception system for non-asylum seeking unaccompanied migrant children in Calabria, a region of South Italy. It focuses on the main features of local welfare for migrants’ children emerging from a qualitative research carried out by mixing different sources: analysis of literature and semi-structured interviews to different stakeholders (politician, local administrators, juvenile judges, social workers, management of foster-care communities, and educators). Shortages in individualized planning, lack of resources for qualifying the educational staff, economic difficulties of local administrators, frequent absence of a cultural and linguistic mediator, lengthy delays in appointing tutelary judge, weakness of social territorial services to support communities, difficulties in organizing training and creating job opportunities, lack of verification and monitoring of inclusion interventions, organizational isolation of reception communities, fragility of networking and sporadic collaboration among different stakeholders involved in protection system, and inadequate collection of data and information about migrant children hosted in foster-care communities are salient limits of the local policies and interventions for non-asylum seeking migrants’ children. The chapter also includes a brief presentation of latest innovation in this policies filed, highlighting some of the best practices in education, training, and employment conducted in the Protection System for Refugees and Asylum Seekers, better organized, more specialized, and supported by the national government.
{"title":"Chapter 6 At The Borders of Italian Local Welfare. Unaccompanied Refugee Children in South Italy: Between Persistence and Changes in Politics and Policies","authors":"E. Chiodo","doi":"10.1108/S2055-364120180000011008","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011008","url":null,"abstract":"Abstract \u0000The chapter presents a critical analysis of the reception system for non-asylum seeking unaccompanied migrant children in Calabria, a region of South Italy. It focuses on the main features of local welfare for migrants’ children emerging from a qualitative research carried out by mixing different sources: analysis of literature and semi-structured interviews to different stakeholders (politician, local administrators, juvenile judges, social workers, management of foster-care communities, and educators). Shortages in individualized planning, lack of resources for qualifying the educational staff, economic difficulties of local administrators, frequent absence of a cultural and linguistic mediator, lengthy delays in appointing tutelary judge, weakness of social territorial services to support communities, difficulties in organizing training and creating job opportunities, lack of verification and monitoring of inclusion interventions, organizational isolation of reception communities, fragility of networking and sporadic collaboration among different stakeholders involved in protection system, and inadequate collection of data and information about migrant children hosted in foster-care communities are salient limits of the local policies and interventions for non-asylum seeking migrants’ children. The chapter also includes a brief presentation of latest innovation in this policies filed, highlighting some of the best practices in education, training, and employment conducted in the Protection System for Refugees and Asylum Seekers, better organized, more specialized, and supported by the national government.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"87 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130547221","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011014
J. Harvell, A. Prowle
It draws upon the authors’ experiences of two visits to the Dunkirk Refugee Children’s Centre at La Liniere refugee camp, located in the Grande-Synthe area of Dunkirk. We will discuss the approaches that have proved successful in supporting children’s learning and development, the challenges faced, and the lessons learned. It will consider how these approaches could support successful transition into more formal education. Finally, it will examine the implications for staff training and development.
{"title":"Chapter 12 Supporting Children’s Development in Refugee Camps","authors":"J. Harvell, A. Prowle","doi":"10.1108/S2055-364120180000011014","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011014","url":null,"abstract":"It draws upon the authors’ experiences of two visits to the Dunkirk Refugee Children’s Centre at La Liniere refugee camp, located in the Grande-Synthe area of Dunkirk. We will discuss the approaches that have proved successful in supporting children’s learning and development, the challenges faced, and the lessons learned. It will consider how these approaches could support successful transition into more formal education. Finally, it will examine the implications for staff training and development.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"3 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127635183","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011017
Vivienne Felix
There is an intersection between the global refugee crisis and higher education within the context of the United States. This chapter provides an overview of emerging trends in refugee migration and internal displacement, reviews the historical approach to refugee resettlement to the United States, and offers a discussion of the relationship between K-12 schools and the United States higher-education structure. Data suggest that the majority of the refugee population resettled to the United States is below the age of 35 years, and is therefore most likely to engage with higher education. In the context of this chapter, refugees and those who have previously held refugee status, and interact with the higher-education system, are referred to as “students from refugee backgrounds.” Students from refugee backgrounds are a diverse group in many ways, including but not limited to country of origin, culture, religious and/or spiritual affiliation, English language proficiency, migration history, and educational background. The combination of these factors poses a unique set of challenges to their transition to the United States and the higher-education environment. This chapter highlights some of these challenges and explores the growing role of colleges and universities in facilitating educational access and support.
{"title":"Chapter 15 The Role of Colleges and Universities in Providing Support to Students from Refugee Backgrounds in the United States","authors":"Vivienne Felix","doi":"10.1108/S2055-364120180000011017","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011017","url":null,"abstract":"There is an intersection between the global refugee crisis and higher education within the context of the United States. This chapter provides an overview of emerging trends in refugee migration and internal displacement, reviews the historical approach to refugee resettlement to the United States, and offers a discussion of the relationship between K-12 schools and the United States higher-education structure. Data suggest that the majority of the refugee population resettled to the United States is below the age of 35 years, and is therefore most likely to engage with higher education. In the context of this chapter, refugees and those who have previously held refugee status, and interact with the higher-education system, are referred to as “students from refugee backgrounds.” Students from refugee backgrounds are a diverse group in many ways, including but not limited to country of origin, culture, religious and/or spiritual affiliation, English language proficiency, migration history, and educational background. The combination of these factors poses a unique set of challenges to their transition to the United States and the higher-education environment. This chapter highlights some of these challenges and explores the growing role of colleges and universities in facilitating educational access and support.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131464502","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011010
Jaswant Bajwa, S. Kidd, Sidonia Couto, Natasha Lidkea, Mulugeta Abai, A. Jackman, K. McKenzie
Abstract This chapter provides information on the specific programming needs of victims of torture pursuing higher education, and policy and practice guidelines which will support them in that pursuit. This is a community-based participatory action research project that brought together partners who had educational, research, practical, and real-life expertise in working with marginalized groups on this complex issue, with each partner playing an essential and a vital role in the research. A partnership between George Brown College, the Centre for Addiction and Mental Health, the Wellesley Institute, and the Canadian Centre for Victims of Torture established this community-based participatory action research project. The project established innovative outreach for people seeking to integrate into Canadian society through education following experiences of torture and war as a means to aid in the meaningful integration of survivors into Canadian society. This work is scalable to other settings (e.g., universities and colleges across Canada) and groups with experiences of marginalization (e.g., Aboriginals, visible minorities, etc.).
{"title":"Chapter 8 Support for the Transition of Refugees and Victims of Torture into the Labour Market through Access to Higher Edcation","authors":"Jaswant Bajwa, S. Kidd, Sidonia Couto, Natasha Lidkea, Mulugeta Abai, A. Jackman, K. McKenzie","doi":"10.1108/S2055-364120180000011010","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011010","url":null,"abstract":"Abstract \u0000This chapter provides information on the specific programming needs of victims of torture pursuing higher education, and policy and practice guidelines which will support them in that pursuit. This is a community-based participatory action research project that brought together partners who had educational, research, practical, and real-life expertise in working with marginalized groups on this complex issue, with each partner playing an essential and a vital role in the research. A partnership between George Brown College, the Centre for Addiction and Mental Health, the Wellesley Institute, and the Canadian Centre for Victims of Torture established this community-based participatory action research project. The project established innovative outreach for people seeking to integrate into Canadian society through education following experiences of torture and war as a means to aid in the meaningful integration of survivors into Canadian society. This work is scalable to other settings (e.g., universities and colleges across Canada) and groups with experiences of marginalization (e.g., Aboriginals, visible minorities, etc.).","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130972473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011016
Noel Bezette-Flores, Karine Parker
Abstract This chapter summarizes a therapeutic art-based education project in Houston and two United Nations High Commissioner for Refugees resettlement camps in Burkina Faso, a small landlocked country in West Africa. The project, which was developed and led by the authors, Be the Peace – Be the Hope, was born from a spirit of hope and concern for the plight of children; particularly, for the mounting numbers of children displaced by war and conflict. Many of these children now live in resettlement camps. The ages of the participating students ranged from 8 to 22 in the camps. Many participating Houston middle and high school students had arrived recently in the United States and several had been refugees themselves.
{"title":"Chapter 14 Using Art as a Vehicle of Hope and Understanding: Messages from Youth in the United States and Africa","authors":"Noel Bezette-Flores, Karine Parker","doi":"10.1108/S2055-364120180000011016","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011016","url":null,"abstract":"Abstract \u0000This chapter summarizes a therapeutic art-based education project in Houston and two United Nations High Commissioner for Refugees resettlement camps in Burkina Faso, a small landlocked country in West Africa. The project, which was developed and led by the authors, Be the Peace – Be the Hope, was born from a spirit of hope and concern for the plight of children; particularly, for the mounting numbers of children displaced by war and conflict. Many of these children now live in resettlement camps. The ages of the participating students ranged from 8 to 22 in the camps. Many participating Houston middle and high school students had arrived recently in the United States and several had been refugees themselves.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131022080","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/s2055-364120180000011001
{"title":"Prelims","authors":"","doi":"10.1108/s2055-364120180000011001","DOIUrl":"https://doi.org/10.1108/s2055-364120180000011001","url":null,"abstract":"","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"201 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124513361","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011004
Frida Rundell, Alia Sheety, V. Negrea
Abstract In today’s era, the world faces the largest number of displaced people since the World War II, wherein a massive number of refugees fleeing to various countries has become a new reality. The response by the media and public indicates fear, anxiety, and a lack of trust, which are logical consequences of the current discourse that focuses on blame and anger. This chapter describes theoretical perspectives of trauma on the brain, and shares various restorative approaches emphasizing a compassionate-witnessing model. It discusses the urgent need of creating safe communities for the refugees and suggests restorative practices to facilitate the process. The authors share actual examples from a refugee-hosting camp in a Western European country, and how the integration of restorative practices allows trust and respectful communication to develop and strengthening relationships. This makes it possible to use restorative approaches to respond to conflicts. The chapter recommends how staff, educators, and volunteers could respond with compassion and empathy to traumatized refugees. The suggested restorative processes could be shared with staff and volunteers’ training, higher education faculty in preparing future teachers to work with refugee students, and with teachers who are challenged, working with refugee population.
{"title":"Chapter 2 Managing Trauma: A Restorative Process","authors":"Frida Rundell, Alia Sheety, V. Negrea","doi":"10.1108/S2055-364120180000011004","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011004","url":null,"abstract":"Abstract \u0000In today’s era, the world faces the largest number of displaced people since the World War II, wherein a massive number of refugees fleeing to various countries has become a new reality. The response by the media and public indicates fear, anxiety, and a lack of trust, which are logical consequences of the current discourse that focuses on blame and anger. This chapter describes theoretical perspectives of trauma on the brain, and shares various restorative approaches emphasizing a compassionate-witnessing model. It discusses the urgent need of creating safe communities for the refugees and suggests restorative practices to facilitate the process. The authors share actual examples from a refugee-hosting camp in a Western European country, and how the integration of restorative practices allows trust and respectful communication to develop and strengthening relationships. This makes it possible to use restorative approaches to respond to conflicts. The chapter recommends how staff, educators, and volunteers could respond with compassion and empathy to traumatized refugees. The suggested restorative processes could be shared with staff and volunteers’ training, higher education faculty in preparing future teachers to work with refugee students, and with teachers who are challenged, working with refugee population.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"288 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125741855","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Abstract This chapter will explore, from a practice and a personal perspective, multidisciplinary strategies that promote successful transition from middle school to college among male refugees in urban settings. These best practices are based on the combined experiences of the authors as they have formally and informally worked together to help these young people navigate becoming young adults in the United States. This opening section will highlight the value of collaborative, formal, and informal networks, comprised of community-based organizations, K-12 institutions, and healthcare providers, which support refugee transition into adulthood and higher education in the urban setting. Last, this chapter will focus on the role of sport, social media, and mentors as a framework of support for refugee students as they navigate their way through higher education access, financing, and retention in the United States.
{"title":"Chapter 9 Socio-Cultural Factors that Support the Successful Transition of Refugees from Middle School to College","authors":"Sandra Bargainnier, A. McEvoy, Zarina Smith, Megan Brown, Najah Zaaeed, Jessica Harris","doi":"10.1108/S2055-364120180000011011","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011011","url":null,"abstract":"Abstract \u0000This chapter will explore, from a practice and a personal perspective, multidisciplinary strategies that promote successful transition from middle school to college among male refugees in urban settings. These best practices are based on the combined experiences of the authors as they have formally and informally worked together to help these young people navigate becoming young adults in the United States. This opening section will highlight the value of collaborative, formal, and informal networks, comprised of community-based organizations, K-12 institutions, and healthcare providers, which support refugee transition into adulthood and higher education in the urban setting. Last, this chapter will focus on the role of sport, social media, and mentors as a framework of support for refugee students as they navigate their way through higher education access, financing, and retention in the United States.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"1039 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116464725","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-08-24DOI: 10.1108/S2055-364120180000011005
Dolly Eliyahu-Levi, Michal Ganz-Meishar
Abstract Israel is a desirable destination of international migration. Most migrants suffer from job insecurity, the small number of supportive family, and environmental anchors. This chapter aims at outlining the activities and concepts of the young volunteers of the non-formal education practice operating in a big city for the benefit of the migrant children and the implications of this practice on the future of the children in the receiving society. The research findings indicate that the young volunteers operate in three different focuses of interaction: (1) creation of a personal–emotional communications system; (2) ethical-humanistic education; and (3) promoting success in school studies. The practice described in this research dealing with the assistance of young volunteers may serve as a model for the advancement and integration of other migrant populations in both, Israel and the world.
{"title":"Chapter 3 The Non-Formal Education Practices Tackle the Challenge of Refugee Children in Israel","authors":"Dolly Eliyahu-Levi, Michal Ganz-Meishar","doi":"10.1108/S2055-364120180000011005","DOIUrl":"https://doi.org/10.1108/S2055-364120180000011005","url":null,"abstract":"Abstract \u0000Israel is a desirable destination of international migration. Most migrants suffer from job insecurity, the small number of supportive family, and environmental anchors. \u0000 \u0000This chapter aims at outlining the activities and concepts of the young volunteers of the non-formal education practice operating in a big city for the benefit of the migrant children and the implications of this practice on the future of the children in the receiving society. \u0000 \u0000The research findings indicate that the young volunteers operate in three different focuses of interaction: (1) creation of a personal–emotional communications system; (2) ethical-humanistic education; and (3) promoting success in school studies. \u0000 \u0000The practice described in this research dealing with the assistance of young volunteers may serve as a model for the advancement and integration of other migrant populations in both, Israel and the world.","PeriodicalId":408910,"journal":{"name":"Refugee Education: Integration and Acceptance of Refugees in Mainstream Society","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2018-08-24","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121844591","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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