肯尼亚城市难民教育的社会和结构决定因素

IF 0.2 Q4 EDUCATION & EDUCATIONAL RESEARCH Africa Education Review Pub Date : 2021-07-04 DOI:10.1080/18146627.2022.2151925
Jennifer Sewall, Julie A. Tippens, Helen M. Miamidian, D. Nyaoro
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引用次数: 0

摘要

摘要城市难民的受教育机会和成就是由宏观、中观和微观层面的结构和社会因素决定的。我们利用结构化问卷、焦点小组讨论以及在肯尼亚内罗毕对难民学习者、照顾者、学校教师和行政人员以及从事难民教育的非政府组织工作人员的简短采访中的数据,来确定与“学习不到位”相关的因素。“难民教育的决定因素包括结构和制度层面的因素(如国家难民收容政策、原籍国和肯尼亚之间的教育制度差异)、学校和社区因素(如学校类型和资源、歧视经历)、,以及家庭和个人因素(如生活条件、父母参与教育、遭受创伤、语言熟练程度)。教育是将难民融入收容社区的社会和经济结构的关键战略;因此,确定和解决影响难民在第一庇护国接受教育能力的各种因素至关重要。
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Social and Structural Determinants of Urban Refugee Education in a Kenyan Context
Abstract Urban refugees’ educational access and achievement is shaped by structural and social factors at the macro-, meso-, and micro-levels. We draw on data from structured questionnaires, focus group discussions, and brief interviews in Nairobi, Kenya with refugee learners, caregivers, schoolteachers and administrators, and nongovernmental organisation (NGO) staff who work in refugee education to identify factors related to “learning out-of-place.” Determinants of education for refugees included structural and systems-level factors (e.g., national refugee-hosting policies, education system differences between countries of origin and Kenya), school and community factors (e.g., school types and resources, experiences of discrimination), and household and individual factors (e.g., living conditions, parental involvement in education, exposure to trauma, language proficiency). Education is a key strategy to integrate refugees into the social and economic fabric of host communities; as such, it is crucial to identify and address the various factors that affect refugees’ ability to obtain an education in countries of first asylum.
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来源期刊
Africa Education Review
Africa Education Review EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
1.40
自引率
0.00%
发文量
8
期刊介绍: Africa Education Review is a scholarly, peer-reviewed journal that seeks the submission of unpublished articles on current educational issues. It encourages debate on theory, policy and practice on a wide range of topics that represent a variety of disciplines, interdisciplinary, cross-disciplinary and transdisciplinary interests on international and global scale. The journal therefore welcomes contributions from associated disciplines including sociology, psychology and economics. Africa Education Review is interested in stimulating scholarly and intellectual debate on education in general, and higher education in particular on a global arena. What is of particular interest to the journal are manuscripts that seek to contribute to the challenges and issues facing primary and secondary in general, and higher education on the African continent and in the global contexts in particular. The journal welcomes contributions based on sound theoretical framework relating to policy issues and practice on the various aspects of higher education.
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