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Economic integration of refugees remains a challenge for developed countries. Although refugees differ greatly from labor migrants in available resources and motivation toward self-employment, prevailing studies on minority and ethnic entrepreneurship tend to lump these different categories of migrants together. Based on theories of migrants’ economic embeddedness, the purpose of this paper is to analyze the extent to which family- and kinship-based resources affect self-employment duration among refugees and labor migrants.

Based on Cox regression models, this longitudinal study estimates the self-employment duration of 10,519 refugees and 2,503 labor migrants starting businesses in Sweden in the period 2006–2012.

Results reveal that while refugees are at a disadvantage to labor migrants in terms of self-employment duration, their higher level of family embeddedness in part helps them overcome these disadvantages. For refugees but not for labor migrants, co-location in an ethnic enclave also lowers the risk of them becoming unemployed after a spell in entrepreneurship.

This original paper provides empirical and theoretical contributions to research on migrants’ self-employment success. It also discusses contributions for research on entrepreneurs’ social embeddedness and refugees’ entrepreneurship.

After being forced to flee their respective home countries, Sri Lankan Tamils and Rohingya refugees resettled in the Indian state of Tamil Nadu. This study attempts to explore the extent to which the state has provided means for integration in the absence of refugee protection laws and citizenship.

A qualitative research approach was used, including in-depth interviews (IDIs) and focus group discussions (FGDs) with participants from both refugee groups between 2019 and early 2020. A representative sample of male and female Sri Lankan Tamils, living in or outside government camps, in urban and rural areas, was included (total number = 75). Similarly, a representative sample of the Rohingya refugee community was included for this study (n = 44).

Despite constraints imposed by inadequate infrastructure, the study finds that Sri Lankan Tamils and Rohingyas both show to be progressively integrated in local society and have been capable of fulfilling some important basic livelihood needs, especially with regards to education. Some areas for improvement are identified as well, most urgently in terms of health and accommodation.

Other states in India, as well as in similar low-income countries (LICs), could learn from the current case study with regards to administering workable policies for small groups of refugees.

With minimal state facilitation and within the context of limited legal backing, refugee groups have somewhat managed to re-built their lives. This study identifies the threshold of requirements that make this achievement possible and suggests what more could be done to further advance the current state.

In this paper, the authors explore racialisation through human-centric counter-accounts (counter-stories) to bring together critical race theory (CRT) and counter-accounting.

The authors utilise CRT to demonstrate the emancipatory role of counter-stories in (re)telling racialized narratives, specifically the narrative of asylum seekers who arrive by sea and are subjected to the inhumane and oppressive nature of the Australian government's policy of offshore immigration detention.

Counter-stories, as tools of accountability, can make visible oppressive forces and the hidden practices of racialized social practices and norms.

This paper emphasises that we are not in a post-racial world, and racialisation remains a fundamental challenge. We must continue to refute race as an ontological truth and strive to provide a platform for counter-stories that can spark or drive social change. This requires allies, including academics, to give that platform, support their plight, and offer avenues for change.

The authors introduce CRT as a theoretical tool for examining racialisation, opening space for a more critical confluence of accounting and race with potentially wide-reaching implications for our discipline. The paper also contributes to the limited accounting literature concerning asylum seekers, particularly in the use of counter-stories that offer a way of refuting, or challenging, the majoritarian/dominant narratives around asylum-seeking.

The purpose of this paper is to present the initial results of the Camp Performance Indicator (CPI) system to illustrate the importance of self-reliance of refugee camp dwellers with regard to infrastructure and service investments.

Data, derived from a field trip to Zaatari in autumn 2016 and thorough literature research, were taken to develop a new CPI system. The findings from the literature research were merged with available camp data to validate each other.

Self-reliance is a fundamental human right and anchored in the UN sustainable development goals. Yet, presented findings reveal that even in one of the most modern refugee camps in the world – Zaatari – the level of self-reliance is rather low. However, organisations and humanitarian logisticians can influence self-reliance by identifying clearly where challenges are.

Data from a diverse range of reports were extracted. As most of these reports lack reliable and comparative quantitative data, the limitation of the study must be taken into account. So far data were only validated on one case study. To develop the tool further, more data need to be taken into account.

To this point, there is no performance measurement tool available focusing on self-reliance of encamped refugees. In addition, no academic research has measured the interrelation between the level of investments in infrastructure and services and the improvement of the lives of camp residents, especially regarding the level of self-reliance.

As the number of school-aged children living outside their country of birth continues to rise, domestic governments should examine whether their education systems have the appropriate policies and practices in place to provide equitable accountability for migrant students. Specifically, domestic governments should work to ensure immigrant students who are not yet proficient in the host country's language are being systematically identified and provided the language supports necessary to engage in their education.

Over the past two decades, the US has been able to hone its approach to educating immigrant children. Drawing from this experience, this brief will show how the federal government has used education policy to increase access and accountability for immigrant children enrolled in US schools. Specifically, this brief will highlight the policies the US has adopted to facilitate uniform and objective procedures in how schools:

• identify immigrant students with linguistic needs upon enrollment;

• assess their language skills upon enrollment to create a baseline; and

• systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

identify immigrant students with linguistic needs upon enrollment;

assess their language skills upon enrollment to create a baseline; and

systemically and continually support and assess immigrant students' linguistic needs to ensure they can engage with age-appropriate academic content.

By highlighting these practices and policies, this brief will show key steps other domestic governments can take to increase the visibility of and accountability over the education of migrant children by ensuring their linguistic needs are proactively addressed.

The purpose of this paper is to share the lessons learned in teaching programming skills to refugees during a time when circumstances were changing quickly and constantly and the needs of the target group were not well known.

The integration of refugees poses serious challenges for the hosting society’s education system. A large number of refugees can put a strain on all kinds of public resources, and difficulties with differences in languages, previous curricula, falling behind due to having to spend time outside of education, and psychological traumas have to be expected. In response to the refugee crisis and in order to manage mass migration, the adaptive nature and rapid development of civic approaches can contribute to overcoming some of these challenges. To evaluate the impact of civic approaches, the authors have paid attention to refugees{code} an Austrian coding school for refugees which was developed by the civic community and which shows great potential in terms of providing rapid, innovative and adaptive kinds of educational support for refugees, as well as helping to combat the lack of programmers in the Austrian job market.

As the great potential that initiatives like refugees{code} have for education, there are also substantial challenges. As we learned from the first course, course completion rates were very low. Therefore, it is important to build an infrastructure and a learning environment around the course. This learning environment includes providing mentoring and support, creating spaces where participants can learn. It was also found that having a pedagogically trained staff who is sufficient in the English language, too, is necessary to cater to a heterogeneous group. Also varying teaching strategies according to the needs and skills of the learner is necessary. One of the issues that confronts projects like refugees{code} is also receiving legal status. The collaboration with universities and colleges can be greatly helpful because they are already familiar with the structure of public authorities as well as with heterogeneous groups. Initiatives like refugees{code} are agile and flexible and know how to take advantage of that. The authors conclude that bringing successful education to heterogeneous and culturally different groups is multi-faceted. It is not something any individual organization or project can do; it can only be the result of a system of different actors working together with traditional educational institutions.

This research study reports on two courses of programming for refugees and seeks to offer practical advice for further research and for the implementation of such courses into the educational system. Therefore a framework is proposed which should be taken into account in case of doing similar work.

To contextualise the contributions in this section, we present some data on growing up in South Asian societies. It is important to consider the fundamental diversity of conditions in which children and youth live. We suggest some theoretical terms that are helpful in this regard and preview the contributions against this background. The studies on which the contributions are based impressively document the striking inequality in this region.

Purpose: This chapter analyses the effects of social stratification and inequalities on the outcomes of transnational mobilities, especially on the educational trajectory of returning migrant children.

Study approach: It places the Bourdieusian capital concepts (Bourdieu, 1977, 1984) centre stage, and analyses the convertibility or transferability of the cultural and social capital across different transnational locations. It examines the serious limitations of this process, using the concept of non-dominant cultural capital as a heuristic analytical tool and the education system (school) as a way of approaching the field. As we examine ‘successful mobilities’ of high-status families with children and racialised low-status families experiencing mobility failures, our intention is to draw attention on the effect of the starting position of the migrating families on the outcomes of their cross-border mobilities through a closer reading of insightful cases. We look at the interrelations of social position or class race and mobility experiences through several empirical case studies from different regions of Hungary by examining the narratives of people belonging to very different social strata with a focus on the ‘top’ and the ‘bottom’ of the socio-economic hierarchy. We examine the transnational mobility trajectories, strategies and the reintegration of school age children from transnationally mobile families upon their return to Hungary.

Findings: Our qualitative research indicates that for returning migrants not only their available capitals in a Bourdieasian sense but also their (de)valuation by the different Hungarian schools has direct consequences on mobility-affected educational trajectories, on the individual outcomes of mobilities, and the circumstances of return and chances for reintegration.

Originality: There is little qualitative research on the effects of emigration from Hungary in recent decades. A more recent edited volume (Váradi, 2018) discusses various intersectionalities of migration such as gender, ethnicity and age. This chapter intends to advance this line of research, analysing the intersectionality of class, ethnicity and race in the context of spatial mobilities through operationalising a critical reading of the Bourdieusian capitals.

This article develops an innovative multidisciplinary conceptual framework in the field of refugee entrepreneurship by combining the theory of mixed embeddedness with the concepts of intersectionality and agency. Focusing on the phenomenon of refugee entrepreneurship, this conceptual framework addresses the following questions: how is entrepreneurship informed by the various intersectional positions of refugees? And how do refugees exert their agency based on these intersecting identities?

By revising the mixed embeddedness approach and combining it with an intersectional approach, this study aims to develop a multidimensional conceptual framework.

This research illustrates how the intersectional positions of refugees impact their entrepreneurial motivations, resources and strategies. The authors' findings show that refugee entrepreneurship not only contributes to the economic independence of refugees in new societies but also creates opportunities for refugees to exert their agency.

This conceptual framework can be applied in empirical research and accordingly contributes to refugee entrepreneurship studies and intersectionality theory.