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Turkey hosts around three million Syrian refugees and asylum-seekers, more than any other country in the world. Most of the Syrian refugees and asylum-seekers face…
Turkey hosts around three million Syrian refugees and asylum-seekers, more than any other country in the world. Most of the Syrian refugees and asylum-seekers face poverty-related barriers to education, with parents unable to legally work or meet associated costs, or feeling they have no option but to send their children to work rather than school. According to a UNICEF report (January, 2017), even though there is a 50% increase in school attendance for Syrian refugee children in Turkey since June 2016, more than 40% of them (around 390,000) are still not receiving an education. One of the biggest challenges for the Syrian refugee children who are able to go to school in Turkey is the language barrier. The language of instruction in Turkish public schools is Turkish while majority of the Syrian refugee children grew up learning and speaking Arabic. Furthermore, the refugee children often encounter experiences of discrimination, exclusion and marginalization from the non-refugee peers and teachers who cannot recognize and meet the diverse needs of these children with their lack of teaching experience in the culturally diverse classrooms. This narrative research examines the lived experiences of Syrian refugee children attending a Temporary Education Centre (TEC) in a city located in the north-west of Turkey. Narrative research is a way of inquiring into individual and social dimensions of experience over time through storytelling. It is often employed to illuminate the experiences of marginalized or excluded individuals and communities. Given the influx of refugee children in TECs and schools in Turkey, it is important to provide an in-depth understanding of the refugee children’s lived reality in schools and centres particularly, the factors contributing to their academic success, resilience and psychological well-being, so that future studies will have a basis for further investigations of newcomers.
This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers…
This chapter presents facets of the current challenges relating to policy, leadership and praxis, as perceived by school principals and both Turkish and Syrian teachers working with refugee and Turkish students in Syrian refugee schools in Ankara. Adopting a qualitative methodology, we explore the experiences, challenges and strategies of the educators in these new school types. In order to investigate this this phenomenon, we adopted the post-migration ecology framework proposed by Anderson et al. (2004) and the conceptualization of five dimensions of multicultural education (content integration, knowledge construction process, prejudice reduction, equity pedagogy and empowering the culture and organization of the school) developed by Banks and Banks (1995). The relevant policy, despite its focus on full integration, is still developing and lack clear technical guidelines for specific issues at school level. The data revealed three themes: perceptions towards the refugees, policy into practice in the schools and the consequent challenges, strategies and needs. Although humanistic ideals are manifest in all the participants’ experience with the new phenomena of refugee education, their needs are multifaceted. They are motivated by a pedagogy of compassion, containment and humanistic universal commitment. The principals employ a style of encouraging social justice and moral leadership, whereas the teachers practise the multicultural pedagogy dimensions with trial and error. Incorporation of Syrian educators and their experience and assistance to the Turkish school staff is also discussed.
Against the danger of a lost generation of Syrian children, both Turkish state and civil society organizations (CSO) have developed strategies to bridge the education gap…
Against the danger of a lost generation of Syrian children, both Turkish state and civil society organizations (CSO) have developed strategies to bridge the education gap of Syrian children. In that context, this chapter explores the relationship between the Turkish state and civil society in education provision for non-camp Syrian refugees between 2011 and 2016. Presenting civil society as a theoretical framework in refugee education, this study aims to contribute to the debates on education in an era of mass displacement on an institutional level. The role of civil society against the state in education for Syrian refugees is put under scrutiny with an emphasis on the repercussions of the unprecedented number of non-citizen students for state-centered, secular, and monocultural visions of education. In doing so, this study uses policy documents between 2011 and 2016 circulated by Ministry of National Education and data gathered from interviews conducted with representatives of state and CSOs.
This chapter focuses on Guided Entry into New Teaching and Learning Experiences (GENTLE), a reception centre designed to welcome student refugees and facilitate their…
This chapter focuses on Guided Entry into New Teaching and Learning Experiences (GENTLE), a reception centre designed to welcome student refugees and facilitate their early integration into schools in the Thames Valley District School Board in Ontario, Canada. Our examination focuses on the values and policies that guided leaders’ decision-making, the practices educators employed, as well as the allocation and use of resources to ensure Syrian refugee students were integrated successfully; each issue constitutes a noted gap in the related academic literature. This chapters draws from direct accounts of the eight education leaders, working at each level of Ontario’s educational governance structure, who played a role in the integration of Syrian student refugees in Ontario. The case underscores that fulfilling humanitarian visions, such as welcoming and integrating thousands of refugees, requires a nimble, well-coordinated, strategic and adequately resourced response; the response must be grounded in a wide range of evidence, including local/anecdotal insights, to achieve an inclusive vision for education. Aspirations to fulfil such a vision must be nurtured, learned, shared and collectively earned by educators operating at all levels of the system, which remains a perpetual work in progress. Implications for leader practitioners and researchers include the need to critically interrogate educational programming for refugees offered at all levels of the school system, inspire educators of varying perspectives to commit to a particular vision of inclusion for newcomers and manage resources morally, strategically, sustainably and flexibly.
Global governmentality to deal with refugee crises and related cohesion problems suggests the private sector’s activation. The purpose of this study is to theoretically…
Global governmentality to deal with refugee crises and related cohesion problems suggests the private sector’s activation. The purpose of this study is to theoretically understand this preference together with the global increase of corporate social responsibility (CSR) and empirically access the CSR implementation in Turkey by focussing on government policy towards refugee education for Syrian children in Turkey.
This study offers insights into the picture of CSR implementation in Turkey deriving from an analysis of secondary data, obtained from multiple sources. This analysis is examined in the context of refugee education with the position of Turkish Government.
This study reveals an increase of the private sector’s role in refugee education at the global level by CSR implementations besides privatization of national education. It determines Turkish CSR picture is still developing, but bodies of Turkish government persisting its “soft power” are seen as CSR projects’ indispensable partner. It discusses the meaning of digital solutions in refugee education and attempts at using technological innovations to supply language training in the CSR context.
Although plenty of research has been conducted on the refugee education, CSR in the countries faced with large refugee influxes has not received enough attention in the literature. This study attempts to fill the gap in literature dealing with CSR implementations in refugee education. It also contributes to the understanding of the Turkish context of CSR.
Israel is a desirable destination of international migration. Most migrants suffer from job insecurity, the small number of supportive family, and environmental anchors.…
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.
How can schools, specifically school leaders, be an integral part in helping students from refugee backgrounds build resilience in their new settings? The following literature review has been written to give a brief overview of the refugee-resettlement process in US history, how things have developed with the study of posttraumatic stress disorder, and how school leaders can work with students who may have suffered from traumatic experiences. It is concluded with some suggestions for schools and school leaders on how to work with refugee students and their families. With a refugee crisis around the globe, this study is part of a growing body of research regarding the issue of refugee resettlement; specifically, how school leaders can be involved in the resettlement process of refugee students. Continued research is needed that will continue to build on the current body of knowledge around this vital issue affecting so many today.
In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system…
In 2015, there was great refugee migration towards and within Europe. Sweden was no exception. The unprecedented increase in asylum-seekers challenged the reception system at all levels including schools. This chapter, based on two studies, focuses on principals and their mission to adjust their schools in order to fulfil their responsibilities concerning newly arrived students’ education during that period. The number of newly arrived students the principals received ranged from a few students over a period of months to a constant influx of 60 and 150 in total. But the reaction among the principals and staff wasn’t necessarily related to the number of students in question. More telling was the school’s history, the principal’s leadership and the school’s experience in matters of diversity important. The way the principals managed the situation had an impact on how the situation developed. The findings also revealed problematic attitudes toward the ‘other’ among educators, attitudes that conflict with the school’s democratic mission. The reception of newly arrived students is a matter of a joint responsibility at all levels to guarantee equal education for all students, irrespective of their background.
Argues that the proposals for primary education in the latest Education Sector Review in Papua New Guinea are seriously misguided.Recommends a major overhaul of the system…
Argues that the proposals for primary education in the latest Education Sector Review in Papua New Guinea are seriously misguided. Recommends a major overhaul of the system in order to facilitate greater pupil access to primary school yet such an aim can be achieved by taking the much less radical step of increasing the average primary school class size. The structural proposals are also made in order to facilitate the introduction of a primary school programme based on a child‐centred notion of curriculum. The review would have done better to have recommended that the present primary school educational structures be maintained, that the present subject‐based curriculum be implemented properly, that steps be taken to improve the quality of the formal style of teaching with which the majority of teachers feel most comfortable and that everything possible be done to ensure that the quality of students entering the teachers′ colleges be of the highest intellectual calibre.