Search results

This study aims to examine the entrepreneurship profiles of migrants and refugees relying on a neo-configurational approach that increases understanding of causal complexity, equifinality and causal asymmetry patterns to high entrepreneurial intentions in the two groups.

Using a fuzzy set qualitative comparative analysis method, the authors analysed 52 respondents – migrants and refugees. The findings show the existence of equifinality in which different configurations can lead to high and low entrepreneurial intentions, underlying that traumatic experiences have a major role in entrepreneurial intention. It also demonstrates that core conditions are associated with refugee’s configurations and causal asymmetry. The cross-sectional character of this research impedes the searching for a better causal relationship. The lack of studies that approach the subject of refugees makes it challenging to develop a robust theory in this sense.

The paper highlights five main configurations – two related to migrants’ profile and three related to refugees’ profile – that enable expanding the current knowledge and practices to better customize practices to increase entrepreneurial intention.

To the best of the authors’ knowledge, this is the first research using a configurational approach to explore migrant and refugee entrepreneurship intention profiles.

Muslim refugee migrants are a growing ethno-religious disadvantaged minority group in several Western societies, and host-country language proficiency and employment are essential factors in reducing this disadvantage. This paper thus explores the efficacy of English training programs in facilitating the settlement and employment of a group of male Muslim refugees in Australia.

This study is qualitative in nature, with data collected using semi-structured, in-depth interviews with the eight participants in the study. Analysis was conducted using Bourdieu's concepts of field, capital and habitus.

English training programs offered to Australian Muslim men are problematic in their aim of linking them to employment. Areas of concern are identified in respect to the training hours offered, their learning environment, their content and pedagogy, their lack of focus on employment and their failure to recognise the existing work skills of the migrants.

The study is conducted with a small sample of male Muslim migrants: while the findings may be similar for other refugee groups, further research is necessary to confirm this.

There is a need to restructure the current English training programs offered to refugee migrants in Australia, Muslim or otherwise. This study identifies several areas where such restructuring might occur, both at the policy and pedagogical levels.

Few studies focus on Australian male Muslim migrants. This study enhances understanding of this under-researched group and their struggles to learn English, find employment and rise above their disadvantaged societal position.

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.

Migrants and refugees from around the world flee to European countries to avoid situations of hardship, persecution and violence. The integration of refugees and migrants is a challenging issue. Despite diffused cosmopolitan attitudes and internationalized aspirations, people are often negatively predisposed against migrants and refugees. There are many cultural barriers to overcome in order to reduce tensions between foreign cultures and host communities.

The integration of migrants embraces immigrants' willingness and openness to learn and adapt their attitudes to the host environment; on the other hand, natives must also be prepared to accept the changes that immigrants can bring.

Digital technology can support the process of integration, providing access to online language learning programmes and health-related services, or offering opportunities to gather information and socialize. However, whilst the same digital technologies are shared by migrants and host communities, different processes of technology appropriation can limit their benefits for refugees' and migrants' integration.

This chapter focuses on digital social innovation (DSI) and the social inclusion of migrants and refugees. It also analyzes how innovative digital solutions can overcome ambivalence concerning cultural diversity. Integration should foster pluralism but, at the same time, should preserve cultural identity and linguistic diversity as well as improve economic and social participation.

The first step is designing DSI solutions avoiding the stereotype that immigrants are a homogeneous social group. Digital technology can support the implementation of multi-context applications whilst the information society may be the common cultural environment shared by all. This chapter also illustrates some relevant digitally based initiatives developed in Italy.

The purpose of this paper is to examine the factors which influence refugee migrants’ adoption of digital technology and its relevance to their social inclusion in Australia.

This research developed a conceptual framework keeping the “use” of digital technology as the centre-piece of the digital divide. The empirical data were derived from a series of focus group discussions with refugee migrants in an Australian regional city, Toowoomba in Queensland.

There is a digital divide among refugee migrant groups and it is based on inequalities in physical access to and use of digital technology, the skills necessary to use the different technologies effectively and the ability to pay for the services. The opportunities to use digital technology could support the social inclusion of refugee migrant groups in the broader Australian community.

Further research is required to examine whether this digital divide is unique in the regional context or common to Australian society and to confirm factors that might contribute significantly to refugee migrants’ social inclusion.

This paper determined the role digital technology can play in building social capital and hence social inclusion among refugee migrant groups. Many of the factors identified as influencing refugee migrants’ use of digital technology can inform the Australian government and the information and communication technology industry in devising supportive policies and plans to reduce the risk of social exclusion, alienation and marginalisation among refugee migrant groups.

Community gardens are increasingly used as interventions during the resettlement of refugees and other migrants. Little is known about how garden programs might support their mental health and wellbeing. Given the links between climate change and forced migration, community gardens are especially relevant, as they can also support climate change mitigation. This study aims to document psychosocial outcomes of gardening programs for refugees and migrants, and mechanisms leading to these outcomes.

The authors searched major databases and the grey literature up to 2021, resulting in the inclusion of 17 peer-reviewed and 4 grey literature articles in a thematic, qualitative analysis.

Four consistent themes arose from the analysis: community gardening programs promoted continuity and adaptation (81% of articles), social connectedness (81%), overall wellbeing (95%) and a sense of meaning and self-worth (67%). The results suggest that community gardens can strengthen psychosocial pillars that are key to the recovery and resettlement of refugees and migrants. The land-based and social nature of community gardening may enable connections to the land and others, nurture a sense of belonging in the host country and provide a link to the past for those from agricultural backgrounds.

Further participatory action research is needed to develop guidelines for the successful implementation of community gardens by resettlement organisations.

This review indicates that community gardens can be effective psychosocial interventions as part of a network of services supporting the resettlement of refugees and migrants.

Using conceptions of transnationalism to (re)evaluate the field of comparative and international education (CIE), this chapter analyzes educational programming and policy for migrant refugee youth at the margins and borderlands of the nation-state system. Drawing from newspaper articles about displaced youth on Kenya’s eastern border and the southwestern U.S. border, this chapter focuses on comparative and international education’s potential influence on programming and policies in borderland regions. Both populations present the need for targeted educational programming within and outside of formal education systems and urgency for research linked with practice. We argue that CIE scholars can fill a critical, activist purpose to draw attention to educational access and curricular content in educational projects at the borders of the nation-state system, to investigate programming, and to work with practitioners and policy makers to address the needs of youth on the physical and figurative margins of education.

In 2015, Europe faced an unprecedented inflow of refugees and migrants. Political instability at the continent's peripheries contributed to an accumulative exodus. This resulted in large immigration waves fleeing mainly from Syria, Afghanistan and Iraq as well as from other North African countries. Europe was confronted with an increasing number of asylum applications and had to accommodate over a million people (Clayton, 2015). The crisis in Europe has been framed both as a migration crisis and as a crisis within the European Union (EU). The Dublin Regulation, of 2013, requires only one Member state to process the asylum applications. During the pressing period of 2015, the notion of responsibility sharing resulted in heated debates between South and Central and Eastern European states. Several countries like Poland, the Czech Republic and Hungary expressed openly antimigrant opinions, which resulted in even more confusion and mismanagement of the migration crisis in the EU. Analyzing the crisis from the macro, meso and micro level, it was evident that the crisis was multifaceted.

This research explores the perceptions and practice of principals in schools integrating migrant and refugee children into the Israeli formal education system. The aim is to offer theoretical and methodological insights to the discourse on educational leadership.

This qualitative (phenomenological) study used semi-structured interviews to attain a deeper understanding of the experiences of school principals as culturally relevant educational leaders.

The study corroborates previous findings regarding: the need for a holistic multidimensional approach; the focus on language and communication; and the complexities and dilemmas involved in the practice of educational leadership. The study analysis revealed three central dilemmas: applying equal-opportunity and cultural diversity policies; schools as protected spaces and serving the social reality beyond the school; and full assimilation and recognition of specific cultural identity.

The research was conducted in a small number of schools and only with principals. A follow-up study could also include teachers, officials and representatives of the various organizations working with the migrants and refugees.

Beyond financial resources, school leaders need professional (culturally responsive) guidance to support the multifaceted and complex needs of students, in part by being adaptable and flexible, and aware of the aims and practice of education for an unknown future.

The originality-value of the present study is threefold: it explores school principals in a relatively unexplored context (the Israeli formal education system); it applies two models for organizing and analyzing research findings; and it contributes new insights on the dilemmatic nature of educational leadership.

The present study was designed to investigate eight research questions that are related to the analysis and the detection of dialectal Arabic hate speech that targeted African refugees and illegal migrants on the YouTube Algerian space.

The transfer learning approach which recently presents the state-of-the-art approach in natural language processing tasks has been exploited to classify and detect hate speech in Algerian dialectal Arabic. Besides, a descriptive analysis has been conducted to answer the analytical research questions that aim at measuring and evaluating the presence of the anti-refugee/migrant discourse on the YouTube social platform.

Data analysis revealed that there has been a gradual modest increase in the number of anti-refugee/migrant hateful comments on YouTube since 2014, a sharp rise in 2017 and a sharp decline in later years until 2021. Furthermore, our findings stemming from classifying hate content using multilingual and monolingual pre-trained language transformers demonstrate a good performance of the AraBERT monolingual transformer in comparison with the monodialectal transformer DziriBERT and the cross-lingual transformers mBERT and XLM-R.

Automatic hate speech detection in languages other than English is quite a challenging task that the literature has tried to address by various approaches of machine learning. Although the recent approach of cross-lingual transfer learning offers a promising solution, tackling this problem in the context of the Arabic language, particularly dialectal Arabic makes it even more challenging. Our results cast a new light on the actual ability of the transfer learning approach to deal with low-resource languages that widely differ from high-resource languages as well as other Latin-based, low-resource languages.