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Dissertations / Theses on the topic 'Refugee Education'

Author: Grafiati

Published: 4 June 2021

Last updated: 25 July 2025

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1

Schutte, Valerie Rose. "The (In)Coherence of Canadian Education Policy Regimes with the United Nations' Refugee Education Strategy." Thesis, Université d'Ottawa / University of Ottawa, 2020. http://hdl.handle.net/10393/41589.

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2

Fritz, Christian L. "Refugee and Employer Perceptions of the Effects of Capital on Refugee Employability in Utah." DigitalCommons@USU, 2016. https://digitalcommons.usu.edu/etd/5061.

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Refugees are once again a major topic of international politics, but one that also reaches down to the local level of even some small, rural American towns. This study pulled data from a qualitative, statewide refugee needs assessment in Utah, funded by the Department of Workforce Services, in order to explore the perceptions of both refugees and refugee employers concerning the variables affecting refugee employability. The data was framed using the concepts of social, cultural, human, and financial capital. In many cases, the refugees and employers perceived the same deficits and stores of c

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3

McCorriston, Megan. "Refugees and education in England : examining the educational needs of refugee and asylum-seeker pupils in two west London boroughs." Thesis, University of Oxford, 2006. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.432153.

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4

Khasanova, Fatikha Ilgizovna. "The Role of the EU-Turkey Joint Action Plan in Syrian Refugees' Educational Integration into Turkish Society: A Qualitative Case-Study of Policy Implementation." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1586968891475959.

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5

Hanna, Patricia L. "Representing Refugee Children: The Role of Non-Governmental Organizations and Their Volunteers as Liaisons of Refugee Interests in Local Schools." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1405082407.

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6

Carlson, Andrew F. "Education, Islam, and cultural preservation : a qualitative study of parents' and children's educational objectives, strategies, and participation in the Somali refugee community of Columbus, Ohio /." Ohio : Ohio University, 2004. http://www.ohiolink.edu/etd/view.cgi?ohiou1107793237.

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7

Pacheco, Leslie. "Exploring the Education Experiences of Sudanese Refugee Women Living in the United States." Bowling Green State University / OhioLINK, 2011. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1300724894.

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8

Githembe, Purity Kanini. "African Refugee Parents' Involvement in Their Children's Schools: Barriers and Recommendations for Improvement." Thesis, University of North Texas, 2009. https://digital.library.unt.edu/ark:/67531/metadc12128/.

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The purpose of this study was to examine involvement of African refugee parents in the education of their elementary school children. The setting of the study was Northern and Southern Texas. African refugee parents and their children's teachers completed written surveys and also participated in interviews. In the study's mixed-method design, quantitative measures provided data about parent involvement at home, parent involvement at school, frequency of parent-teacher contact, quality of parent-teacher relationship, parent endorsement of children's schools, and barriers to parent involvement

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9

Ali, Naima. "Best Practices: Supporting Refugee Students in the Classroom." Otterbein University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1596206888170008.

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10

Mweni, Sabelo Kenneth. "The right to education of asylum seeker and refugee children." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/27907.

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This research reviews the application of the law on the right of refugee children to education and the challenges inhibiting this right. Radical changes in the legal framework protecting refugee children's right to education has occurred since South Africa became a democratic state in 1994. The enactment of international law into the 1994 Constitution contributed into the protection of various children right and insured equal access into the education system. However, refugee children have been prejudiced in the right to access education based on numerous challenges. The lack of access educati

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11

Felix, Vivienne R. "The Experiences of Refugee Students in United States Postsecondary Education." Bowling Green State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1460127419.

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12

Williams, Veronica A. "Karen–Burmese Refugees’ Cultural Perception of Formal Education." Thesis, NSUWorks, 2017. https://nsuworks.nova.edu/fse_etd/118.

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In the U.S. the population continues to diversify as refugees find residence within its borders. According to the U.S. Department of Education’s Refugee Resettlement Statistics (2012) of those refugees fourteen thousand and twenty identified themselves as Karen refugees from Burma. In the context of education, teachers are confronted with the language development of English Language Learners (ELLs). At the researchers school site the ELLs population include; immigrants, refugees, and Students with Interrupted Formal Education (SIFE). Although it is known that refugee students have limited form

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13

Getson, Stephanie. "Cultural transmission in Tibetan refugee schools in Nepal." Thesis, Boston University, 2004. https://hdl.handle.net/2144/32865.

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Thesis (B.A.)--Boston University. University Professors Program Senior theses.<br>PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis or dissertation. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.<br>2031-01-01

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14

Sithole, Mabel D. "Child refugee rights in Cape Town: the right to access education." Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11454.

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Includes abstract.<br>Includes bibliographical references.<br>Child refugee rights are a pertinent issue in the Republic of South Africa. South Africa's progressive Constitution (1996) stipulates the right of all children to access education without discrimination. This research project used a rights based approach to education research to identify some of the factors that promote or hinder child refugee access to education. I used qualitative case study methodology to collect data from Cape Town, South Africa.

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15

Martin, Staci BokHee. "Co-Creating Spaces of Critical Hope through the Use of a Psychosocial Peace Building Education Course in Higher Education in Protracted Refugee Context: Kakuma Refugee Camp, Kenya." PDXScholar, 2018. https://pdxscholar.library.pdx.edu/open_access_etds/4236.

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An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while develop

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16

Mogga, Oliver Kenyi A. "EDUCATIONAL EXPERIENCE OF THE SUDANESE REFUGEE CHILDREN IN THE UNITED STATES." Miami University / OhioLINK, 2007. http://rave.ohiolink.edu/etdc/view?acc_num=miami1187793319.

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17

Häärä, M. (Meri). "Phenomenological study on student teachers’ volunteer experiences at a refugee center." Master's thesis, University of Oulu, 2018. http://urn.fi/URN:NBN:fi:oulu-201805101740.

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This thesis is an exploration into student teachers’ volunteer experiences at a refugee reception center in Finland, focusing specifically on what motivated student teachers’ to volunteer their time and energy and what types of challenges they faced along the way. The various effects that volunteer work had on participants is also discussed. Theoretical constructs related to volunteer motivation and intention along with a brief look into critical pedagogy and teachers as societal actors has been utilized. Volunteer motivation theory is extensive and this thesis explores concepts related to int

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18

Rose, Angela Julia. "An Exploration of Teachers' Beliefs Towards Refugee Students." Thesis, The University of Sydney, 2018. http://hdl.handle.net/2123/20802.

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Over half of the current refugee population worldwide are school aged children under the age of 18. In Australia, these refugee students are known to receive varying levels of support based on several factors, including student age, English language proficiency, experience of schooling, school location, time of year (e.g. term 1 versus term 3) and the available funding for the school. Much is known about successful approaches to refugee education in relation to these factors. However, less is known about the role and impact of non-tangible factors, including teacher beliefs, which influence te

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19

Nofal, Mozynah. "For Our Children: A Research Study on Syrian Refugees’ Schooling Experiences in Ottawa." Thesis, Université d'Ottawa / University of Ottawa, 2017. http://hdl.handle.net/10393/36470.

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During 2015 – 2016, thousands of Syrian refugees arrived in Canadian cities, many of them hoping to find permanent settlement and new life opportunities. In the coming years, these refugees will form communities as they settle in Canada, and develop their own understandings of citizenship and belonging. Using an acculturation framework that views schooling as a primary shaper of resettlement experiences, this qualitative study draws on narrative methodology to explore the overarching question: What are the schooling experiences of recently arrived Syrian refugee within the Ottawa public school

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20

Coskun, Neriman. "“When I was Traversing Australian Schooling”: Lived Experiences in Understanding Refugee Education." Thesis, The University of Sydney, 2021. https://hdl.handle.net/2123/24763.

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Over the past decade, the world has witnessed the highest number of forced displacements in history (UNHCR, 2020). Regardless of the complexities of displacement and the country of arrival, education has played a vital role in refugees' effort to rebuilding their life. However, education in permanent settlement countries, such as Australia, is problematic, adding to residual complexities of the individual’s previous displacement experiences. Australia’s policies and practices in the provision of education have been characterised by multifaceted problems despite its long history of refugee inta

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21

Fraire, Stacie Jai. "Understanding Acculturation Patterns of Burmese Refugee Children in Utah Public Schools." Diss., CLICK HERE for online access, 2009. http://contentdm.lib.byu.edu/ETD/image/etd3071.pdf.

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22

Alnaeemi, Mona Abdullah. "Experiences of Kurdish/Middle Eastern Refugee Women Seeking Employment." ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/4994.

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Refugee resettlement agencies provide services to help new refugees develop skills that will allow them to achieve self-sufficiency. Prior research has indicated that leveraging skills and talents is not an easy process for refugee women, who face barriers and difficulties in the transition to a new culture. Researchers have found that financial stability, English comprehension skills, and ability to adopt a new work system are important factors that affect this process. The experiences of Kurdish refugee women with finding employment in the United States have not been explored in past researc

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23

Niemeyer, Maya. "The Cultural and Social Capital of Unaccompanied Refugee Children : A Policy study of the education of unaccompanied refugee children in Sweden and Germany." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-119816.

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The globalized world is facing increasing refugee flows over the past years, which brings challenges for the receiving countries. One important part of this challenge is the education of refugee children. Particularly unaccompanied minor refugees are often not noticed by the society and policies. Therefore they are even more vulnerable than other refugee children. Providing a quality education as stated in the Education for All Goals and the right to education given through the UN Convention on the Rights of the Child enables these children to gain stability and reenter a normal life at least

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24

Nguyen, Sang Ngoc. "The role of cultural factors affecting the academic achievement of Vietnamese/refugee students: A case study." Diss., The University of Arizona, 2006. http://hdl.handle.net/10150/282908.

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This dissertation reports the findings of a case study on the role of cultural factors affecting the academic achievement of Vietnamese immigrant students. The study involves six adolescents from three recent Vietnamese immigrant families: the students' school performance is mixed, some do well in school, others do not do as well. The study focuses on how cultural values or factors, especially a strong and unrelenting Vietnamese emphasis on education, combine with opportunities and restrictions in the local environment, the context of reception, to affect the students' achievement. The finding

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25

Reeckman, Barbara Mary. "The welfare needs of refugee youth in a TAFE program /." Connect to thesis, 2001. http://eprints.unimelb.edu.au/archive/00000915.

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26

Khasandi-Telewa, Vicky. "English is must to us : languages and education in Kakuma Refugee Camp, Kenya." Thesis, University of Warwick, 2007. http://wrap.warwick.ac.uk/2408/.

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This thesis explores the interaction between context and attitude in the languagein- education experiences of multilingual refugees in Kakuma Refugee Camp in Northern Kenya, East Africa. The aim was to discover how they respond to policy and practice in language-in-education and the macro-societal influences that affect their attitudes. I wanted to find out the realities the refugee learners face as a corollary of the policy and practice, and their responses towards these realities. I used an approach based on Critical Ethnography to collect and analyse the data. This generated a diversity of

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27

Bowen, A. L. "Life, learning and university : an inquiry into refugee participation in UK higher education." Thesis, University of the West of England, Bristol, 2014. http://eprints.uwe.ac.uk/22944/.

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Movement, stasis, and the management of displacement underpin this thesis on refugee participation in UK higher education. Drawing on accounts from mature students of their experience of going to university in England and Wales, the study examines the intersection of higher education and migration in contemporary British society. The research was informed by the ethics and principles of participatory research methodologies, and framed by the aim to explore the relationship between students’ lived experience of asylum in the UK and their engagement in higher education. Analysis focuses on five

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28

Prellwitz, Marina. "Protecting the Rightless - Are Refugees’ Rights Still the Paradox of Human Rights? : A Case Study of Refugee Children’s Access to Education in Lebanon." Thesis, Uppsala universitet, Teologiska institutionen, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-294944.

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This thesis explores the relationship between citizenship and human rights by focusing on refugee’s rights. The study is based on Hannah Arendt’s theories that when someone loses state-protection human rights appear weak, and one finds oneself in a state of rightlessness (1976). She developed her thoughts during the refugee crisis after the Second World War, and by discussing her theories in relationship to a field study performed in Lebanon this thesis applies her theories on the current refugee crisis, investigating how applicable her theories are on refugees today. This opens up a discussio

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29

Berhane, Merhawi, and Samuel Koroma. "Educational Challenges Faced By Unaccompanied Refugee Youths In Stockholm." Thesis, Högskolan i Gävle, Avdelningen för socialt arbete och psykologi, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20799.

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This research paper explores the educational challenges faced by unaccompanied refugee youths in Stockholm. It focuses on the ongoing educational challenges that stem after separating from their families or other representatives in struggling to find a safe place; and adjust to a foreign country with minimal support. The research also examines what educational services that have been made available to these unaccompanied refugee youths. Furthermore, how successful they have been in adjusting into the Swedish educational system and achieving their educational goals. We have conducted a quali

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30

Clarke, Jennifer Helen. "The Education and training role of refugee community organisations : activities, outcomes and opportunity structures." Thesis, University of Kent, 2013. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.604003.

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It has been estimated that there may be approximately 1,000 'refugee community organisations' (RCOs) in the UK. Recent surveys have suggested that over half are involved in activities to support refugees' education and training. Although this work is relevant to several current debates, it has been Little researched to date. This study therefore makes an original contribution to knowledge in the following four respects: i) through assessing the range of education and training activities conducted by RCOs in two cities in the UK, and the characteristics of the organisations that conduct, them;

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31

Dereli, Begüm. "The Role of higher education in refugee integration: the case of Syrians in Turkey." Doctoral thesis, Universitat Pompeu Fabra, 2021. http://hdl.handle.net/10803/672985.

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This thesis is a compilation of three articles that aim to contribute to a deeper understanding of the role of higher education in refugees’ integration by focusing on urban refugees’ experiences who settled in a neighboring country, studying the case of Syrian university students in Turkey. The research is based on a qualitative case study conducted during the fall of 2019 in Gaziantep, a Turkish city on the Syrian border that hosts almost half a million Syrian refugees. This qualitative analysis of the refugee experiences aims to tackle a new perspective of their integration process by provi

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Nsengimana, Jovenal. "Uganda's state responsibility under international law to safeguard refugee children's right to access education." Master's thesis, University of Cape Town, 2018. http://hdl.handle.net/11427/28071.

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Uganda is Africa's largest refugee hosting country and third in the world with more than 1.25 million refugees as of June 2017. The majority of refugees there are children. Uganda's refugee regime and hospitality date back to the days of World War II, prior to the country's independence, when it hosted refugees from European countries. Since then, the country has generously continued to open its borders to anyone seeking international protection and assistance mainly from the conflict affected countries in the East, Horn and Great Lakes Region of Africa. In compliance with the 1951 UN Conventi

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33

Kölegård, Caroline. "Education for Peace or Conflict? : A Case Study of Palestinian Refugee Communities in Lebanon." Thesis, Uppsala universitet, Institutionen för freds- och konfliktforskning, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-393929.

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This thesis studies the effect of education on youth within vulnerable settings to resist joining armed groups. Two alternate causal mechanisms are derived from existing research. The first explanation hypothesizes that higher education increases the resistance among youth to join armed groups, since it reduces grievances by promoting social cohesion and equality. The second explanation posits that higher education increases the risk of youth to join armed groups, since raised awareness of injustices and discrimination fosters grievances. To test these hypotheses and further explore the causal

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34

Eichler, Sharon. "Educational and mental health intervention methods for refugee children integrating in the Nordic mainstream education : A Systematic Literature Review." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, CHILD, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-47238.

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BACKGROUND Good mental health makes integration and participation easier. Many refugees have a great deal of resilience and it is important to maintain it and where possible to strengthen it. How much psychological complaints and disorders occur is partly dependent on having (prospect of) work, education or other forms of participation in society, experiencing social support, and having a social network (with family and /or close friends). AIM The aim of this literature review is to explore evidence-based intervention methods that can support refugee children to integrate into the school envir

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35

Githembe, Purity Kanini Morrison George S. "African refugee parents' involvement in their children's schools barriers and recommendations for improvement /." [Denton, Tex.] : University of North Texas, 2009. http://digital.library.unt.edu/ark:/67531/metadc12128.

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36

Armstrong, Karen Social Sciences &amp International Studies Faculty of Arts &amp Social Sciences UNSW. "A study of social change in Saharawi refugee camps: democracy, education and women??s rights." Publisher:University of New South Wales. Social Sciences & International Studies, 2008. http://handle.unsw.edu.au/1959.4/42152.

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Refugee studies often focus on the devastating effects forced migration can have on a refugee population, both mentally and physically. This research investigates the case of Saharawis living in refugee camps in south-west Algeria and the social change experienced over 30 years. The method was a case study with qualitative interviews supported with secondary data. The Saharawis went through a period of positive social change, to some a revolution, while living in the refugee camps. The empirical study identifies three theme areas; Education, Women??s rights and Democracy. These circumstances

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37

Bizimana, Syldie. "A critical analysis of the right to education for refugee children in Great Lakes : the case study of Burundi." Diss., University of Pretoria, 2007. http://hdl.handle.net/2263/5296.

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Originally the aim of this study was the exploration of the current situation of the right to education for refugee children in Burundi and Rwanda being the two countries with the highest number of refugees in Africa. However because of lack of information about the refugee situation in Rwanda, this study is limited to analysis of the situation in Burundi. This study then analyses the state of implementation of the international and national legal instrument by the government of Burundi and suggest ways of implementing the existing international and national legal framework.<br>Thesis (LLM (Hu

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38

Heineken, Sarah Elina. "German Teacher Candidates' Perceptions of Their Roles in the Lives of Syrian Refugee Students in Dresden." Bowling Green State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1563406288112669.

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Sunday, Heather. "Supporting Refugee and Emergent English Learner's Reading Ability Through a Story Dictation-Based Curriculum." Otterbein University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=otbn1594307488521956.

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40

Park, Seo Hyun. "Tracing Transnational Identities of North Korean Refugee English Learners in South Korea." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1408694083.

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41

Stefan, Elisabeth. "Education for Refugee Children in Cairo and the Role of the Adoption of the Sudanese Curriculum." Thesis, Malmö högskola, Fakulteten för kultur och samhälle (KS), 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-23900.

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This thesis deals with the recent adoption of the Sudanese curriculum at ‘refugee schools’ in Cairo, Egypt. It is based on material collected through qualitative research methods during two field studies. The aim of this paper is to describe how and why the Sudanese curriculum was introduced in Egypt, to outline refugees’ opinions about the curriculum and its adoption,and to analyze the role it plays in view of the overall context of this urban environment. In the theoretical framework, this thesis presents concepts regarding the phenomenon of ‘waiting’. The paper gives an overview of the spec

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42

Coombe, Christine A. "The relationship between self-assessment ratings of functional literacy skills and basic English skills test results in adult refugee ESL learners." Connect to resource, 1992. http://rave.ohiolink.edu/etdc/view.cgi?acc%5Fnum=osu1244651239.

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Booher, Laura Elizabeth. "From Burma to Dallas: The Experience of Resettled Emerging Adult Karen Refugees." Bowling Green State University / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1363190792.

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Kosnak, Molly Catherine. "'Building the Plane While Flying It': Forced Migration and Education Policy Responses in a Midwestern, Metropolitan Elementary School." Bowling Green State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1587077016659686.

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45

Bodapati, Radha Krishnamurthy. "NEPALESE-BHUTANESE REFUGEE YOUTH IN NORTHEAST OHIO PUBLIC SCHOOLS: CHALLENGES TO INTEGRATION." Kent State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=kent1563551638665774.

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46

Pausigere, Peter. "CHALLENGES AND POSSIBILITIES IN EMERGENCY EDUCATION: INSIGHTS FOR MATHS TEACHING AND LEARNING AT A JOHANNESBURG REFUGEE SCHOOL." Saechsische Landesbibliothek- Staats- und Universitaetsbibliothek Dresden, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:14-qucosa-82956.

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47

Pegno, Marianna. "Narratives of Elsewhere and In-Between| Refugee Audiences, Edu-Curators, and the Boundary Event in Art Museums." Thesis, The University of Arizona, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10681309.

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<p> This dissertation explores narratives that emerge from a community-museum collaboration while working with refugees in relation to Trinh T. Minh-ha’s (2011) concept of the boundary event. Within this study the boundary event is explored as moments of overlap where identity, experiences, knowledge, and processes are continuously being negotiated; by embracing or leaning into these moments, community-museum programs can develop multivocal narratives—where no single voice is heard as distinctly clear or separate. These co-created museum narratives stand in contrast to educational

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Khisoni, David Kunyu. "Vocational Skills Training for Sustainable Development : A Case Study of Youth Education Pack Programme in Kenya’s Dadaab Refugee Camps." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-143336.

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The global rise in the number of refugees in recent decades has raised questions and concerns on continuation of their education. As enshrined in SDG 4, refugees have a right to inclusive and equitable quality education, aimed at enhancing lifelong learning and creation of opportunities. This study analyses vocational education and training in an emergency environment and how it contributes to lifelong development. It embraces the case of Youth Education Pack programme, a skills training programme being implemented in Dadaab refugee camps in Kenya by the Norwegian Refugee Council. The study en

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Ghising, Hemant Tamang. "Bhutanese Refugee Students: Their Perceptions Of High School And Challenges Of Accessing A Four-Year College Degree In The U.s." ScholarWorks @ UVM, 2019. https://scholarworks.uvm.edu/graddis/1163.

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The recent trend of refugee resettlement in the U.S. has presumably shifted to a new and more hopeful life for refugees. However, refugees experience another phase of challenges once they resettle in the U.S. Their transition from a life of statelessness to that of the citizen in a developed country is a painful experience, yet life has improved economically, especially after years of living in poverty in a refugee camp. The fact that Bhutanese refugee parents choose to resettle in the U.S. is primarily motivated by their hopes for a better education for their children. The following qualitati

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Oberhauser, Dan. "The Impact of Teacher Perceptions on the Acculturation Strategies of Refugee-Immigrant Students." Youngstown State University / OhioLINK, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1559036247619507.

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