Relevant bibliographies by topics / Refugee Education / Dissertations / Theses
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Dissertations / Theses on the topic 'Refugee Education'

Author: Grafiati
Published: 4 June 2021
Last updated: 15 June 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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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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3

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 capital as important, but there was some disconnect over institutionalized cultural capital, financial capital in the form of government assistance, and external embodied cultural capital. These findings will help increase the sociological knowledge base regarding refugee issues and will lead to future research that can dive deeper into some of the issues that were uncovered.
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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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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

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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9

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. Qualitative data from the open-ended questions provided data on barriers and strategies to improve involvement. Sixty-one African refugee parents responded to the survey and also participated in an in-depth face-to-face or telephone interview. Twenty teacher participants responded to an online survey. Quantitative data gathered from the parent and teacher surveys were analyzed using frequency distributions and analyses of variance. Qualitative data were analyzed by summarizing and sorting information into different categories using Weft QDA, an open-source qualitative analysis software. From these data, I identified barriers to African refugee parent involvement in their children's schools, as well as challenges that teachers face as they try to involve African refugee parents. Results of analyses of variance revealed statistically significant differences in parent involvement between African refugee parents with limited English proficiency and those with high English proficiency. A key finding of the research was that, whereas the overall level of parent involvement for African refugee parents was low, a major barrier to involvement was language. Teachers and parents cited enrolment in English as a second language programs as the best strategy to enhance parent involvement of African refugees. Additionally, parents who reported higher education levels were more involved in their children's education both at home and at school. All groups of African refugee parents reported high endorsement of their children's school. Strategies suggested to improve involvement include the use of interpreters and parent education on importance of involvement.
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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 education for refugee children is an unconstitutional practice in schools rather than a legislative injustice. This paper uses journal reports, newspaper articles, academic writing on both national and international perspective on the infringement of education rights on refugee children. The findings provide clarity on unconstitutional practices and the legal standpoint on such practices. The right to education constitutes a valuable foundation for integration. South Africa is obligated by both national and international law to provide immediate education to refugee children.
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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 formal education, which creates difficulty for them to access content and develop their English language proficiency (Decapua, Smathers, & Tang, 2009), there was a paucity of data of the cultural differences of Karen refugees’ parents experiences with formal education systems compared to those of other refugees. The researcher conducted an Interpretative Phenomenological Analysis (IPA) case study grounded in sociocultural theory (Vygotsky, 1978) with the aim to analyze the personal experience of Karen refugee women who relocated to an urban city located in the northeastern United States as parents of students in the U.S. public school system. After the conclusion of the study following dominant themes arose: family, limited formal education, communication and cultural representation. One major implication constituted the need for inclusion of families’ and students’ cultural knowledge into school systems and curriculum. Considering the cultural gap, it is important that teacher training programs and administrators prepare teachers with strategies for incorporating culturally responsive teaching practices into their pedagogy. Another implication of the study was communication between multilingual refugee families and American schools. Institutions working with refugee communities should prioritize interpreting and translation.
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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.
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.
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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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 developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I collected: 31 Hope Index of Staats surveys (pre, post, and a follow-up six months later), eight semi-structured interviews (two interviews and then a follow up six months later for each participant), student reflection journals, and researcher field notes. A thematic analysis revealed four themes: Reflecting on critical hope and critical despair; reconciling identities; resurfacing narratives and creating new narratives of hope; and restoring hope and agency in higher education. By nurturing hopeful views and co-creating opportunities for critical thinking skills, refugees seem to be able to continue to play a pivotal role in rebuilding a stronger, just, and peaceful civil society.
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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 intrinsic and extrinsic motivation. Intrinsic motivation is fueled by activities that are inherently enjoyable and satisfying to an individual, with motivation coming from a “deep” place. In contrast, extrinsic motivation is fueled by external influences such as rewards, merits or other incentives. The role of altruism and the ego are also explored along with a brief exploration of students teachers as volunteers using critical pedagogy as a theoretical construct. Five participants from varying backgrounds were chosen as interview subjects, and in-depth semi-structured interviews were conducted. Phenomenology was used as the appropriate tool for data analysis and has also been explored. Phenomenology is a branch of philosophy which focuses on exploring lived human experiences, making it the ideal methodology for this research. A detailed phenomenological method was designed and executed for the purpose of this study. Final findings focused on five themes that emerged from the data that were used to explore both the theoretical constructs as well as the research question. Final themes included: social connections and community, mutualism and feeling appreciated, moral and professional ideology, personal and professional learning and challenges. Findings from this study provide an in-depth look into student teacher volunteer experiences and this data is relevant for numerous reasons. Primarily, understanding what motivated student teachers to volunteer can provide information related to the types of values and ideas held by students. This information can provide information concerning what types of professionals they will become. Additionally, exploring what kind of effect volunteer work had on participants can provide valuable information concerning the effects that specific field experiences can have on student teachers attitudes and opinions concerning societal issues. Findings from this study indicated that student teachers’ experienced a change in both knowledge and ideology along with a shift in the type of professional work they wished to pursue. Student teachers reported a significant increase in interest in work related to minorities, humanitarian work as well as work at non-governmental organizations. This research can therefore potentially be utilized when designing and executing both volunteer programs as well as teacher training programs. The findings from this study can be developed and expanded on for future research into teachers as volunteers or for examining the effects that volunteering can have on student teachers’ attitudes, values and ideas. The challenges faced by the student teachers in this study can be used when designing and executing future volunteer programs for students as well. Volunteer motivation was found to be multifaceted in nature, with different individuals pursuing different goals for varying reasons, with some similarities in motivations including: values, ideology, professional goals and social aspects
Tämä pro gradu -tutkielma on fenomenologinen tutkimus opettajaopiskelijoiden vapaaehtoistyökokemuksista turvapaikanhakijanuorten kanssa Suomessa. Tutkimus käsittelee erityisesti opettajaopiskelijoiden motivaatiota vapaaehtoistyön tekemiseen sekä työnsä aikana kohtaamiaan haasteita. Tutkimuksessa myös pohditaan ja analysoidaan vapaaehtoistyön merkitystä opettajaopiskelijoille. Teoreettinen kehys liittyy vapaaehtoistyömotivaatioon sekä lyhyesti myös kriittiseen pedagogiikkaan, joka tutkii opettajia yhteiskunnallisina toimijoina. Tässä tutkimuksessa on käytetty luontaisen ja ulkoisen motivaation käsitteitä. Luontaista motivaatiota (intrinsic motivation) herättävät toiminnot, jotka ovat luonnostaan yksilölle nautinnollisia ja tyydyttäviä. Luontaisen motivaation vastakohtana, ulkoista motivaatiota (extrinsic motivation), tukevat ulkoiset vaikutukset kuten palkinnot, ansiot, maine tai muut kannustimet. Altruismia sekä egon roolia tutkitaan myös motivaation yhteydessä. Opettajia vapaaehtoistyöntekijöinä on myös tutkittu kriittisen pedagogiikan kannalta, katsomalla miten vapaaehtoistyö voi vaikuttaa opettajaopiskelijoiden asenteisiin ja ajatuksiin yhteiskunnallisia ongelmia kohtaan. Tutkimuksen aikana suoritettiin viisi puolistrukturoitua haastattelua, jotka pyrkivät syventymään opiskelijoiden kokemuksiin vapaaehtoistyöntekijöinä. Fenomenologia on osa filosofian tutkimusalaa joka tutkii ihmisiä, ilmiöitä, kokemuksia sekä niiden merkityksiä ja on siksi ideaali metodologia tähän tutkimukseen. Tulokset data-analyysistä keskittyivät viiden pääteeman ympärille, joita tutkittiin teoreettisen kehyksen ja tutkimuskysymyksen näkökulmasta. Pääteemoina toimivat: sosiaaliset yhteydet ja yhteisö, vastavuoroisuus ja arvostuksen tunne, henkilökohtainen ja ammatillinen oppiminen, moraalinen ja ammatillinen ideologia sekä haasteet. Aineisto analysoitiin fenomenologisen aineistoanalyysin periaatteiden mukaisesti. Tutkimuksen tulokset tarjoavat hyödyllistä tietoa opettajaopiskelijoiden kokemuksista vapaaehtoistyötä tekeville järjestöille sekä opettajankoulutukselle. Ymmärrys vapaaehtoistyön motiiveista kertoo myös opettajaopiskelijoiden arvoista, ja voi antaa viitteitä siitä, millaisia kasvatusalan ammattilaisia heistä kehittyy. Tulokset kertovat myös miten vapaaehtoistyökokemukset vaikuttivat opettajaopiskelijoihin. Opettajaopiskelijat raportoivat miten kokemukset vaikuttivat heidän ammatillisiin pyrkimyksiin ja miten kiinnostus työhön, joka keskittyy etnisiin vähemmistöihin, kansalaisjärjestöihin sekä humanitaariseen työhön lisääntyi merkittävästi. Näitä tuloksia voi hyödyntää opettajankoulutuksen kehittämisessä, kun tavoitteena on kouluttaa opettajia, jotka ovat tietoisia sosiaalisista ongelmista, kuten syrjinnästä ja sosiaalisista epäoikeudenmukaisuuksista sekä aktiivisesti pyrkivät ennaltaehkäisemään näitä ongelmia. Tulokset kertovat myös haasteista, joita opettaja-opiskelijat kohtasivat ja tätä tietoa voi mahdollisesti hyödyntää tulevaisuudessa vapaaehtoistyön suunnittelussa. Vapaaehtoismotivaation löydettiin olevan moninaista, ja yksilöt pyrkivät eri tavoitteisiin eri syistä, mutta siitä huolimatta tuloksista löytyi samankaltaisia tekijöitä, kuten arvot, ideologia, ammatilliset tavoitteet ja sosiaaliset näkökohdat
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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 teacher behaviour, practice and interaction with students. These elements impact the equitable education opportunities received by refugee students. As a result, research investigating teacher beliefs towards refugee students, including the origins and influences of such beliefs is necessary. This thesis explores the beliefs of teachers towards refugee students through a case study of a coeducational, public secondary school in Australia. To frame this exploration, the study examines the beliefs of teachers within the context of Australian social, political, and education history and policy, as well as the commonly held beliefs towards refugees and refugee students as identified by previous research. The aim of this thesis is to offer an enhanced understanding of the beliefs of teachers towards refugee students. It also aims to analyse the role of working conditions and significant individuals on the formation and reformation of these beliefs. To achieve this aim, this thesis used semi-structured interviews with school leaders, teachers, and a NSW Department of Education (DoE) representative, supported by document analysis and field notes, to uncover and understand what beliefs teachers held towards refugee students. As part of its analysis, this thesis demonstrates the influence of historical events, including political and media discourse on the beliefs of teachers in their personal lives; which they then draw upon and bring to their professional lives as teachers. To support this, Michel Foucault’s theories of discourse, power and knowledge were employed to analyse teacher responses and understand the ways in which refugee students have come to be constructed and problematised within government discourse, the media, education policy and school support documents. Ultimately, it was found that teachers’ beliefs towards refugee students are deeply complex, subject to multiple influences and discourses. Moreover, teacher beliefs are not static; they are demonstrated to show the ability to be reshaped. The experience of teaching refugee students was identified by the participants as crucial to shaping and reshaping their beliefs, as was open discussions with colleagues which led to beliefs being challenged and reshaped. Working conditions, such as school culture, funding, and teacher support held some influence on the beliefs of the teachers. As argued, the school culture was significant in cementing the school’s value of, and support for, refugee students and refugee education. It also emerged that the study school is suffused by multiple discourses which largely originated from the NSW DoE and the former Head Teacher Refugee Support, who was identified by the participants as a significant individual within the school. Due to their position of authority and the power that came with such positions, the DoE and Head Teacher were found to control the knowledge regarding refugee students which were accepted as truth by the teachers. Through a process of coding and thematic analysis a series of influences were identified. These were grouped into the fields of personal experiences and history, professional experiences, and external discourses which were used to create a novel conceptual model that allows for a more nuanced understanding of teacher beliefs. This novel conceptual model is a significant contribution of this thesis because it allows future qualitative research to be directly compared using a consistent frame of reference; thus improving generalisability of the work. Such a model will allow future research to meaningfully build upon prior work which has largely relied upon quantitative methods of data collection and analysis which, although useful, is limited in its ability to fully explore the reasons behind participant’s responses. As such, this thesis contributes novel and much needed information to the understudied area of refugee education. In doing so, it offers practical and achievable approaches to pre-service and ongoing teacher professional learning which can result in teacher beliefs towards refugee students being challenged, explored, and reshaped.
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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 system? Refugee narratives describe hopes and concerns for the future, and provide insights for school administrators, educators, and policy makers into the previous experiences of refugees, and current challenges. Findings suggest Syrians arrive to Canada with a determination to succeed, and have positive initial schooling experiences, but often face challenges such as: lack of information, change in family roles, and language barriers.
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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 intake. Refugees’ voices and presence in education have been largely ignored, and their schooling experiences are yet to be adequately understood. To address these issues, the current study aimed to obtain an understanding of schooling experiences from refugees’ own voices who were former students aged 18-26 years. This qualitative study is informed by interpretive phenomenology (IP). The methodological, theoretical, and practical implications of the study’s findings enhance understanding of schooling experiences. Methodologically, the findings show the importance of IP in the co-construction of knowledge between the participants and the researcher. Theoretically, the findings reveal the participants’ analysis, expectations, and contributions throughout their schooling. They analysed and contextualised their experiences to make sense of their everyday schooling. Their navigation of schooling showed their active contributions to the improvement of the educational and social conditions of refugees. Acknowledging refugees as contributors, rather than beneficiaries in education, can inform refugee education policies, practices and research, which can ultimately reduce the challenges and increase the quality of education.
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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 research. Using empowerment theory, this qualitative case study describes the experiences of Kurdish/Middle Eastern refugee women with employment in the Southwestern United States. Data were collected through face-to-face interviews with 8 Kurdish refugee women who lived in Southwest, used resettlement services; and were employed at the time of the study. Participants were voluntarily recruited with the help of 2 resettlement agencies in North Texas. An inductive analysis method was used to analyze the interview data. Employment services are available to all refugee women as part of the services provided by resettlement agencies; however, only those who are ready to enter the workforce can benefit from these services. Participants described their experience of being refugee women seeking employment as difficult and scary. However, participants also expressed that this experience had allowed them to become women with voices, rights, options, and opportunities. The outcomes of this study support the development of culturally relevant programs to serve and empower refugee women to receive quality employment services and bring attention to employment services for refugee women.
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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 in one area; and of course provides them with education. This research attempts to examine the recognition of cultural and social capital of unaccompanied minor refugees in developed countries and how this capital is used in education in two illustrative countries, Sweden and Germany. The study attempts to compare the recognition and use of the capital of unaccompanied minors in policy and practice. The starting point of the paper is that the cultural and social capital of the unaccompanied minors differs from accompanied refugee children and that of the target culture and thus creates obstacles in education for those children; However, recognition of their social and cultural capital in policy could be used in order to provide a need based and equal education as implied by the Education for All Goals. The work shows that some attempts have already been made in using the existing capital from these children to give them opportunities in education, for example the mother tongue tuition in Sweden. However it shows as well that there are still  many difficulties for these children, with accessing schools in the first place and unequal treatment in schools.
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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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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 findings indicate that the Vietnamese immigrant success is not dependent on the parents' human capital, their socioeconomic standing, or their level of education in Vietnam, the usual predictors of school achievement. Instead, the main factors are the clear and unambiguous influence of family life and basic cultural values emphasizing school achievement, although these factors always interact with particular family and community conditions. Educators need to recognize the potential of the family and culture in promoting and producing educational achievement in Vietnamese children.
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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 data, allowing for triangulation. I drew on several theoretical frameworks to explore the diverse themes emerging from the data: Cummins' (2000) Transformative Pedagogy, Phillipson's (1992, 1999) Linguistic Imperialism, and Kachru's (1983, 1994) World Englishes. I found that the provision of language education for the refugees follows the mainstream Kenyan policy, a relic of colonialism, whereby English is the medium of instruction from Class Four onwards. Mother tongues or Swahili may, in theory, be used for the lower classes but the practice is often not so. Many refugees have a love-hate relationship with English. They find it hard to master, yet like it as a passport to resettlement, jobs and further education. A few appreciate Swahili but many ofthe Sudanese find it burdensome and unnecessary. Arabic, French and Mother tongues are both appreciated and disliked, but most find their usefulness reduced. The learners face harsh realities, as most not only have to learn the new languages but also have them used as media of instruction. They devise a range of strategies to respond to these realities, for instance, making their way into English Language support classes even if by trickery .and impersonation. This study seeks to contribute to the research literature by exploring how context and attitude affect each other in the education of learners in the temporary setting of a refugee camp.
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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 individual accounts of participation in undergraduate and postgraduate degrees, and explores how the sites and spaces of higher education interplayed with personal and political identifications. Bourdieu’s (1977, 1986) field theory is used to explore refugee negotiation of the UK national field and the field of higher education. Post colonial and post structural theoretical perspectives are also applied to analyse questions of identity and identifications. The social and educational policies that relate to refugee students in the UK continue to be in a state of flux, and these directly impact on HE participation. Examining the experiences of refugees with both permanent and impermanent forms of leave to remain in the UK, the thesis shows the ways in which participants valued their studies beyond an instrumental purpose for social mobility in the UK. Rather, I suggest that participants engaged in higher education to manage both psychic and physical displacements. Moreover, the students’ engagement in the field of higher education could be seen to produce further displacements, undermining the extent to which participating in university is understood as a means to facilitate social and cultural integration.
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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 discussion on if and how the modern human right framework has managed to solve some of the issues that were present for refugees more than 50 years ago.   The empirical study is based on a minor field study in Lebanon concerning refugee children’s right to education. By performing interviews and observations, the obstacles that these children face are presented and analysed according to a framework on vulnerabilities that migrant’s face developed by Sabates-Wheeler and Feldman (2011). The result of this study is a discussion that connects the theoretical framework with the empirical findings by discussing traits in the relevant theories in connection to the case study. The thesis finally concludes that many vulnerabilities that Arendt discussed still affects refugee’s lives today, despite the development of human rights.
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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 qualitative research method using semi-structured interviews to provide insightful findings into this research topic. The sample included ten unaccompanied refugee youths and three professionals that are experts in the area of unaccompanied refugee youths.  The findings underscore that most of the unaccompanied refugee youths´ dropout from school before they are able to achieve their post- secondary education due to different challenges that influence their educational pursuit.    Key words: challenges, support, imbalance, education, and unaccompanied Refugee youths.
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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; ii) through exploring the education and training role of RCOs in terms of its influences on refugees' capabilities and iii) in terms of its influences on refugees' integration and iv) through exploring how wider socio-political factors affect the education and training role of RCOs, including through a cross-national comparative analysis. The study adopts a mixed research strategy. In phase I, a survey is conducted of 25 RCOs active in education and training. in two contrasting cities of refugee settlement, London and Leeds. In phase 2, the outcomes of nine case study RCO education and training activities are explored, primarily through semi-structured interviews with a total of 71 individual learners. In phase 3, the opportunity structure for the involvement of RCOs in education and training is explored from a comparative perspective with contrasting contexts in the Netherlands and Greece. RCOs in both UK cities are found to conduct a wide range of education and training activities. The majority of participants in such activities interviewed perceived that their involvement affects them positively in a range of ways which can be interpreted as both building their capabilities and contributing to their integration. The findings challenge the frequently narrow conceptualisation’s of RCOs, and a wider perspective is proposed which accommodates their hybrid nature as both social networks and established organisations. Such significant involvement of RCOs in education and training is not found in the other two countries, and is interpreted as being linked to the legacy of the multicultural framework and to the highly-developed community and voluntary sector in the UK. Furthermore, the study shines a spotlight on the complex processes of both capability development and integration, by linking individual-level empirical data to the respective theoretical conceptualisations. In doing so, it makes a contribution to substantialising these two important but potentially nebulous concepts.
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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 providing new insights into the refugee youths’ diverse experiences. Each article contributes to the academic literature from a different perspective. The first article uses the capability approach as a framework to explore the relationship between gender and their experiences focusing on their decision-making process while accessing higher education, the gendered nature of these experiences, and their aspirations after graduation. The second article aims to understand the factors that form refugees’ sense of belonging and the degree to which the contextualized experiences of refugees influence their sense of belonging in the university. And the third article contributes to the literature on the acquisition of Turkish citizenship by shedding light on the perspective of highly educated young refugees.
Aquesta tesis està formada per tres articles i té l’objectiu de contribuir a la comprensió del rol que l’educació superior juga en la integració dels refugiats. Per a fer-ho, es centra en l’experiència de joves refugiats ubicats en entorns urbans d’un país veí; concretament, estudia el cas dels refugiats sirians a Turquia. La tesis es basa en un cas d’estudi qualitatiu dut a terme durant la tardor de 2019 a Gazantep, ciutat turca a la frontera amb Síria que acull vora mig milió de refugiats sirians. L’anàlisi qualitatiu de les experiències dels refugiats té com a objectiu aportar una nova perspectiva en el seu procés d’integració proporcionant noves dades sobre les diverses experiències dels joves refugiats sirians. Cada article contribueix al debat acadèmic des d’un angle diferent. El primer article utilitza la teoria de les capacitats (capability approach) per a explorar la relació entre el gènere i les experiències dels joves refugiats, centrant-se en el procés de presa de decisions previ a l’entrada al món universitari, en la seva experiència universitària i en les seves aspiracions futures. El segon article estudia els factors que formen el sentiment de pertinença dels refugiats i el grau en que les seves experiències contextualitzades influencïen el seu sentiment de pertinença a la universitat. El tercer article analitza l’experiència d’adquisició de la ciudadania turca per part de joves refugiats altament qualificats.
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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 Convention and its 1976 Protocol Relating to the Status of Refugees and the OAU 1969 Convention Governing the Specific Aspects of Refugee Problems in Africa, Uganda enacted the Refugees Act No.21 of 2006 and the Regulations Act of 2010 to effectively manage refugee needs. The increase in the number of refugees in Uganda amidst the limited resources at its disposal poses serious challenges in meeting its international obligation to safeguard the rights of refugee children's access to education. This thesis examines the country's responsibility under international law to protect, promote and fulfil the right to access education for refugee children, particularly aimed at understanding the challenges of provision of education to strengthen multi-level response. Research finds international and regional instruments sufficient for the protection and guarantee of education for children. However, the main refugee treaties fail to adequately provide the right to education for refugee children. The UN Convention Relating to the Status of Refugees has provision for education rights but makes no reference to refugee children while the OAU 1969 Convention Governing the Specific Aspects of Refugee Problems in Africa provides neither the right to education nor rights to children specifically. The analysis of Uganda's policy and laws on safeguarding refugee children's right to education revealed glaring shortfalls. The laws fail to provide adequate protection to refugee children's education rights. Notwithstanding the existence of an enabling legal and policy framework in Uganda that ensures access to education for nationals, refugee children continue to face legal and structural barriers in accessing post-primary education. The paper shows that both international and national laws guaranteeing the right to education for refugees limits the extent to which it is exercised. At national level, this is not only discriminatory but also inconsistent with the provisions of the Constitution of Uganda relating to education and child rights.
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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 relationship, the thesis is designed as a qualitative case study. Palestinian youth living in refugee communities in Lebanon who attend schools are compared to those who do not attend school. A field study to Lebanon was conducted in late spring of 2018 to interview representatives of organizations working with Palestinian youth. Eight in-depth interviews serve as material, which are analyzed using the method of structured, focused comparison. Considering the empirical evidence within the limitations of the study, I evaluate the explanatory power of the two causal mechanisms and provide an account of additional factors that may inform the foundation for future research.
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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 environment of the resettlement country.  METHOD In this systematic literature review, information was collected on a database for empirical studies and analyzed so as to discover efficient interventions for refugee children who just arrived in a Nordic country to help them integrate in mainstream schools. RESULTS For children, cohesion and support within the family are of great concern. In addition, prevention, recognition and receiving good care are crucial. The review discusses educational progress and social inclusion and how these can be improved for refugee children at a mainstream school. CONCLUSION The school takes on a very important role in the life of the refugee child. It is a strong protective factor and therefore life changing for the child and his/her family. This systematic literature review shows what kind of information is already produced and collected by researchers around the world. It can give an insight into the life of a refugee child and how they experience inclusion.
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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 are unlike many other refugee studies, thus providing what may be a unique case of positive social change. The case demonstrates how forced migration of a population may not just be a destructive process, but instead has the potential to reconstruct a society. Theories of social change and unanticipated outcomes are explored. Utilising the theories of Bourdieu and Merton, it is proposed that the Saharawi refugee experience is the unanticipated outcome of forced migration. This thesis explores commonalities and differences between Bourdieu??s study of the Kabyle population, and whether his theory of habitus is applicable. Bourdieu??s theories, heavily criticised for being too structuralist, show their limitations when dealing with positive social change. Bourdieu??s approach can suggest that it is inevitable for refugee populations to spiral into despair. The Saharawi case challenges these presumptions and highlights that neither sociologists nor populations should exclude the possibility of unexpected outcomes. Unanticipated outcomes are an acknowledgement of social change and the fact that at its heart no one can predict the future.
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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.
Thesis (LLM (Human Rights and Democratisation in Africa)) -- University of Pretoria, 2007.
Dissertation submitted to the Faculty of Law University of Pretoria, in partial fulfilment of the requirements for the degree Masters of Law (LLM in Human Rights and Democratisation in Africa). Prepared under the supervision of Ass. Prof. Frederick Juuko, of the Faculty of Law, Makerere University Kampala, Uganda
http://www.chr.up.ac.za/
Centre for Human Rights
LLM
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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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39

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 specifics that refugees are confronted with in urban settings, and highlights the importance of education. Moreover, the thesis presents background information about refugees living in Egypt and their access to rights, and pointsout the obstacles they face regarding public education. The results of this study show that the new curriculum is valued by students, teachers, and parents, as it offers the opportunity to acquire official school documents that are required to enter university. A number of aspects that refugees criticize about the Sudanese curriculum, such as its contents, are also brought up. This thesis concludes that the Sudanese curriculum plays a significant role for refugees in Egypt, as it gives students perspectives for the future and thus has a positive effect on their experience of waiting.
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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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43

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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44

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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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 and engagement strategies that aim to instill knowledge and elevate community with the museum as the expert. In this dissertation 16 participant voices– of 15 refugees and one museum educator– mingle, coalesce, and complicate museum narratives. These narratives are participant-created (data presentation) as well as researcher-constructed (analysis and interpretation). Using the methodological lens of narrative inquiry and decolonization I investigated data collected from over a two-year period (summer 2013-summer 2015) including: content and wall labels collected from two exhibitions, one marks the beginning of the study in 2013 and the second in 2015 concludes the study; gallery activities collected over the course of the two-year study; and educator field notes from the 28 individual sessions. Ultimately, I argue that multivocal narratives, and embracing moments defined as the boundary event, complicate traditional hierarchy and expected stories of refugees and new migrants illustrating how difference can positively disrupt linear, static, and authoritative institutional narratives.

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48

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 endeavours to understand the implementation process of the programme and its impact on refugee communities and on development, and the role of aid organizations in the programme and in educational intervention in emergency situations. It embraces a qualitative research strategy and a case study design approach in trying to answer the questions of how. The concepts of refugee, skills training, education in emergencies, and sustainable development are examined and used to provide relevance to the entire study. The theory of change and human capital development theory have been used in this study to ground and guide the research process. The findings of this study show that YEP programme has impacted positively on the livelihoods of refugees in the perspectives of literacy improvement, peace and cohesion, and economic empowerment. However, the programme faces a range of challenges in its implementation whose common denominator is insufficient funding. Keywords Education in emergency, Youth Education Pack, Skills training, sustainable development,
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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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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 qualitative research study strives to understand both the opportunity gaps and the challenges that Bhutanese refugee students experience. This study also helps to shift the narrative from the student being the problem to the school systems in place that maintains or ameliorate the gaps in opportunities for refugee students in higher education.
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