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Articles de revues sur le sujet « Centre for refugee education »

Auteur : Grafiati

Publié le 4 juin 2021

Mis à jour le 2 février 2022

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1

Wright, Laura-Ashley, and Robyn Plasterer. "Beyond Basic Education: Exploring Opportunities for Higher Learning in Kenyan Refugee Camps." Refuge: Canada's Journal on Refugees 27, no. 2 (January 18, 2012): 42–56. http://dx.doi.org/10.25071/1920-7336.34721.

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This paper seeks to elucidate the socio-cultural and economic benefits of higher education in refugee contexts. NGO and UNHCR initiatives in Dadaab and Kakuma camps are used as a reference point for discussing the challenges, best practices, and potential of higher and adult learning in contexts of protracted exile. This small-scale, qualitative study seeks to understand what opportunities for higher education exist for those living in Kenyan refugee camps, and do existing opportunities yield “social benefits” beyond those accrued by the refugees themselves? Drawing upon interviews with practi

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Daly, Nicola, and Libby Limbrick. "The Joy of Having a Book in Your Own Language: Home Language Books in a Refugee Education Centre." Education Sciences 10, no. 9 (September 15, 2020): 250. http://dx.doi.org/10.3390/educsci10090250.

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In 2018, Aotearoa/New Zealand increased its annual refugee quota to 1000. When refugees arrive in Aotearoa/New Zealand they spend six weeks in a resettlement programme. During this time, children attend an introduction to schooling. First language (L1) literacy support for children experiencing education in a medium that is not their Home Language has been identified as essential for children’s educational success. This knowledge is reflected in Principle 4 of the International Literacy Association’s Children’s Rights to Read campaign, which states that “children have the right to read texts t

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Mitchell, Linda, and Amanda Bateman. "Belonging and culturally nuanced communication in a refugee early childhood centre in Aotearoa New Zealand." Contemporary Issues in Early Childhood 19, no. 4 (June 13, 2018): 379–91. http://dx.doi.org/10.1177/1463949118781349.

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As a concept, ‘belonging’ is acknowledged to be complex, culturally determined and multifaceted. The processes of supporting belonging through early childhood education, especially where different cultural beliefs require understanding and negotiation, are not well understood. This is certainly the case for refugee children and families within early childhood education in Aotearoa New Zealand. Coming to belong is a particular challenge for these families who have been forcibly displaced from their home country. This article analyses documentation and video and interview data from a research st

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Homuth, Christoph, Elisabeth Liebau, and Gisela Will. "The role of socioeconomic, cultural, and structural factors in daycare attendance among refugee children." Journal for Educational Research Online 2021, no. 1 (March 30, 2021): 16–77. http://dx.doi.org/10.31244/jero.2021.01.02.

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Previous research has found that ethnic educational inequalities arise even before children enroll in primary school. It has been shown that especially for migrants, early participation in education has a positive impact on later educational outcomes, with the acquisition of the host-country language being one of the main mechanisms driving this effect. With the influx of over one million refugees into Germany in recent years, the integration of migrant children, especially refugee children, into the educational system is more salient in educational politics than ever. The first empirical find

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Kerwin, Donald, and Mike Nicholson. "Charting a Course to Rebuild and Strengthen the US Refugee Admissions Program (USRAP): Findings and Recommendations from the Center for Migration Studies Refugee Resettlement Survey: 2020." Journal on Migration and Human Security 9, no. 1 (February 16, 2021): 1–30. http://dx.doi.org/10.1177/2331502420985043.

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Executive Summary 1 This report analyzes the US Refugee Admissions Program (USRAP), leveraging data from a national survey of resettlement stakeholders conducted in 2020. 2 The survey examined USRAP from the time that refugees arrive in the United States. Its design and questionnaire were informed by three community gatherings organized by Refugee Council USA in the fall and winter of 2019, extensive input from an expert advisory group, and a literature review. This study finds that USRAP serves important purposes, enjoys extensive community support, and offers a variety of effective services.

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VİCTORİA, Katsigianni, and Kaila MARİA. "REFUGEE EDUCATION IN GREECE: A CASE STUDY IN PRIMARY SCHOOL." IJAEDU- International E-Journal of Advances in Education 5, no. 15 (December 30, 2019): 352–60. http://dx.doi.org/10.18768/ijaedu.593883.

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The large number of children amongst refugees who have arrived in Greece since 2014, a wave that peaked in 2015, created the need of educating them as a first step of integration and normalcy to the child life. Refugee education had already been recognized as a priority in Europe, so Greece had to react, as soon as possible, to educate the large number of children who arrived in Greek territory with or without their parents. To facilitate their access to Greek schools, the educational programme “Reception Centres for Refugee Education”, known as DYEP, was established in selected by the Ministr

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Sidhu, Aven, Rohan Kakkar, and Osamah Alenezi. "The Management of Newly Diagnosed HIV in a Sudanese Refugee in Canada: Commentary and Review of Literature." Reviews on Recent Clinical Trials 14, no. 1 (January 30, 2019): 61–65. http://dx.doi.org/10.2174/1574887113666180903145323.

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Background: Human Immunodeficiency Virus (HIV) prevalence rates in refugee camps are inconclusive in current literature, with some studies highlighting the increased risk of transmission due to poor living conditions and lower levels of education. With the increasing number of refugees from HIV endemic countries, it is important to assess the programs established to support patients upon arrival. Refugees have been reported to have a lower health literacy and face disease-related stigmatization, which must be overcome for the lifelong treatment of HIV. </P><P> Case Presentation: 31

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Lavik, Nils Johan, Edvard Hauff, Anders Skrondal, and Øivind Solberg. "Mental Disorder among Refugees and the Impact of Persecution and Exile: Some Findings from an Out-Patient Population." British Journal of Psychiatry 169, no. 6 (December 1996): 726–32. http://dx.doi.org/10.1192/bjp.169.6.726.

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BackgroundRefugees have long been considered at risk for mental disorder. We sought to characterise this risk in an out-patient refugee sample by analysing the relationship between psychiatric symptoms and dysfunction, and between symptoms and the socio-demographic background and stressors specific to this refugee sample.MethodA consecutive sample of 231 refugee patients referred to the psychiatric out-patient unit at the Psychosocial Centre for Refugees, University of Oslo, was examined with a semi-structured interview guide, Brief Psychiatric Rating Scale (BPRS), Hopkins Symptom Check-List (

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Vergou, Pinelopi. "Living with difference: Refugee education and school segregation processes in Greece." Urban Studies 56, no. 15 (July 4, 2019): 3162–77. http://dx.doi.org/10.1177/0042098019846448.

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Global challenges and recent changes in conflict areas in the Middle East, Asia and Africa are reasons for the contemporary forced migration into European countries, which have become places of destination or transit posts for a great number of refugees. Cities have become the focus of the socio-spatial debate, as the main units for receiving refugees, either in state camps or in social housing in city centres. In this article, the focus is on the social-spatial configuration of refugee accommodation in local communities and the way these formations generate urban and school segregation. We ar

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Maher, Damian. "The professional learning of refugee volunteer teachers in Indonesian refugee learning centres." Teaching and Teacher Education 93 (July 2020): 103095. http://dx.doi.org/10.1016/j.tate.2020.103095.

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Imhammad Meqbel Al-Mseidin, Kholoud. "The Level of Social and Academic Adjustment among Syrian Refugee Students in Jordan and its Relation with Underachievement students." International Journal of Childhood, Counselling and Special Education 1, no. 2 (December 2020): 100–111. http://dx.doi.org/10.31559/ccse2020.1.2.1.

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Research on the level of social and academic adjustment and the ties between both Syrian refugee students in Jordan is still insufficient due to the lack of research and interest among academics and researchers. This is happening even though the rise of refugees has impacted students from the Syrian Refugee Education Center SREC in Jordan in the last five years. Therefore, the current study examines the connection between social adjustment and academic adjustment among Syrian refugee students in SREC in Jordan. A total of 108 SREC-contained students from one school were studied. The results of

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Sarkadi, Anna, Anna Bjärtå, Anna Leiler, and Raziye Salari. "Is the Refugee Health Screener a Useful Tool when Screening 14- to 18-Year-Old Refugee Adolescents for Emotional Distress?" Journal of Refugee Studies 32, Special_Issue_1 (December 1, 2019): i141—i150. http://dx.doi.org/10.1093/jrs/fey072.

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Abstract The high number of asylum seekers in Sweden has highlighted the need for structured assessment tools to screen for refugee mental health problems in clinical services. We examined the utility of the Refugee Health Screener (RHS) in refugee adolescents, aged 14–18, attending routine clinical examinations or staying in group homes/refugee centres (N = 29). Participants completed a survey, including the RHS, administered through iPads in their native language. The RHS showed excellent internal consistency (α = 0.96) and correlated moderately with symptoms of post-traumatic stress disorde

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Pang, Vincent, Mei Teng Ling, and Rose Patsy Tibok. "ACHIEVEMENT OF CHILDREN IN AN ALTERNATIVE EDUCATION PROGRAMME FOR REFUGEE, STATELESS AND UNDOCUMENTED CHILDREN IN SABAH, MALAYSIA." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 335–61. http://dx.doi.org/10.24200/jonus.vol4iss2pp335-361.

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Access to formal education is an arduous and difficult process for undocumented and stateless children with entry into government schools often hindered by their status and prevailing national policies and procedures. The Alternative Education Programme (AEP) is structured as a response for the need to provide some form of schooling for children under this classification. This study investigated students’ attainment in the AEP curriculum at Murni Alternative Education Centre (MAEC). A questionnaire, which incorporated a proxy pre-test, measured the achievement of children pre and post-particip

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Salari, Raziye, Cariz Malekian, Linda Linck, Robert Kristiansson, and Anna Sarkadi. "Screening for PTSD symptoms in unaccompanied refugee minors: a test of the CRIES-8 questionnaire in routine care." Scandinavian Journal of Public Health 45, no. 6 (July 1, 2017): 605–11. http://dx.doi.org/10.1177/1403494817715516.

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Aims. The dramatic increase in the number of refugees in Europe presents a major public health challenge. The limited existing evidence indicates that the mental health needs of refugees are significant; unaccompanied refugee minors (URMs) constitute a particularly vulnerable group. In this study, we aimed to investigate whether a short questionnaire (Children’s Revised Impact of Event Scale; CRIES-8) could be used as a screening tool for PTSD symptoms in URMs, 8–18 years old, during their routine health check-up. Methods. Data were collected at the healthcare centre for asylum-seekers in Upps

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Karczewski, Leszek, and Tamara Skalska. "THE ART OF CROSSING BORDERS. MUSEUM EDUCATION AND MIGRATION CRISIS." Muzealnictwo 58, no. 1 (September 3, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3942.

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The authors consider the social duties of a museum institution. They describe the process of the Museum of Art in Łódź implementing a social and artistic project entitled The art of crossing borders, which was targeted at Chechen refugees living in the centre for refugees in Grotniki near Łódź. Joseph Beuys’s philosophy of art serves as the framework for the project’s interpretation.

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Temple-Smith, Meredith, Sandra Gifford, and Mark StoovÚ. "The lived experience of men and women with hepatitis C: implications for support needs and health information." Australian Health Review 27, no. 2 (2004): 46. http://dx.doi.org/10.1071/ah042720046.

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Meredith Temple-Smith is a Senior Research Fellow in the Australian Research Centre in Sex, Health and Society, La Trobe University.Sandra Gifford is Professor of Public Health and Director of the Refugee Health Research Centre, La Trobe University.Mark Stoov� is a Lecturer in the School of Health Sciences, Deakin University.Hepatitis C is Australia's most commonly notified infectious disease. Health education and support strategies that are gender-specific are key components of effective management of chronic illness, yet almost no information exists about gender-specific needs of those with

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Wahyuni, Dewi Sari, and T. Sy Eiva Fatdha. "ICT and Education for Refugees in Transit." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (August 6, 2019): 8–14. http://dx.doi.org/10.35307/saltel.v2i2.27.

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Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The proble

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Donehue, Tracey E. "Displacement identity in transit." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 218–46. http://dx.doi.org/10.1075/aral.17019.don.

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Abstract Based on Darvin and Norton’s (2015) reconceptualization of identity theory highlighting the recursive relationship between identity, capital, and ideology, this study posits that refugee and asylum seeker adolescents and adults in transit on Nauru are ascribed a ‘displacement identity’ through externally imposed normative ideologies. In addressing the issue of normative ideologies, this article draws on my experience as an English as an Additional Language (EAL) teacher at the Nauru Regional [refugee] Processing Centre and employs KhosraviNik’s (2010a) systematic model of Critical Dis

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Dechent, Susanna, Sharmin Tania, and Jackie Mapulanga-Hulston. "Asylum Seeker Children in Nauru: Australia’s International Human Rights Obligations and Operational Realities." International Journal of Refugee Law 31, no. 1 (March 2019): 83–131. http://dx.doi.org/10.1093/ijrl/eez021.

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Abstract This article examines if Australia’s policy and law regarding asylum seeker and refugee children in Nauru are consistent with its international legal obligations under the terms of the Convention on the Rights of the Child (CRC). Under article 3 of the CRC, Australia is required to consider the best interests of each child within its jurisdiction. It is also bound by the CRC prohibition on arbitrary detention and obligations derived from Convention rights relating to health, education, and family matters. To assess Australia’s law and policy, the article draws on the findings of recen

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Mahmood, Iftikher, Nrinmoy Biswas, Fahmida Akter, Johanna Hansing, Arman Mahmood, Ashley Pugh, Jessica Love, and Steven Arrowsmith. "Burden of Obstetric Fistula on the Rohingya Community in Cox's Bazar, Bangladesh." Nepal Journal of Obstetrics and Gynaecology 13, no. 2 (November 18, 2018): 47–51. http://dx.doi.org/10.3126/njog.v13i2.21715.

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Since August 2017, a massive influx of over 800,000 Rohingya refugees have arrived in Cox’s Bazar, Bangladesh. The Rohingya state is one the poorest states in Myanmar, with ghetto-like camps and a lack of basic services and opportunities. In 1982, a new citizenship law was passed, effectively rendering the Rohingya stateless. As a result of this law, their rights to access health services have been restricted. Now, many Rohingya are living in Cox’s Bazar in tent-based refugee camps under extremely poor conditions without access to proper medical care, hygiene, sanitation, food or educati

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Sulistyowati, Lilis, Fahriany Fahriany, and Nurhalimah Nurhalimah. "The Bahasa Indonesia Vocabulary Acquisition on a Five-Year-Old Refugee." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 2 (December 18, 2019): 97. http://dx.doi.org/10.32332/elementary.v5i2.1506.

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Abstract The paper attempts to answer the questions on the total of Bahasa Indonesia vocabulary that MazenAbdu Daud has acquired and mastered from the first time he has been following the preparation class for almost four months. This is a qualitative study. It is conducted in a UNHCR’s learning center in Ciputat, Jakarta. It has been seen as potentially significant for some main reasons. First, this study draws attention to give an understanding about forced displace person including refugee and asylum seeker. The description of presence needs life and how Bahasa Indonesia is important

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El Ghamari, Magdalena, and Monika Gabriela Bartoszewicz. "(Un)Sustainable Development of Minors in Libyan Refugee Camps in the Context of Conflict-Induced Migration." Sustainability 12, no. 11 (June 3, 2020): 4537. http://dx.doi.org/10.3390/su12114537.

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This paper looks at the challenges to the sustainable development of migrant and refugee children in Libyan refugee camps and migrant detention centres. Libya, next to Syria, is still the most destabilised Arab country with a myriad of conflicting parties, warlords, militias, terrorist organisations as well as smugglers and traffickers that continuously compete in a complex network of multidimensional power struggles. Our single case study based on ethnographic fieldwork adopts the human security approach, which provides security analysis with an inherently “sustainable” dimension. In the pape

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Naidoo, Loshini. "Refugee-Centred Education: Making Community Engagement Central Rather than Peripheral to Pre-service Teacher Professional Development." International Journal of Learning: Annual Review 16, no. 5 (2009): 35–44. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46283.

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Sheridan, Vera. "Support and surveillance: 1956 Hungarian refugee students in transit to the Joyce Kilmer Reception Centre and to higher education scholarships in the USA." History of Education 45, no. 6 (June 20, 2016): 775–93. http://dx.doi.org/10.1080/0046760x.2016.1185542.

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Müller, Carolin. "Musical borderness: Contesting spaces through cultural engagement." Crossings: Journal of Migration & Culture 10, no. 2 (October 1, 2019): 261–79. http://dx.doi.org/10.1386/cjmc_00006_1.

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Across European nations, the binary distinction between ‘us’ and ‘them’ has been reinforced by right-wing populists seeking to frame global mass migration waves as the backdrop against which increased social fragmentation can be explained. While persisting resentments and continuing ethnicization of different social groups amplify hatred towards migrants, refugees and people of colour, many artistic and cultural institutions have taken a stand against such discriminatory rhetoric, trying to use their programmes as gateways to imagine new forms of solidarity and possibilities of organizing livi

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Dinani, Husseina. "Changing the Narrative of Displacement in Africa: Counter-Narratives, Agency, and Dignity." Radical Teacher 120 (August 18, 2021): 69–77. http://dx.doi.org/10.5195/rt.2021.890.

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This essay draws on the author’s experiences of teaching Binyavanga Wainaina’s “How to Write about Africa” and select chapters from Ben Rawlence’s City of Thorns: Nine Lives in the World’s Largest Refugee Camp in various undergraduate courses at University of Toronto Scarborough, Ontario, Canada. It makes the case for how these works enable instructors to disrupt the normative narrative of displacement based on the victim-perpetrator binary in mainstream media and humanitarian discourses and center the multidimensionality of displaced peoples across different eras and geographical locations. T

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Dabaieh, Marwa, Deena El Mahdy, and Dalya Maguid. "LIVING LABS AS A PEDAGOGICAL TEACHING TOOL FOR GREEN BUILDING DESIGN AND CONSTRUCTION IN HOT ARID REGIONS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 1 (March 29, 2018): 338. http://dx.doi.org/10.26687/archnet-ijar.v12i1.1285.

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Sustainability and environmental illiteracy is still common in architectural curricula for undergraduate education. This may lead to further generations of architects who are unequipped for global sustainability goals. This paper discusses a living lab teaching experience which investigates the roles of learning through doing and hands-on building experimentation to root an understanding of sustainability in architectural education. The design studio at the centre of this paper was focused on passive, low-cost and energy-efficient approaches suitable for a hot arid climate. The students were a

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Simonett, Helena. "Miteinander musizieren." Die Musikforschung 72, no. 4 (September 22, 2021): 346–56. http://dx.doi.org/10.52412/mf.2019.h4.40.

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This article critically reflects a week-long music project that involved students of the music pedagogy master's programme at the Lucerne University of Applied Sciences and Arts and unaccompanied minor refugees of the nearby transit center. The project highlights the potential of musical activities, such as playing music, listening to and talking about music, dancing and building instruments, in the transcultural context of refugee work and points to the need for further research in this area. The evaluation of the project focuses on the benefits for the Swiss music students and the impact on

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Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.

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A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rath

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VILLAVICENCIO, ADRIANA, CHANDLER PATTON MIRANDA, JIA-LIN LIU, and HUA-YU SEBASTIAN CHERNG. "“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate." Harvard Educational Review 91, no. 3 (September 1, 2021): 293–318. http://dx.doi.org/10.17763/1943-5045-91.3.293.

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With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Yu Sebastian Cherng examine how educators frame the current political context and how this frame informs their collective approach to engaging with and

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Weber, Beverly. "“We Must Talk about Cologne”: Race, Gender, and Reconfigurations of “Europe”." German Politics and Society 34, no. 4 (December 1, 2016): 68–86. http://dx.doi.org/10.3167/gps.2016.340405.

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The perceived crisis triggered by the current refugee influx highlights the contradiction at the heart of human rights discourse. Modern humanity has been constructed as both European and as universal; the racialized “Other” against whom the “modern human” disturbs this construction by laying claim to human rights from the very heart of Europe. The sexualized violence reported in Cologne on New Year’s Eve fed into racialized fears of refugees and immigrants promoted by groups on the radical right, even as racialized fears returned to mainstream discourses. Critical responses to the racism of t

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Greer, G. H. "Who Needs the Undercommons? Refuge and Resistance in Public High Schools." Brock Education Journal 28, no. 1 (December 10, 2018): 5–18. http://dx.doi.org/10.26522/brocked.v28i1.778.

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This paper is a theoretical discussion of The Undercommons: Fugitive Planning and Black Study (Harney & Moten, 2013) as a contribution to critical education in public schools. The undercommons serves here as an epistemic device, or a way of seeing and knowing, in relation to public education. The function of this device is to establish an appreciative view of student survival and activist behaviours and to centre educational policy as a potential mechanism of student exclusion. I propose that the practice of inclusion in schools coexists with unacknowledged operations of exclusion. The und

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Due, Clemence, Damien W. Riggs, and Martha Augoustinos. "Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds." International Journal of Inclusive Education 20, no. 12 (April 20, 2016): 1286–96. http://dx.doi.org/10.1080/13603116.2016.1168874.

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Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.

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Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, w

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Alkhatib, Asma’a S., and Suhair A. Jaradat. "The Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 11 (June 4, 2021): 81. http://dx.doi.org/10.3991/ijim.v15i11.21961.

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The study aims to identify the impact of blended learning using the Ideas Box on the motivation toward learning among non-formal education female students in the Syrian refugee camps in Jordan. A semi-experimental approach was adopted; the sample of the study consisted of 30 female students enrolled in the Culture Promotion Program for Dropouts, second cycle, in the JOHUD Center for Social Support in January 2020. The experimental group consisted of 15 students who were taught the Islamic Pillars unit using the Ideas Box while the control group consisted of 15 students taught the same unit usi

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Hos, Rabia, and Beth Kaplan-Wolff. "On and Off Script: A Teacher’s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 40. http://dx.doi.org/10.5430/jct.v9n1p40.

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English Learners (ELs) make up 9.6% of the total student population in the U.S. (National Center for Education Statistics, 2019). Students with interrupted formal education (SIFE) are a subgroup of ELs who have had at least two fewer years of schooling than their peers, and function at least two years below grade level in reading and mathematics (DeCapua, Smathers, & Tang, 2007). To meet the demands of high stakes testing, schools have been increasingly implementing commercially published, scripted programs for ELs/SIFE (Reeves, 2010). Against this backdrop of the standards-driven and test

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Navarro Martínez, Óscar, Celia Flores Cuenca, and Ángel Luis González Olivares. "Centros de Educación Especial en el Sáhara y en España. Una perspectiva comparada." Revista Española de Educación Comparada, no. 35 (December 20, 2019): 46. http://dx.doi.org/10.5944/reec.35.2020.25225.

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In the current educational approach of our country different modalities of schooling to promote educational inclusion of the students with specific need of educational support are established. Special Education is presented as alternative to the ordinary model, either in the totality of its schedule or as combined schooling. The present article aims to analyse and compare the organization, functioning and resources of two Special Education centres in very different contexts. On the one hand, Olof Palme school, placed in the middle of the Sahara Desert, in a refugee camp in the town of Tindouf

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K.V, Sankaran, Malini Ganapathy, and Debbita Tan Ai Lin. "EFL Teaching and Learning Practices in the Rohingya Classroom: A Case Study." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 126. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.126.

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This study aims to explore the teaching and learning of English in the Rohingya classroom, specifically from teachers’ and students’ perspectives. Originally from Myanmar, hundreds of thousands of Rohingyas were forced to flee the country from mass violence and persecution in search of a new life that would promise them safety, security and basic human rights – conditions that remain elusive to a vast majority of Rohingya refugees. Denied access to free healthcare and education, many Rohingya refugee children attend informal classes in community-run learning centres with the help of UNHCR and

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Bui, James, Shirley Tang, and Peter Kiang. "The Local/Global Politics of Boston’s Viet-Vote." AAPI Nexus Journal: Policy, Practice, and Community 2, no. 2 (2004): 10–19. http://dx.doi.org/10.36650/nexus2.2_10-19_buietal.

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This article recalls the incident in 1992 where City Councilor Albert ‘Dapper’ O’Neil of Boston made a racist remark towards the Vietnamese community. The incident points out the lack of political clout and education Vietnamese people have due to their poverty and refugee status. If we want to make a difference in the political processes we need to exercise our right to vote. Community-based organizations, Viet-Aid, have also helped Vietnamese population to overcome barriers in their ability to participate in political actions. The 2003 Viet-Vote Campaign goals are to empower the Vietnamese co

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Isadru, Vuchiri Ray, Rose Clarke Nanyonga, and John Bosco Alege. "Health Facilities’ Readiness to Manage Hypertension and Diabetes Cases at Primary Health Facilities in Bidibidi Refugee Settlement, Yumbe District, Uganda." Journal of Tropical Medicine 2021 (January 22, 2021): 1–10. http://dx.doi.org/10.1155/2021/1415794.

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Background. NCDs are the greatest global contributors to morbidity and mortality and are a major health challenge in the 21st century. The global burden of NCDs remains unacceptably high. Access to care remains a challenge for the majority of persons living with NCDs in sub-Saharan Africa. In Uganda, 55% of refugee households, including those with chronic illnesses, lack access to health services. Of these, 56% are in the West-Nile region where the Bidibidi settlement is located, with 61% of its refugee households in need of health services especially for NCDs (UNHCR, 2019). Data on NCDs in Bi

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Alayarian, Aida. "The Refugee Therapy Centre." Self & Society 32, no. 5 (December 2004): 5–10. http://dx.doi.org/10.1080/03060497.2004.11083810.

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Sira, J., M. Brown, S. Ambegaokar, L. Modin, and DA Kelly. "The necessity of education and hepatitis B vaccination for young people: A study of high risk behaviour for blood borne viruses in the United Kingdom." Journal of Child Health Care 23, no. 3 (February 28, 2019): 437–45. http://dx.doi.org/10.1177/1367493519831499.

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Blood borne virus (BBV) infection in adults involved in high risk behaviour is well recognized. There are limited reported data on young people involved in high risk behaviour. A descriptive questionnaire was used to ascertain risk behaviour at the Young People’s Substance Misuse Service (Birmingham). Data collection included risk behaviour and serological tests for hepatitis B, C and HIV. Sixty-five of one-hundred three (63%) young people participated; 37/65 male; age range 13.9–18.9 (median 17.4 years). Risk behaviour included 6 intravenous drug, 58 cannabis, and 61 had sexual partners, of w

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Land, Nicole, and Meagan Montpetit. "Doing pedagogical conversations (with spirituality and fat) as pedagogists in early childhood education." Journal of Pedagogy 9, no. 2 (December 1, 2018): 79–100. http://dx.doi.org/10.2478/jped-2018-0012.

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Abstract In this article, the authors respond to emerging articulations of the work of a pedagogist or pedagogical facilitator in early childhood education in Canada. This article is grounded in two intentions: we (1) share the tentative pedagogical conversations that we have as pedagogists who centre particular concerns, interests, and accountabilities; and we (2) launch our conversation from our desire to re-imagine how everyday pedagogies shape children’s experiences with spiritual knowings and children’s relations with fat. Sharing a narration from a pedagogical inquiry research project, w

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Schreiter, Stefanie, Sascha Heidrich, Jamie Zulauf, Ute Saathoff, Anne Brückner, Tomislav Majic, Wulf Rössler, et al. "Housing situation and healthcare for patients in a psychiatric centre in Berlin, Germany: a cross-sectional patient survey." BMJ Open 9, no. 12 (December 2019): e032576. http://dx.doi.org/10.1136/bmjopen-2019-032576.

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ObjectiveTo determine the housing situation among people seeking psychiatric treatment in relation to morbidity and service utilisation.DesignCross-sectional patient survey.SettingPsychiatric centre with a defined catchment area in Berlin, Germany, March–September 2016.Participants540 psychiatric inpatients including day clinics (43.2% of all admitted patients in the study period (n=1251)).Main outcome measuresHousing status 30 days prior the interview as well as influencing variables including service use, psychiatric morbidity and sociodemographic variables.ResultsIn our survey, 327 particip

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Hamerslag, R. J. "The Schipol Refugee Centre Case." International Journal of Refugee Law 1, no. 3 (1989): 395–401. http://dx.doi.org/10.1093/ijrl/1.3.395.

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Pasta, Stefano. "Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’." Research on Education and Media 11, no. 2 (December 1, 2019): 38–44. http://dx.doi.org/10.2478/rem-2019-0020.

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Abstract The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong incorporation of media in education comes an approach to citizenship education as a new field of action in media education. The case study analysed deals with the flow of refugees into Italy as of 2013, following which there was a substantial investment in financing and in educating personnel in the reception system. Historically, there has always been a strong correlation between technology and migration; technology’s role as an

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Sageman, Elischka, and Sharleen Cook. "An Outreach Midwifery Program for Homeless, Pregnant Young Women in the Northern Metropolitan Region of Melbourne." Australian Journal of Primary Health 1, no. 1 (1995): 79. http://dx.doi.org/10.1071/py95012.

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In this paper, the background, planning, and implementation of an outreach midwifery service for homeless, pregnant, young women in the northern metropolitan area of Melbourne is described. Research in the north east region of Melbourne had shown the large number of pregnant, homeless, young women, particularly in the West Heidelberg area (McDonald, 1992). Conventional antenatal services were not accessed by these women. They did not attend ante or postnatal classes and frequently missed hospital and medical appointments due to their transient lifestyle and lack of transport. This diminished t

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Dryden-Peterson, Sarah. "Refugee Education." Educational Researcher 45, no. 9 (December 2016): 473–82. http://dx.doi.org/10.3102/0013189x16683398.

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In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents ( n = 214) and semistructured interviews ( n = 208). The data illuminate how refugee children are caught between the global promise of universal human rights, the definition of citizenship rights within nation-states, and the realization of these sets of rig

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Martínez Cardín, Andrés. "Los principios pedagógicos de los clérigos de San Viator y su implantación en el panorama escolar asturiano (1912-1941)." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 463. http://dx.doi.org/10.5944/hme.12.2020.25282.

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The presence in Spain of the French congregations devoted to education comes determined by the political events that took place during the III Republic in the neighbouring country starting at the end of 19th century. Like many others, , clergymen from San Viator, a congregation founded by the French priest Luis Querbes and devoted to education since 1851, arrived in Spain in 1903 with the aim of finding refuge and continuing their educational work. After settling at a first stage in the city of Vitoria (Basque Country, Spain), they soon developed a program of foundations in the nearby surround

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Vladeva, Pavlina. "From the Chronicle of the Capinovo Monastery "St. Nicolai Wonderworker"." Cultural and Historical Heritage: Preservation, Representation, Digitalization 7, no. 1 (2021): 136–54. http://dx.doi.org/10.26615/issn.2367-8038.2021_1_011.

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The subject of this study is the chronicle of the Kapinovo monastery "St. Nicolai the Wonderworker". The royal monastery was founded in 1272 with the patronage of King Constantine Tych-Assen. It is one of the oldest and largest Bulgarian monasteries. During the Ottoman rule, it was pillaged, devastated and set ablaze by kardzhalii (turkish outlaws). It was rebuilt twice in 1835 and 1856. During the Revival it was a significant spiritual, enlightenment and revolutionary center. It is closely linked to the struggles for an independent church, nationwide education and political freedom. In 1830 a

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