Готові списки джерел за темами / Centre for refugee education

Добірка наукової літератури з теми "Centre for refugee education"

Автор: Grafiati
Опубліковано: 4 червня 2021
Оновлено: 2 лютого 2022

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  3. Книги
  4. Частини книг
  5. Тези доповідей конференцій
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Статті в журналах з теми "Centre for refugee education":

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 practitioners, observation in schools and learning centres, and data from refugee-service providers, our findings are primarily descriptive in nature and explore the myriad ways in which opportunities for higher learning can strengthen refugee communities in countries of asylum. We contend that although Kenya’s encampment policies limit the potential economic and social benefits of refugee education on a national level, opportunities for refugees to pursue higher education are still immensely valuable in that they bolster refugee service provision in the camps and provide refugees with the skills and knowledge needed to increase the effectiveness of durable solutions at both an individual and societal level, be they repatriation, local integration, or third-country resettlement.
2

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 that mirror their experiences and languages...”. In 2018, the International Board on Books for Young People (IBBY)-Yamada Foundation granted funding to IBBY in Aotearoa/New Zealand (IBBYNZ)/Storylines to supply books in the Home Languages of the refugee children in the introduction to school programme. Over 350 books were sourced in a range of languages including Farsi, Arabic, Tamil, Punjabi, Burmese, Karen, Chin, and Spanish. In this article, the sourcing of these books and their introduction to children in a refugee resettlement programme is described. Interviews with five teachers in the resettlement programme concerning the use of the books and how children and their families have been responding are reported. Future programme developments are outlined.
3

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 study in an early childhood centre for refugee children and families. The ways in which cultural values and communication modes of gesture, spoken language, voice tone and dance were integrated within the curriculum are examined. A main argument is that pedagogy which incorporates key cultural constructs that refugee families bring with them strengthens a sense of belonging.
4

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 findings on early and preschool education among refugees have shown that while a considerable share of refugee children attend a daycare center, they do so at lower rates than native and other migrant children. This paper aims to examine whether inequalities in the early education of refugee children can be explained by diff erent socioeconomic and migration-related factors known to be associated with inequality in daycare attendance and to explore whether additional refugee-specific factors aff ect the likelihood of enrollment in preschool education. With data from the IAB-BAMF-SOEP Survey of Refugees in Germany and the study Refugees in the German Educational System (ReGES), we show that conventional explanatory variables do affect refugee children’s attendance of daycare centers. In addition to children’s age, the employment status of the mother, and the length of stay in Germany are particularly important. However, we see regional differences in participation in preschool education that cannot be explained by the municipal childcare supply.
5

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. Overall, the survey finds a high degree of consensus on the US resettlement program’s strengths and objectives, and close alignment between its services and the needs of refugees at different stages of their settlement and integration. Because its infrastructure and community-based resettlement networks have been decimated in recent years, the main challenges of subsequent administrations, Congresses, and USRAP stakeholders will be to rebuild, revitalize, and regain broad and bipartisan support for the program. This article also recommends specific ways that USRAP’s programs and services can be strengthened. Among the study’s findings: 3 Most refugee respondents identified USRAP’s main purpose(s) as giving refugees new opportunities, helping them to integrate, offering hope to refugees living in difficult circumstances abroad, and saving lives. High percentages of refugees reported that the program allowed them to support themselves soon after arrival (92 percent), helped them to integrate (77 percent), and has a positive economic impact on local communities (71 percent). Refugee respondents also reported that the program encourages them to work in jobs that do not match their skills and credentials (56 percent), does not provide enough integration support after three months (54 percent), does not offer sufficient financial help during their first three months (49 percent), and reunites families too slowly (47 percent). Respondents identified the following main false ideas about the program: refugees pose a security risk (84 percent), use too many benefits and drain public finances (83 percent), and take the jobs of the native-born (74 percent). Refugee respondents reported using public benefits to meet basic needs, such as medical care, food, and housing. Non-refugee survey respondents believed at high rates that former refugees (69 percent) and refugee community advocate groups (64 percent) should be afforded a voice in the resettlement process. Non-refugee respondents indicated at high rates that the program’s employment requirements limit the time needed for refugees to learn English (65 percent) and limit their ability to pursue higher education (59 percent). Eighty-six percent of non-refugee respondents indicated that the Reception and Placement program is much too short (56 percent) or a little too short (30 percent). Respondents identified a wide range of persons and institutions as being very helpful to refugees in settling into their new communities: these included resettlement staff, friends, and acquaintances from refugees’ country of origin, members of places of worship, community organizations led by refugees or former refugees, and family members. Refugee respondents identified finding medical care (61 percent), housing (52 percent), and a job (49 percent) as the most helpful services in their first three months in the country. Refugees reported that the biggest challenge in their first year was to find employment that matched their educational or skill levels or backgrounds. The needs of refugees and the main obstacles to their successful integration differ by gender, reflecting at least in part the greater childcare responsibilities borne by refugee women. Refugee men reported needing assistance during their first three months in finding employment (68 percent), English Language Learning (ELL) courses (59 percent), and orientation services (56 percent), while refugee women reported needing orientation services (81 percent) and assistance in securing childcare (64 percent), finding ELL courses (53 percent), and enrolling children in school (49 percent). To open-response questions, non-refugee respondents identified as obstacles to the integration of men: digital literacy, (lack of) anti–domestic violence training, the need for more training to improve their jobs, the new public benefit rule, transportation to work, low wages, the need for more mental health services, cultural role adjustment, and lack of motivation. Non-refugee respondents identified as obstacles to the integration of women: lack of childcare and affordable housing, the different cultural roles of women in the United States, lack of affordable driver’s education classes, a shortage of ELL classes for those with low literacy or the illiterate, digital literacy challenges, difficulty navigating their children’s education and school systems, transportation problems, poorly paying jobs, and lack of friendships with US residents. Non-refugee respondents report that refugee children also face unique obstacles to integration, including limited funding or capacity to engage refugee parents in their children’s education, difficulties communicating with refugee families, and the unfamiliarity of teachers and school staff with the cultures and backgrounds of refugee children and families. LGBTQ refugees have many of the same basic needs as other refugees — education, housing, employment, transportation, psychosocial, and others — but face unique challenges in meeting these needs due to possible rejection by refugees and immigrants from their own countries and by other residents of their new communities. Since 2017, the number of resettlement agencies has fallen sharply, and large numbers of staff at the remaining agencies have been laid off. As a result, the program has suffered a loss in expertise, institutional knowledge, language diversity, and resettlement capacity. Resettlement agencies and community-based organizations (CBOs) reported at high rates that to accommodate pre-2017 numbers of refugees, they would need higher staffing levels in employment services (66 percent), general integration and adjustment services (62 percent), mental health care (44 percent) and medical case management (44 percent). Resettlement agencies indicated that they face immense operational and financial challenges, some of them longstanding (like per capita funding and secondary migration), and some related to the Trump administration’s hostility to the program. Section I introduces the article and provides historic context on the US refugee program. Section II outlines the resettlement process and its constituent programs. Section III describes the CMS Refugee Resettlement Survey: 2020. Section IV sets forth the study’s main findings, with subsections covering USRAP’s purpose and overall strengths and weaknesses; critiques of the program; the importance of receiving communities to resettlement and integration; the effectiveness of select USRAP programs and services; integration metrics; and obstacles to integration. The article ends with a series of recommendations to rebuild and strengthen this program.
6

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 Ministry of Education Primary and Secondary Schools during the school years 2016-17 and 2018-19. The right to education for refugees and the access to the educational system of the country was supported by the International Organization for Migration and the local government as well. This research paper aims at focusing on a case study of a Primary school in Piraeus area in Attica, Greece, and the difficulties that emerged from the initial oppositional reaction illustrating how they affected the collaborative potential and the school climate as a whole. Finally, it is presented how this problematic situation was overcome and how the initial reactions changed. Teachers, pupils and parents were summoned to accept a new school reality under time pressure. Special attention is also paid to how teachers became aware of and got involved in the programme and how the local community were prepared to accept and support such an ambitious plan. The educational system was hardly prepared for the challenging reality of refugees and their introduction to education and society in general. It seemed that sometimes social resistance prevented the acceptance and solidarity within the school community. In some cases, the lack of preparatory programmes caused distrust and denial; as a result, much more time was needed to deal with the difficulties. The multicultural school environments, eventually, comprise a reality with their positive dynamic to open societies. Keywords Refugee education, case study, Greek schools
7

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-year-old female arrived in Canada as a refugee from Sudan with her 5 children in July of 2017. She was diagnosed with HIV and severe dental carries during her initial medical evaluation and referred to our centre. A lack of social support has resulted in severe psychological stress. The first being stigmatization which has led to her not disclosing the diagnosis to anyone outside her medical care team. Her level of knowledge about HIV is consistent with literature reporting that despite HIV prevention programs in refugee camps, compliance with risk reduction behaviors, especially in females, is low. Lastly, her major concern relates to the cost of living and supporting her children. Conclusion: Assessment of current HIV programs is necessary to recognize and resolve gaps in the system. Focusing on programs which increase both risk reduction behaviors in refugee camps and integration of refugees in a new healthcare system can facilitate an easier transition for patients and aid in the quest for global 90-90-90 targets for HIV.
8

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 (HSCL-25) and a check-list for post-traumatic symptoms (PTSS-10). Global Assessment of Function (GAF) scores were obtained; and the data were analysed using nine predictor variables.ResultsIt was found that 46.6% of the patients had a post-traumatic stress disorder according to the criteria for DSM–III–R as the main diagnosis, while the mean GAF score for the patients was 57.3. Analysis of the GAF and BPRS data did not reveal any predictor of psychotic behaviour. However, torture emerged as an important predictor of emotional withdrawal/retardation. Also, age, gender and no employment or education predicted for anxiety/depression, while refugee status and no employment or school predicted for hostility/aggression.ConclusionsThe results confirm earlier findings that refugees constitute a population at risk for mental disorder. Past traumatic stressors and current existence in exile constitute independent risk factors. However, stressors other than those discussed here appear to be important also, particularly with regard to psychotic symptoms.
9

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 argue that the placement of urban refugees in large, camp-like structures with low housing standards, mainly in areas outside cities or in rural areas, provides ground not only for social exclusion and ‘territorial stigmatisation’ but also for de facto school segregation. Furthermore, the attempts to house refugees in small cities, through United Nations and NGO-supplied houses, may also raise concerns about the way dispersal policies are implemented, with the distribution of refugee children in specific schools as a result of territorial social-spatial segregation. In both cases, the school segregation of refugees is connected not only with the implications of immigration and education policies but also with the social practices of local communities and the social-spatial characteristics that determine school education. The empirical material of this study is based on information on the socio-economic profiles of neighbourhoods at the census tract level and on qualitative research, through in-depth semi-structured interviews in two different cities in Greece.
10

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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Дисертації з теми "Centre for refugee education":

1

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
2

Petrocelli, Heather Oriana. "Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States." PDXScholar, 2012. https://pdxscholar.library.pdx.edu/open_access_etds/608.

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Two years after Dutch émigré Andries Deinum was fired from the University of Southern California in 1955 for refusing to cooperate with the House Un-American Activities Committee, he moved to Portland, Oregon to teach film courses through the Portland Extension Center. By 1969 he had become integral to the local film community and had formed Portland State University's Center for the Moving Image (CMI), where he and Tom Taylor taught film history, criticism, and production for the next thirteen years. Although CMI was eliminated in 1981 as part of PSU's financial exigency, CMI's teachers and students have been a vital part of the thriving film community in Portland since its foundation. A key former student and figure in Portland's film community, Dr. Brooke Jacobson credits Deinum, Taylor, and CMI for laying the foundation for the Northwest Film Center (co-founded by Jacobson in 1971 as the Northwest Film Study Center). Through archival research and oral history methodology, this thesis pieces together Andries Deinum's role in the development of film education in the United States and the mark he left on Portland's cultural landscape, specifically the city's vital and thriving cinematic community.
3

Coyure, Angulo Vanessa Carolina. "REFUGIO EN LA QUEBRADA. Centro Educativo San Antonio de Pedregal." Bachelor's thesis, Pontificia Universidad Católica del Perú, 2019. http://hdl.handle.net/20.500.12404/15561.

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4

Ng, Hin. "Environmental Education Centre." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/hkuto/record/B31982542.

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5

Ng, Hin, and 吳衍. "Environmental Education Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982542.

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6

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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Davies, R. "A remand centre education]." Thesis, University of East Anglia, 1987. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.383679.

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Tsang, Mo-chau. "Fire research & education centre." Click to view the E-thesis via HKUTO, 1994. http://sunzi.lib.hku.hk/hkuto/record/B31982190.

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Tsang, Mo-chau, and 曾慕秋. "Fire research & education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982190.

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10

胡仁倬 and Yan-cheuk Wu. "Marine education and research centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1994. http://hub.hku.hk/bib/B31982244.

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Книги з теми "Centre for refugee education":

1

Dane, Penny. Lessons for a new beginning: Report of an education programme for refugee adults in a UK reception centre. Derby: Refugee Action, 1987.

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2

Integrative Workshop for Trained and Untrained Mozambican Teachers in Refugee Camp Schools in Zimbabwe (1992 Mbuya Nehanda Training Centre, Melfort, Zimbabwe). Integrative Workshop for Trained and Untrained Mozambican Teachers in Refugee Camp Schools in Zimbabwe: Mbuya Nehanda Training Centre, Melfort, 23-28 August 1992 : workshop report. [Harare?]: The Section, 1992.

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3

McIntyre, Joanna, and Fran Abrams. Refugee Education. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811.

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4

Banks, Laura. Refugees into higher education: A report from the Health & Social Policy Research Centre at the University of Brighton for the Community University Partnerhip Programme. Falmer: University of Brighton, Health and Social Policy Research Centre, 2003.

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5

Warriner, Doris S., ed. Refugee Education across the Lifespan. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-79470-5.

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6

Trades Union Congress. National Education Centre. TUC National Education Centre. [London]: TUC, 1994.

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7

Davies, Richard. A remand centre education. Norwich: University of East Anglia, 1987.

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8

Trades Union Congress. National Education Centre. TUC National Education Centre. [London]: TUC, 1996.

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9

Stead, Joan. Refugee pupils in Scottish schools. Edinburgh: Scottish Council for Research in Education, 2000.

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10

Naidoo, Loshini, Jane Wilkinson, Misty Adoniou, and Kiprono Langat. Refugee Background Students Transitioning Into Higher Education. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-0420-0.

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Частини книг з теми "Centre for refugee education":

1

Moser-Mercer, Barbara, Erin Hayba, and Joshua Goldsmith. "Higher Education Spaces and Protracted Displacement: How Learner-Centered Pedagogies and Human-Centered Design Can Unleash Refugee Innovation." In Technologies for Development, 41–52. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-91068-0_4.

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2

Iannone, Rosa Lisa. "Refuge to Centre Stage: The Story of Arash." In Refugee Entrepreneurship, 141–61. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-92534-9_10.

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3

Gichiru, Wangari. "Bridging the Gap Between African Refugee Parents and K-12 Teachers: Expanding the Meaning of School Diversity." In Rethinking 21st Century Diversity in Teacher Preparation, K-12 Education, and School Policy, 113–31. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-02251-8_7.

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4

McIntyre, Joanna, and Fran Abrams. "Introduction." In Refugee Education, 1–8. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-1.

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5

Abrams, Fran. "A historical narrative of refugee education in England." In Refugee Education, 121–39. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-11.

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6

Abrams, Fran. "On the ground." In Refugee Education, 140–44. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-12.

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Abrams, Fran. "Policy environment – England." In Refugee Education, 145–61. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-13.

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McIntyre, Joanna, and Fran Abrams. "Concluding thoughts." In Refugee Education, 165–73. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-15.

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9

McIntyre, Joanna. "Safety, belonging and success." In Refugee Education, 11–27. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-3.

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McIntyre, Joanna. "Redistribution, recognition and representation." In Refugee Education, 28–45. Abingdon, Oxon ; New York, NY : Routledge, 2021.: Routledge, 2020. http://dx.doi.org/10.4324/9780429263811-4.

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Тези доповідей конференцій з теми "Centre for refugee education":

1

O'Keeffe, Paul. "REFUGEE-LED MANAGEMENT IN HIGHER EDUCATION IN REFUGEE CONTEXTS: LEARNING FROM EXPERIENCE IN KAKUMA REFUGEE CAMP." In 13th International Conference on Education and New Learning Technologies. IATED, 2021. http://dx.doi.org/10.21125/edulearn.2021.0032.

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2

Newman, Naomi C., Kaitlyn Petruccelli, and Christopher Raab. "Nutrition Education in Refugee Continuity Clinic." In Selection of Abstracts From NCE 2016. American Academy of Pediatrics, 2018. http://dx.doi.org/10.1542/peds.141.1_meetingabstract.474.

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3

Butler, Lynann. "THE REFUGEE EXPERIENCE; HOW TRAUMA AFFECTS LEARNING." In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/iceri.2016.0040.

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4

Long, Qinfei. "Research on metrics of refugee crises." In 2016 International Conference on Economy, Management and Education Technology. Paris, France: Atlantis Press, 2016. http://dx.doi.org/10.2991/icemet-16.2016.382.

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5

Ligusova, Jana, Jan Ligus, and Iveta Zolotova. "Cybernetic education centre." In 2013 24th EAEEIE Annual Conference (EAEEIE 2013). IEEE, 2013. http://dx.doi.org/10.1109/eaeeie.2013.6576516.

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6

Kajee, Leila. "REFUGEE YOUTH: NO HUMAN BEING IS ILLEGAL." In 12th International Conference on Education and New Learning Technologies. IATED, 2020. http://dx.doi.org/10.21125/edulearn.2020.1743.

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7

Camichos, Lisa. "The Things They Carried: A Refugee Project." In 3rd International Conference on Future of Teaching and Education. GLOBALK, 2020. http://dx.doi.org/10.33422/3rd.icfte.2020.10.14.

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8

Bilic, Snjezana. "Enabling pathways: refugee background students in higher education." In 2nd International Conference on Social Science, Humanities and Education. Acavent, 2019. http://dx.doi.org/10.33422/2nd.icshe.2019.06.306.

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9

Krasteva, Rouska, and Efstratios Pantelis. "BRIDGING RELATIONSHIPS BETWEEN EDUCATION, REFUGEE CRISIS AND TOURISM." In International Conference on Education and New Learning Technologies. IATED, 2017. http://dx.doi.org/10.21125/edulearn.2017.1063.

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10

Nugroho, Lukito Edi, Kurnianingsih, Arkham Zahri Rakhman, Widyawan, and Lutfan Lazuardi. "A refugee tracking system in dCoST-ER: Disaster command and support centre for emergency response." In 2015 7th International Conference on Information Technology and Electrical Engineering (ICITEE). IEEE, 2015. http://dx.doi.org/10.1109/iciteed.2015.7408929.

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Звіти організацій з теми "Centre for refugee education":

1

Petrocelli, Heather. Portland's "Refugee from Occupied Hollywood": Andries Deinum, his Center for the Moving Image, and Film Education in the United States. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.608.

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2

Böhm, Franziska, Ingrid Jerve Ramsøy, and Brigitte Suter. Norms and Values in Refugee Resettlement: A Literature Review of Resettlement to the EU. Malmö University, 2021. http://dx.doi.org/10.24834/isbn.9789178771776.

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As a result of the refugee reception crisis in 2015 the advocacy for increasing resettlement numbers in the overall refugee protection framework has gained momentum, as has research on resettlement to the EU. While the UNHCR purports resettlement as a durable solution for the international protection of refugees, resettlement programmes to the European Union are seen as a pillar of the external dimension of the EU’s asylum and migration policies and management. This paper presents and discusses the literature regarding the value transmissions taking place within these programmes. It reviews literature on the European resettlement process – ranging from the selection of refugees to be resettled, the information and training they receive prior to travelling to their new country of residence, their reception upon arrival, their placement and dispersal in the receiving state, as well as programs of private and community sponsorship. The literature shows that even if resettlement can be considered an external dimension of European migration policy, this process does not end at the border. Rather, resettlement entails particular forms of reception, placement and dispersal as well as integration practices that refugees are confronted with once they arrive in their resettlement country. These practices should thus be understood in the context of the resettlement regime as a whole. In this paper we map out where and how values (here understood as ideas about how something should be) and norms (expectations or rules that are socially enforced) are transmitted within this regime. ‘Value transmission’ is here understood in a broad sense, taking into account the values that are directly transmitted through information and education programmes, as well as those informing practices and actors’ decisions. Identifying how norms and values figure in the resettlement regime aid us in further understanding decision making processes, policy making, and the on-the-ground work of practitioners that influence refugees’ lives. An important finding in this literature review is that vulnerability is a central notion in international refugee protection, and even more so in resettlement. Ideas and practices regarding vulnerability are, throughout the resettlement regime, in continuous tension with those of security, integration, and of refugees’ own agency. The literature review and our discussion serve as a point of departure for developing further investigations into the external dimension of value transmission, which in turn can add insights into the role of norms and values in the making and un-making of (external) boundaries/borders.
3

Martin, Staci. 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. Portland State University Library, January 2000. http://dx.doi.org/10.15760/etd.6120.

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4

Tarricone, Pina, Kemran Mestan, and Ian Teo. Building resilient education systems: A rapid review of the education in emergencies literature. Australian Council for Educational Research, August 2021. http://dx.doi.org/10.37517/978-1-74286-639-0.

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The COVID-19 pandemic has highlighted the vulnerabilities and inequalities of national education systems and hindered the education of millions of children globally. In response, the Global Education Monitoring (GEM) Centre, which is a long-term, strategic partnership between the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT), undertook a rapid review of literature to support policymakers. The research has six evidence-based outcomes that can help policymakers to build resilient education systems and thereby enhance education quality and equity during emergencies. The COVID-19 emergency provided the impetus for this research, with much of the reported data associated with this pandemic. Learnings from past education in emergencies situations have informed the understandings of the impacts and implications of the COVID-19 emergency, and have been synthesised with the COVID-19 literature to inform policymakers about how to build resilient education systems. This report presents evidence relating to two main types of emergencies affecting education: natural disasters and communicable disease, and political conflicts. Both types of emergencies can also coalesce within the same education system, resulting in complex and often protracted emergencies. This review found that emergencies impact education in two main ways: endangering children’s wellbeing, and exacerbating unequal learning outcomes.
5

Hellström, Anders. How anti-immigration views were articulated in Sweden during and after 2015. Malmö University, Malmö Institute for Studies of Migration, Diversity and Welfare (MIM), 2021. http://dx.doi.org/10.24834/isbn.9789178771936.

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The development towards the mainstreaming of extremism in European countries in the areas of immigration and integration has taken place both in policy and in discourse. The harsh policy measures that were implemented after the 2015 refugee crisis have led to a discursive shift; what is normal to say and do in the areas of immigration and integration has changed. Anti-immigration claims are today not merely articulated in the fringes of the political spectrum but more widely accepted and also, at least partly, officially sanctioned. This study investigates the anti-immigration claims, seen as (populist) appeals to the people that centre around a particular mythology of the people and that are, as such, deeply ingrained in national identity construction. The two dimensions of the populist divide are of relevance here: The horizontal dimension refers to articulated differences between "the people", who belong here, and the "non-people" (the other), who do not. The vertical dimension refers to articulated differences between the common people and the established elites. Empirically, the analysis shows how anti-immigration views embedded in processes of national myth making during and after 2015 were articulated in the socially conservative online newspaper Samtiden from 2016 to 2019. The results indicate that far-right populist discourse conveys a nostalgia for a golden age and a cohesive and homogenous collective identity, combining ideals of cultural conformism and socioeconomic fairness.
6

Hepworth, Nick. Reading Pack: Tackling the Global Water Crisis: The Role of Water Footprints and Water Stewardship. Institute of Development Studies (IDS), August 2021. http://dx.doi.org/10.19088/k4d.2021.109.

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The K4D professional development Reading Packs provide thought-provoking introductions by international experts and highlight the emerging issues and debates within them. They aim to help inform policies that are more resilient to the future. K4D services are provided by a consortium of leading organisations working in international development, led by the Institute of Development Studies (IDS), with the Education Development Trust, Itad, University of Leeds Nuffield Centre for International Health and Development, Liverpool School of Tropical Medicine (LSTM), University of Birmingham International Development Department (IDD) and the University of Manchester Humanitarian and Conflict Response Institute (HCRI). For any enquiries, please contact helpdesk@k4d.info
7

GEM Centre: Completion report for Phase 2 funding, 2017–2020. Australian Council for Educational Research, September 2021. http://dx.doi.org/10.37517/978-1-74286-621-5.

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In 2014, the Australian Council for Educational Research (ACER) and the Australian Government’s Department of Foreign Affairs and Trade (DFAT) established a partnership under the Global Education Monitoring Centre. Since then, there have been two funding periods: Phase 1 from 2014–2017 and Phase 2 from 2017–2020. Phase 3 will cover 2020–2023. This report documents the completion of Phase 2 funding and describes the shared priorities of DFAT and ACER through the GEM Centre, followed by the objectives and key outcomes of the work program during this period. The outcomes and lessons learned, together with findings from the GEM Centre mid-term review (MTR) in 2019,1 are reflected against the impact and sustainability of the ACER–DFAT partnership. The MTR validated the overall success of the GEM Centre and identified areas for further development, specifically to improve the effectiveness of the partnership. This report concludes with a brief outlook on how these developments will be addressed under Phase 3 of the GEM Centre.

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