Дисертації: "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.

7

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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8

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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9

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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11

Wan, Siu-hung Stella, and 溫少虹. "Animal care and education centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31986092.

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12

Wan, Siu-hung Stella. "Animal care and education centre." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947989.

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13

Wu, Yan-cheuk. "Marine education and research centre." Hong Kong : University of Hong Kong, 1994. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25944836.

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14

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

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15

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

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

16

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

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This research reviews the application of the law on the right of refugee children to education and the challenges inhibiting this right. Radical changes in the legal framework protecting refugee children's right to education has occurred since South Africa became a democratic state in 1994. The enactment of international law into the 1994 Constitution contributed into the protection of various children right and insured equal access into the education system. However, refugee children have been prejudiced in the right to access education based on numerous challenges. The lack of access education for refugee children is an unconstitutional practice in schools rather than a legislative injustice. This paper uses journal reports, newspaper articles, academic writing on both national and international perspective on the infringement of education rights on refugee children. The findings provide clarity on unconstitutional practices and the legal standpoint on such practices. The right to education constitutes a valuable foundation for integration. South Africa is obligated by both national and international law to provide immediate education to refugee children.

17

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

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18

Kwok, Yee-man Rio. "Environmental Educational Centre." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25952973.

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19

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

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During 2015 – 2016, thousands of Syrian refugees arrived in Canadian cities, many of them hoping to find permanent settlement and new life opportunities. In the coming years, these refugees will form communities as they settle in Canada, and develop their own understandings of citizenship and belonging. Using an acculturation framework that views schooling as a primary shaper of resettlement experiences, this qualitative study draws on narrative methodology to explore the overarching question: What are the schooling experiences of recently arrived Syrian refugee within the Ottawa public school system? Refugee narratives describe hopes and concerns for the future, and provide insights for school administrators, educators, and policy makers into the previous experiences of refugees, and current challenges. Findings suggest Syrians arrive to Canada with a determination to succeed, and have positive initial schooling experiences, but often face challenges such as: lack of information, change in family roles, and language barriers.

20

Lau, Sei-mun Pandora. "ECO centre for children." Hong Kong : University of Hong Kong, 1995. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25949238.

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21

Malic, Claudia Cristina. "Personalized patient education in a burn centre." Thesis, University of Leeds, 2011. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.545728.

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22

Siu, Suet-mui Winnie, and 蕭雪梅. "Rehabilitation and education centre for maladjusted children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2002. http://hub.hku.hk/bib/B3198678X.

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23

Siu, Suet-mui Winnie. "Rehabilitation and education centre for maladjusted children." Hong Kong : University of Hong Kong, 2002. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2594969x.

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24

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

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

25

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

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26

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

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27

Van, Wyk Hendrik C. "Water Wise Centre, Prinshof - Pretoria." Diss., Pretoria : [s.n.], 2003. http://upetd.up.ac.za/thesis/available/etd-11242003-142554.

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28

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

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An unprecedented 65.6 million persons are forcibly displaced (e.g., refugees, asylum-seekers, IDPs). Half are youth. Hope is often the feeling that sustains youth through intolerable conditions. Basic education in protracted areas is seen as a protective factor that nurtures hope and psychosocial wellbeing in the lives of children and youth. This research sought to extend this concept to the higher education in protracted refugee context, where refugees (ages 18-35) were able to co-create spaces of hope that recognized their own agency and their ability to question the status quo while developing critical thinking skills. Based on a theoretical framework of the philosophy of hope, psychology of hope, pedagogy of hope, and critical hope, I explored with refugees their perceptions of hope before, during, and after their participation of my psychosocial peace-building education course over a period of six months. Using a pragmatic mixed-methods community-based action approach, I collected: 31 Hope Index of Staats surveys (pre, post, and a follow-up six months later), eight semi-structured interviews (two interviews and then a follow up six months later for each participant), student reflection journals, and researcher field notes. A thematic analysis revealed four themes: Reflecting on critical hope and critical despair; reconciling identities; resurfacing narratives and creating new narratives of hope; and restoring hope and agency in higher education. By nurturing hopeful views and co-creating opportunities for critical thinking skills, refugees seem to be able to continue to play a pivotal role in rebuilding a stronger, just, and peaceful civil society.

29

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

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30

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

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Refugee resettlement agencies provide services to help new refugees develop skills that will allow them to achieve self-sufficiency. Prior research has indicated that leveraging skills and talents is not an easy process for refugee women, who face barriers and difficulties in the transition to a new culture. Researchers have found that financial stability, English comprehension skills, and ability to adopt a new work system are important factors that affect this process. The experiences of Kurdish refugee women with finding employment in the United States have not been explored in past research. Using empowerment theory, this qualitative case study describes the experiences of Kurdish/Middle Eastern refugee women with employment in the Southwestern United States. Data were collected through face-to-face interviews with 8 Kurdish refugee women who lived in Southwest, used resettlement services; and were employed at the time of the study. Participants were voluntarily recruited with the help of 2 resettlement agencies in North Texas. An inductive analysis method was used to analyze the interview data. Employment services are available to all refugee women as part of the services provided by resettlement agencies; however, only those who are ready to enter the workforce can benefit from these services. Participants described their experience of being refugee women seeking employment as difficult and scary. However, participants also expressed that this experience had allowed them to become women with voices, rights, options, and opportunities. The outcomes of this study support the development of culturally relevant programs to serve and empower refugee women to receive quality employment services and bring attention to employment services for refugee women.

31

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

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32

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

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33

Law, Chun-wah. "Experience from Siemens Training Centre in Germany." Click to view the E-thesis via HKUTO, 1995. http://sunzi.lib.hku.hk/HKUTO/record/B38628545.

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34

Mok, Hei-lun Allen, and 莫熙倫. "An education and research centre on renewable energy." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B3198597X.

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35

Mok, Hei-lun Allen. "An education and research centre on renewable energy." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25947205.

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36

Hansen, Karsten. "Reclaiming lost space : a centre for sports and education development in the Pretoria city centre." Diss., Pretoria :[s.n.], 2008. http://upetd.up.ac.za/thesis/available/etd-07092008-122108.

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37

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

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The globalized world is facing increasing refugee flows over the past years, which brings challenges for the receiving countries. One important part of this challenge is the education of refugee children. Particularly unaccompanied minor refugees are often not noticed by the society and policies. Therefore they are even more vulnerable than other refugee children. Providing a quality education as stated in the Education for All Goals and the right to education given through the UN Convention on the Rights of the Child enables these children to gain stability and reenter a normal life at least in one area; and of course provides them with education. This research attempts to examine the recognition of cultural and social capital of unaccompanied minor refugees in developed countries and how this capital is used in education in two illustrative countries, Sweden and Germany. The study attempts to compare the recognition and use of the capital of unaccompanied minors in policy and practice. The starting point of the paper is that the cultural and social capital of the unaccompanied minors differs from accompanied refugee children and that of the target culture and thus creates obstacles in education for those children; However, recognition of their social and cultural capital in policy could be used in order to provide a need based and equal education as implied by the Education for All Goals. The work shows that some attempts have already been made in using the existing capital from these children to give them opportunities in education, for example the mother tongue tuition in Sweden. However it shows as well that there are still many difficulties for these children, with accessing schools in the first place and unequal treatment in schools.

38

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

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This thesis explores the interaction between context and attitude in the languagein- education experiences of multilingual refugees in Kakuma Refugee Camp in Northern Kenya, East Africa. The aim was to discover how they respond to policy and practice in language-in-education and the macro-societal influences that affect their attitudes. I wanted to find out the realities the refugee learners face as a corollary of the policy and practice, and their responses towards these realities. I used an approach based on Critical Ethnography to collect and analyse the data. This generated a diversity of data, allowing for triangulation. I drew on several theoretical frameworks to explore the diverse themes emerging from the data: Cummins' (2000) Transformative Pedagogy, Phillipson's (1992, 1999) Linguistic Imperialism, and Kachru's (1983, 1994) World Englishes. I found that the provision of language education for the refugees follows the mainstream Kenyan policy, a relic of colonialism, whereby English is the medium of instruction from Class Four onwards. Mother tongues or Swahili may, in theory, be used for the lower classes but the practice is often not so. Many refugees have a love-hate relationship with English. They find it hard to master, yet like it as a passport to resettlement, jobs and further education. A few appreciate Swahili but many ofthe Sudanese find it burdensome and unnecessary. Arabic, French and Mother tongues are both appreciated and disliked, but most find their usefulness reduced. The learners face harsh realities, as most not only have to learn the new languages but also have them used as media of instruction. They devise a range of strategies to respond to these realities, for instance, making their way into English Language support classes even if by trickery .and impersonation. This study seeks to contribute to the research literature by exploring how context and attitude affect each other in the education of learners in the temporary setting of a refugee camp.

39

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

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40

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

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Movement, stasis, and the management of displacement underpin this thesis on refugee participation in UK higher education. Drawing on accounts from mature students of their experience of going to university in England and Wales, the study examines the intersection of higher education and migration in contemporary British society. The research was informed by the ethics and principles of participatory research methodologies, and framed by the aim to explore the relationship between students’ lived experience of asylum in the UK and their engagement in higher education. Analysis focuses on five individual accounts of participation in undergraduate and postgraduate degrees, and explores how the sites and spaces of higher education interplayed with personal and political identifications. Bourdieu’s (1977, 1986) field theory is used to explore refugee negotiation of the UK national field and the field of higher education. Post colonial and post structural theoretical perspectives are also applied to analyse questions of identity and identifications. The social and educational policies that relate to refugee students in the UK continue to be in a state of flux, and these directly impact on HE participation. Examining the experiences of refugees with both permanent and impermanent forms of leave to remain in the UK, the thesis shows the ways in which participants valued their studies beyond an instrumental purpose for social mobility in the UK. Rather, I suggest that participants engaged in higher education to manage both psychic and physical displacements. Moreover, the students’ engagement in the field of higher education could be seen to produce further displacements, undermining the extent to which participating in university is understood as a means to facilitate social and cultural integration.

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Wan, Chi-lam Floyd. "Wetland and water ecology centre in Tai O /." View the Table of Contents & Abstract, 2005. http://sunzi.lib.hku.hk/hkuto/record/B3461235X.

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42

Lau, Sei-mun Pandora, and 劉詩敏. "ECO centre for children." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1995. http://hub.hku.hk/bib/B31982463.

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43

Cure, R. J. "An evaluation of education in an orthodontic training centre." Thesis, University of Warwick, 2014. http://wrap.warwick.ac.uk/73921/.

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This thesis is an evaluation of interprofessional education (IPE) in Leamington Spa Orthodontics (LSO), a primary care outreach training centre. It is relevant, as there are no IPE studies in dentistry and timely, offering a model of integrated education and patient care. As a longitudinal study, where IPE is the organisational philosophy, it is significant in informing theorisation of IPE. The methodology is realist evaluation, which aims to describe and understand the educational environment and identify how stakeholders perceive their experiences. The study group spans the full spectrum of stakeholders in LSO education, selected by purposive sampling. Data collection is by semi-structured interviews and focus groups. Thematic analysis allows in-depth data immersion, developing theory iteratively until saturation is achieved. Identified theories are tested and refined by stakeholders, thus providing respondent validation. Findings show IPE in LSO to be successful for the orthodontic team. A core philosophy and attitude are the initiating contexts, which, with time, allow development of an appropriate skill-mix, organization and setting to facilitate learning. Empowerment leads to aspects of unlearning, reflection, formal and informal learning, combining with situated learning to deliver interprofessional learning. Outcomes include individual and team development, enhanced teamwork, communication and depth of learning. IPE evolves through situated learning in a conducive community of practice, where individuals develop their own identities, or learning trajectories, unrestricted by professional protectionism. To be sustainable, IPE must become organisationally contextual, which is dependent upon emergence of new leaders and, requires buy-in from and continuing motivation of the majority of stakeholders. This thesis identifies contexts required for IPE, mechanisms which generate defined outcomes, and suggests that a customized primary care setting is ideally suited for its’ development. IPE has struggled to transform healthcare professional education. An institutional teaching model, with IPE as the core philosophy, may achieve this goal. This thesis therefore suggests that IPE should be an overarching educational theory in its own right, within which other social science and education theories combine, to maximize integrated learning and patient care.

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Kwok, Yee-man Rio, and 郭綺文. "Environmental Educational Centre." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31984629.

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45

Lau, Siu-wai. "Vocational training centre for the deaf." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B25954210.

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46

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

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47

Bevan, Blanche. "Centre for Media + Image." Diss., University of Pretoria, 2006. http://hdl.handle.net/2263/28646.

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The following dissertation is located in South Africa, Pretoria. The aim is to define the Threshold of entry from the South of Pretoria, passing the University of South Africa and via Elandspoort Road and Mears Street. An Urban Design and Centre for Media + Image form the final resolution for the proposal. Education and Display are explored in creating a facility for the University of South Africa and a public and visual venue for Pretoria. Connection and Communication are the theoretical concepts carried through into the design. This is done in order to fully integrate design within a context both locally and internationally. Visual interaction with the building in the following design is a major factor. This is due to the dynamics surrounding the site and already existing movement channels and patterns creating an Urban Environment. The work of Bill Hillier has been consulted in relation to Architecture and Movement. The design approach is one of aknowleding our place in time. This is reflected in the programme for the facility and in the environment and technologies incorporated. Tilt-Up Construction, Post-Tensioned Slabs and Steel Construction are the main building methods. Steel, Glass and Concrete make up the material palette in conjunction with technological advances such as nanotechnology and smart surfaces. Steel and Glass Louvre Systems with Nanotechnology enable Large Screen Display on external Surfaces of the Facility. Copyright 2006, University of Pretoria. All rights reserved. The copyright in this work vests in the University of Pretoria. No part of this work may be reproduced or transmitted in any form or by any means, without the prior written permission of the University of Pretoria. Please cite as follows: Bevan, B 2006, Centre for Media + Image, MArch(Prof) dissertation, University of Pretoria, Pretoria, viewed yymmdd < http://upetd.up.ac.za/thesis/available/etd-10122006-121826/ >
Dissertation (MArch (Prof))--University of Pretoria, 2007.
Architecture
unrestricted

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

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49

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

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50

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

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It has been estimated that there may be approximately 1,000 'refugee community organisations' (RCOs) in the UK. Recent surveys have suggested that over half are involved in activities to support refugees' education and training. Although this work is relevant to several current debates, it has been Little researched to date. This study therefore makes an original contribution to knowledge in the following four respects: i) through assessing the range of education and training activities conducted by RCOs in two cities in the UK, and the characteristics of the organisations that conduct, them; ii) through exploring the education and training role of RCOs in terms of its influences on refugees' capabilities and iii) in terms of its influences on refugees' integration and iv) through exploring how wider socio-political factors affect the education and training role of RCOs, including through a cross-national comparative analysis. The study adopts a mixed research strategy. In phase I, a survey is conducted of 25 RCOs active in education and training. in two contrasting cities of refugee settlement, London and Leeds. In phase 2, the outcomes of nine case study RCO education and training activities are explored, primarily through semi-structured interviews with a total of 71 individual learners. In phase 3, the opportunity structure for the involvement of RCOs in education and training is explored from a comparative perspective with contrasting contexts in the Netherlands and Greece. RCOs in both UK cities are found to conduct a wide range of education and training activities. The majority of participants in such activities interviewed perceived that their involvement affects them positively in a range of ways which can be interpreted as both building their capabilities and contributing to their integration. The findings challenge the frequently narrow conceptualisation’s of RCOs, and a wider perspective is proposed which accommodates their hybrid nature as both social networks and established organisations. Such significant involvement of RCOs in education and training is not found in the other two countries, and is interpreted as being linked to the legacy of the multicultural framework and to the highly-developed community and voluntary sector in the UK. Furthermore, the study shines a spotlight on the complex processes of both capability development and integration, by linking individual-level empirical data to the respective theoretical conceptualisations. In doing so, it makes a contribution to substantialising these two important but potentially nebulous concepts.

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