Щоб переглянути інші типи публікацій з цієї теми, перейдіть за посиланням: Centre for refugee education.
Статті в журналах з теми "Centre for refugee education"
Оформте джерело за APA, MLA, Chicago, Harvard та іншими стилями
Ознайомтеся з топ-50 статей у журналах для дослідження на тему "Centre for refugee education".
Біля кожної праці в переліку літератури доступна кнопка «Додати до бібліографії». Скористайтеся нею – і ми автоматично оформимо бібліографічне посилання на обрану працю в потрібному вам стилі цитування: APA, MLA, «Гарвард», «Чикаго», «Ванкувер» тощо.
Також ви можете завантажити повний текст наукової публікації у форматі «.pdf» та прочитати онлайн анотацію до роботи, якщо відповідні параметри наявні в метаданих.
Переглядайте статті в журналах для різних дисциплін та оформлюйте правильно вашу бібліографію.
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерелаАнотація:
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.
Повний текст джерела
11
Imhammad Meqbel Al-Mseidin, Kholoud. "The Level of Social and Academic Adjustment among Syrian Refugee Students in Jordan and its Relation with Underachievement students." International Journal of Childhood, Counselling and Special Education 1, no. 2 (December 2020): 100–111. http://dx.doi.org/10.31559/ccse2020.1.2.1.
Повний текст джерелаАнотація:
Research on the level of social and academic adjustment and the ties between both Syrian refugee students in Jordan is still insufficient due to the lack of research and interest among academics and researchers. This is happening even though the rise of refugees has impacted students from the Syrian Refugee Education Center SREC in Jordan in the last five years. Therefore, the current study examines the connection between social adjustment and academic adjustment among Syrian refugee students in SREC in Jordan. A total of 108 SREC-contained students from one school were studied. The results of the study showed that social adjustment is poor (52%) and academic adjustment is small (67 %). Furthermore, there is a statistically important negative association (-0.522) between the overall social adaptation and the total academic transition. In this report, the findings, shortcomings, and recommendations were also addressed.
12
Sarkadi, Anna, Anna Bjärtå, Anna Leiler, and Raziye Salari. "Is the Refugee Health Screener a Useful Tool when Screening 14- to 18-Year-Old Refugee Adolescents for Emotional Distress?" Journal of Refugee Studies 32, Special_Issue_1 (December 1, 2019): i141—i150. http://dx.doi.org/10.1093/jrs/fey072.
Повний текст джерелаАнотація:
Abstract The high number of asylum seekers in Sweden has highlighted the need for structured assessment tools to screen for refugee mental health problems in clinical services. We examined the utility of the Refugee Health Screener (RHS) in refugee adolescents, aged 14–18, attending routine clinical examinations or staying in group homes/refugee centres (N = 29). Participants completed a survey, including the RHS, administered through iPads in their native language. The RHS showed excellent internal consistency (α = 0.96) and correlated moderately with symptoms of post-traumatic stress disorder (r = 0.41, p = 0.025). Mean scores and prevalence rates were comparable to a study of adult refugees in Sweden. Unaccompanied refugee minors (URMs) scored significantly higher (M = 32.0, SD = 12.9) compared to youth staying with their families (M = 7.5, SD = 8.2, p < 0.001, d = 2.27). Our findings confirm that the RHS can be used in the adolescent population in Sweden. These findings moreover suggest that URMs are a particularly vulnerable group with a large burden of mental health problems. In 2015, 162,877 persons sought asylum in Sweden, 35,369 of whom were unaccompanied refugee minors (URMs) and another 35,015 children in families (Swedish Migration Agency, 2017). Most URMs (86 per cent) are boys, mainly from Afghanistan, Syria, Somalia and Eritrea, whereas children in families (accompanied refugee minors) more often come from Syria and Iraq with an equal gender distribution. During the asylum process, lasting up to 30 months, children have access to free education and health care. URMs are under the care of the social services and are assigned a legal guardian until they turn 18. Adults are entitled to acute health care and housing but cannot work and have no access to studies. If granted asylum, the person/family is assigned to a municipality that assumes responsibility for them. Thus, on top of adverse events before and during migration, the asylum and resettlement process per se involves stressors and a lack of control for refugees, which increases the risk of developing mental health problems.
13
Pang, Vincent, Mei Teng Ling, and Rose Patsy Tibok. "ACHIEVEMENT OF CHILDREN IN AN ALTERNATIVE EDUCATION PROGRAMME FOR REFUGEE, STATELESS AND UNDOCUMENTED CHILDREN IN SABAH, MALAYSIA." Journal of Nusantara Studies (JONUS) 4, no. 2 (December 18, 2019): 335–61. http://dx.doi.org/10.24200/jonus.vol4iss2pp335-361.
Повний текст джерелаАнотація:
Access to formal education is an arduous and difficult process for undocumented and stateless children with entry into government schools often hindered by their status and prevailing national policies and procedures. The Alternative Education Programme (AEP) is structured as a response for the need to provide some form of schooling for children under this classification. This study investigated students’ attainment in the AEP curriculum at Murni Alternative Education Centre (MAEC). A questionnaire, which incorporated a proxy pre-test, measured the achievement of children pre and post-participation in the MAEC learning among 136 female and 113 male learners with the mean age being 10.17 years. Achievement of the intended outcomes of the MAEC curriculum was investigated using Rasch Analysis. Achievement of MAEC objectives was demonstrated in the five curriculum components. In Literacy and Numeracy, item difficulty of reading, speaking, writing and counting showed significant decreases. In Religious Practice, a slight improvement was found with learners able to read the Quran and perform Islamic obligations and acts of worship. For Civics and Citizenship, increase in awareness and appreciation of Malaysian nationhood was ascertained with almost all children identifying themselves as ‘Malaysians’. Improvement in Self-Management was also demonstrated through increased awareness of personal hygiene and well-being except in the matter of environment upkeep. For Living Skills, the majority concurred that MAEC learning equipped them with skills to generate income. These insights into the MAEC learning outcomes from the perspectives of learners themselves could serve as guidelines towards any restructuring of AEP curriculum in MAEC in particular, and Sabah in general.
Keywords: Alternative education programme, alternative learning centre, curriculum evaluation, Rasch analysis, undocumented children
Cite as: Pang, V., Ling, M. T., & Tibok, R. P. (2019). Achievement of children in an alternative education programme for refugee, stateless and undocumented children in Sabah, Malaysia. Journal of Nusantara Studies, 4(2), 335-361. http://dx.doi.org/10.24200/jonus.vol4iss2pp335-361
14
Salari, Raziye, Cariz Malekian, Linda Linck, Robert Kristiansson, and Anna Sarkadi. "Screening for PTSD symptoms in unaccompanied refugee minors: a test of the CRIES-8 questionnaire in routine care." Scandinavian Journal of Public Health 45, no. 6 (July 1, 2017): 605–11. http://dx.doi.org/10.1177/1403494817715516.
Повний текст джерелаАнотація:
Aims. The dramatic increase in the number of refugees in Europe presents a major public health challenge. The limited existing evidence indicates that the mental health needs of refugees are significant; unaccompanied refugee minors (URMs) constitute a particularly vulnerable group. In this study, we aimed to investigate whether a short questionnaire (Children’s Revised Impact of Event Scale; CRIES-8) could be used as a screening tool for PTSD symptoms in URMs, 8–18 years old, during their routine health check-up. Methods. Data were collected at the healthcare centre for asylum-seekers in Uppsala, Sweden. In total, 208 URMs completed the CRIES-8 during their health assessment. Results. The CRIES-8 was feasible to use, showed good internal consistency and its factor structure was confirmed. Children with less than four years of education often had difficulties completing the questionnaire by themselves and needed help reading the questions. Almost all the respondents were male (98%), aged 9–18 years. The majority (81%) came from Afghanistan. About 76% scored above the cut-off and therefore were considered to be at risk of PTSD. The proportion of children who screened positive did not differ based on age, country of origin or current living arrangements. Conclusions. The CRIES-8 is a useful tool in clinical settings, however, children should be provided with reading support and instructions about how to complete the questionnaire. The high number of children who screened positive for PTSD symptoms indicates the need for a more thorough mental health assessment, and early prevention/intervention programmes to address URMs’ mental health issues.
15
Karczewski, Leszek, and Tamara Skalska. "THE ART OF CROSSING BORDERS. MUSEUM EDUCATION AND MIGRATION CRISIS." Muzealnictwo 58, no. 1 (September 3, 2017): 0. http://dx.doi.org/10.5604/01.3001.0010.3942.
Повний текст джерелаАнотація:
The authors consider the social duties of a museum institution. They describe the process of the Museum of Art in Łódź implementing a social and artistic project entitled The art of crossing borders, which was targeted at Chechen refugees living in the centre for refugees in Grotniki near Łódź. Joseph Beuys’s philosophy of art serves as the framework for the project’s interpretation.
16
Temple-Smith, Meredith, Sandra Gifford, and Mark StoovÚ. "The lived experience of men and women with hepatitis C: implications for support needs and health information." Australian Health Review 27, no. 2 (2004): 46. http://dx.doi.org/10.1071/ah042720046.
Повний текст джерелаАнотація:
Meredith Temple-Smith is a Senior Research Fellow in the Australian Research Centre in Sex, Health and Society, La Trobe University.Sandra Gifford is Professor of Public Health and Director of the Refugee Health Research Centre, La Trobe University.Mark Stoov� is a Lecturer in the School of Health Sciences, Deakin University.Hepatitis C is Australia's most commonly notified infectious disease. Health education and support strategies that are gender-specific are key components of effective management of chronic illness, yet almost no information exists about gender-specific needs of those with hepatitis C. This paper reports on a qualitative study of the experiences of diagnosis, support and discrimination among men and women living with hepatitis C in Melbourne. Content analysis of indepth interviews conducted with 20 women and 12 men revealed gender related differences in relation to symptom recognition, health seeking attitudes and notions of social support, with men tending to dismiss the impact of their illness and their needs for education and support in comparison to women. Results highlight the need to take gender into account when addressing primary health care issues for people living with hepatitis C.
17
Wahyuni, Dewi Sari, and T. Sy Eiva Fatdha. "ICT and Education for Refugees in Transit." SALTeL Journal (Southeast Asia Language Teaching and Learning) 2, no. 2 (August 6, 2019): 8–14. http://dx.doi.org/10.35307/saltel.v2i2.27.
Повний текст джерелаАнотація:
Refugees in transit often have no access to formal education. Indonesia as one of transit countries has allowed these community school-age children to join public school. Unfortunately, teenagers and adults do not have similar consent. As most of them are stranded for a long time to skip their basic education, there should be a bridge so that they still can catch up with their secondary or even higher education level. During their uncertain waiting time, some international and national organizations and local institutions have provided them with private classes in specific subjects. The problem is these classes are unaligned with the lesson grade in host country formal education institution, which is categorized based on learners’ ages. Moreover, they are placed in separated places (detention centre, interception, community housings) which cost time and fare to get these refugees in one education centre. The alternative solution for handling this situation is by having blended learning, a combination of online learning platform and face-to-face meeting managed by teachers both from the host country and refugees. These students although they are limited by any means, have been familiar with ICT such as Microsoft Office, Photoshop, Multimedia and Internet. The online learning platform will muddle through time and distance in order to support them to take Package A, B, C (National Elementary, Junior and Senior High School Equivalency) tests as these tests are admitted at work and further study in host country as well as their destination countries without age limitation.
18
Donehue, Tracey E. "Displacement identity in transit." Australian Review of Applied Linguistics 40, no. 3 (December 31, 2017): 218–46. http://dx.doi.org/10.1075/aral.17019.don.
Повний текст джерелаАнотація:
Abstract Based on Darvin and Norton’s (2015) reconceptualization of identity theory highlighting the recursive relationship between identity, capital, and ideology, this study posits that refugee and asylum seeker adolescents and adults in transit on Nauru are ascribed a ‘displacement identity’ through externally imposed normative ideologies. In addressing the issue of normative ideologies, this article draws on my experience as an English as an Additional Language (EAL) teacher at the Nauru Regional [refugee] Processing Centre and employs KhosraviNik’s (2010a) systematic model of Critical Discourse Analysis (CDA) to explore the representations of ‘displacement’ inherent in a corpus of texts accessed by those displaced on Nauru. This analysis suggests that an externally ascribed displacement identity is evident in normative ideologies. As Darvin and Norton’s identity theory situates language learning investment at the dynamic intersection of identity, capital, and ideology, further qualitative research on internally inhabited displacement identity formation and symbolic capital affordances is now required. Such research would aid in the development of pedagogical approaches to enable education in sites of transitory settlement to be a re-humanising and transformative experience that engages marginalized language learners, promotes positive identities and thus optimizes language learning investment.
19
Dechent, Susanna, Sharmin Tania, and Jackie Mapulanga-Hulston. "Asylum Seeker Children in Nauru: Australia’s International Human Rights Obligations and Operational Realities." International Journal of Refugee Law 31, no. 1 (March 2019): 83–131. http://dx.doi.org/10.1093/ijrl/eez021.
Повний текст джерелаАнотація:
Abstract This article examines if Australia’s policy and law regarding asylum seeker and refugee children in Nauru are consistent with its international legal obligations under the terms of the Convention on the Rights of the Child (CRC). Under article 3 of the CRC, Australia is required to consider the best interests of each child within its jurisdiction. It is also bound by the CRC prohibition on arbitrary detention and obligations derived from Convention rights relating to health, education, and family matters. To assess Australia’s law and policy, the article draws on the findings of recent inquiries and reports that examine how detention and conditions at the processing centre and in the community in Nauru have impacted on the mental and physical well-being of children. The article highlights gaps in the implementation of Convention rights and draws together the findings and recommendations made in recent reports to assist in the development of suitable solutions. It concludes that Australia’s treatment of asylum seeker and refugee children violates key obligations under the CRC and that, accordingly, Australia should remove these children from Nauru and settle them in Australia.
20
Mahmood, Iftikher, Nrinmoy Biswas, Fahmida Akter, Johanna Hansing, Arman Mahmood, Ashley Pugh, Jessica Love, and Steven Arrowsmith. "Burden of Obstetric Fistula on the Rohingya Community in Cox's Bazar, Bangladesh." Nepal Journal of Obstetrics and Gynaecology 13, no. 2 (November 18, 2018): 47–51. http://dx.doi.org/10.3126/njog.v13i2.21715.
Повний текст джерелаАнотація:
Since August 2017, a massive influx of over 800,000 Rohingya refugees have arrived in Cox’s Bazar, Bangladesh. The Rohingya state is one the poorest states in Myanmar, with ghetto-like camps and a lack of basic services and opportunities. In 1982, a new citizenship law was passed, effectively rendering the Rohingya stateless. As a result of this law, their rights to access health services have been restricted.
Now, many Rohingya are living in Cox’s Bazar in tent-based refugee camps under extremely poor conditions without access to proper medical care, hygiene, sanitation, food or education. Lack of proper maternal health care, together with early marriage, malnutrition, poverty and the physical characteristics of the women in this community (small body shapes), exposes Rohingya women to a very dangerous position with high chances of developing obstetric fistula during childbirth.
HOPE Hospital provides clinical care for women affected with obstetric fistula and is the only provider and referral center of fistula care in the region. Since the influx began, many fistula repairs have been carried out on Rohingya women at HOPE Hospital. This paper looks at fistula care and the psychosocial impact of fistula on victims in the refugee population, amid a massive humanitarian crisis.
21
Sulistyowati, Lilis, Fahriany Fahriany, and Nurhalimah Nurhalimah. "The Bahasa Indonesia Vocabulary Acquisition on a Five-Year-Old Refugee." Elementary: Jurnal Ilmiah Pendidikan Dasar 5, no. 2 (December 18, 2019): 97. http://dx.doi.org/10.32332/elementary.v5i2.1506.
Повний текст джерелаАнотація:
Abstract
The paper attempts to answer the questions on the total of Bahasa Indonesia vocabulary that MazenAbdu Daud has acquired and mastered from the first time he has been following the preparation class for almost four months. This is a qualitative study. It is conducted in a UNHCR’s learning center in Ciputat, Jakarta. It has been seen as potentially significant for some main reasons. First, this study draws attention to give an understanding about forced displace person including refugee and asylum seeker. The description of presence needs life and how Bahasa Indonesia is important for them. Second, it offers readers an overview of many refugees in Jakarta Greater area about their country, culture, and history of life. Then, it provides detail information about vocabulary acquisition of Mazen. Concurrently, this study will contribute to give an overview of the refugee education experiences in Indonesia as a transit country, especially who live in Jakarta Greater area. And the last, this study offers unique insight into how refugees adapt to the community in the scope of displacement, marginalization, loneliness, and socialization in the host culture. Such findings will inform teachers, school officials, and policymakers as they consider new ways to assist newly arrived immigrant, including refugees and asylum seekers. This study also contributes to studies on language acquisition process.
Keyword: acquisition, refugee, bilingualism, qualitative
Abstrak
Penelitian ini berupaya menjawab pertanyaan tentang total kosakata Bahasa Indonesia yang diperoleh dan dikuasai Mazen sejak pertama kali mengikuti kelas persiapan selama hampir empat bulan. Penelitian adalah penelitian kualitatif. Penelitian ini dilakukan di pusat pembelajaran UNHCR di Ciputat, Jakarta. Penelitian ini terlihat potensi signifikan untuk beberapa alasan utama. Pertama, penelitian ini menarik perhatian dalam memberikan pemahaman tentang orang yang dipindahkan secara paksa termasuk pengungsi dan pencari suaka. Deskripsi tentang kebutuhan untuk hidup dan bagaimana Bahasa Indonesia berperan penting bagi mereka. Kedua, menawarkan kepada pembaca gambaran dari pengungsi-pengungsi yang tinggal di wilayah Jabodetabek tentang negara, budaya, dan sejarah hidup mereka. Kemudian, penelitian ini memberikan informasi detail tentang akuisisi kosa kata oleh Mazen Abdu Daud. Bersamaan dengan itu, penelitian ini akan berkontribusi untuk memberikan gambaran tentang pengalaman pendidikan pengungsi di Indonesia sebagai negara transit, terutama di wilayah Jabodetabek. Dan yang terakhir, penelitian ini menawarkan wawasan unik tentang bagaimana pengungsi beradaptasi dengan masyarakat dalam lingkup perpindahan, marginalisasi, kesepian, dan sosialisasi dalam budaya tuan rumah. Temuan semacam itu akan memberi informasi kepada guru, pejabat sekolah, serta pembuat kebijakan ketika mereka mempertimbangkan cara-cara baru untuk membantu imigran yang baru tiba, termasuk para pengungsi dan pencari suaka. Studi ini juga berkontribusi pada studi tentang proses akuisisi bahasa.
Keyword: pemerolehan, pengungsi, bilingualisme, kualitatif
22
El Ghamari, Magdalena, and Monika Gabriela Bartoszewicz. "(Un)Sustainable Development of Minors in Libyan Refugee Camps in the Context of Conflict-Induced Migration." Sustainability 12, no. 11 (June 3, 2020): 4537. http://dx.doi.org/10.3390/su12114537.
Повний текст джерелаАнотація:
This paper looks at the challenges to the sustainable development of migrant and refugee children in Libyan refugee camps and migrant detention centres. Libya, next to Syria, is still the most destabilised Arab country with a myriad of conflicting parties, warlords, militias, terrorist organisations as well as smugglers and traffickers that continuously compete in a complex network of multidimensional power struggles. Our single case study based on ethnographic fieldwork adopts the human security approach, which provides security analysis with an inherently “sustainable” dimension. In the paper we provide an overview of the empirical study carried out in seven Libyan refugee camps (Tripoli, Tajoura, Sirte, Misrata, Benghazi, Derna and Tobruk) between 2013 and 2019. Our findings show that for refugee children even everyday activities pose a danger to health and life, and the many threats to their security encompass a broad spectrum from health to safety, from education to falling prey to bundlers from terrorist organisations and paramilitary militias. These issues, undoubtedly pertinent on the individual level of analysis, are further exacerbated by the underlying, conflict-induced factors and preclude a safe and secure environment.
23
Naidoo, Loshini. "Refugee-Centred Education: Making Community Engagement Central Rather than Peripheral to Pre-service Teacher Professional Development." International Journal of Learning: Annual Review 16, no. 5 (2009): 35–44. http://dx.doi.org/10.18848/1447-9494/cgp/v16i05/46283.
Повний текст джерела
24
Sheridan, Vera. "Support and surveillance: 1956 Hungarian refugee students in transit to the Joyce Kilmer Reception Centre and to higher education scholarships in the USA." History of Education 45, no. 6 (June 20, 2016): 775–93. http://dx.doi.org/10.1080/0046760x.2016.1185542.
Повний текст джерела
25
Müller, Carolin. "Musical borderness: Contesting spaces through cultural engagement." Crossings: Journal of Migration & Culture 10, no. 2 (October 1, 2019): 261–79. http://dx.doi.org/10.1386/cjmc_00006_1.
Повний текст джерелаАнотація:
Across European nations, the binary distinction between ‘us’ and ‘them’ has been reinforced by right-wing populists seeking to frame global mass migration waves as the backdrop against which increased social fragmentation can be explained. While persisting resentments and continuing ethnicization of different social groups amplify hatred towards migrants, refugees and people of colour, many artistic and cultural institutions have taken a stand against such discriminatory rhetoric, trying to use their programmes as gateways to imagine new forms of solidarity and possibilities of organizing living with difference. This account focuses on developments in the city of Dresden, Germany, one of the hotspots for understanding the impact of racist and right-wing extremist legacies on contemporary responses to migration into Europe. Following the influx of refugees in 2015, Dresden became the centre of right-wing extremist protest, but also a focal point of its resistance in the arts and cultural institutions. In theatre and music, people have organized protests, founded community groups and established recurring programmes that focus on pivotal issues of belonging, citizenship, gender and home to reframe the social imaginary of what life with people of different backgrounds would look like in the city. This article draws on ethnographic work with three music initiatives in the city whose work centres on issues of ‘borders’ to show how ‘borderness’, a term used by social anthropologist Sarah Green to describe the sense of border, is experienced through and lived in music, educational practice and political activism. Findings show that collaborations between resident and refugee musicians resulted in narrations of border-experiences and transformed music repertoire. Spaces of music-making could become cultural borderlands themselves. Projects engaged in dismantling ‘the everyday construction of borders through ideology, cultural mediation, discourses, political institutions, attitudes and everyday forms of transnationalism […] that create and recreate new social-cultural boundaries and borders’ (Yuval-Davis et al. 2018: 229) in music education, which yielded a transcultural dialogue in the classroom in politically heated neighbourhoods. Theatre projects addressed gender-specific needs that provided women with opportunities to participate.
26
Dinani, Husseina. "Changing the Narrative of Displacement in Africa: Counter-Narratives, Agency, and Dignity." Radical Teacher 120 (August 18, 2021): 69–77. http://dx.doi.org/10.5195/rt.2021.890.
Повний текст джерелаАнотація:
This essay draws on the author’s experiences of teaching Binyavanga Wainaina’s “How to Write about Africa” and select chapters from Ben Rawlence’s City of Thorns: Nine Lives in the World’s Largest Refugee Camp in various undergraduate courses at University of Toronto Scarborough, Ontario, Canada. It makes the case for how these works enable instructors to disrupt the normative narrative of displacement based on the victim-perpetrator binary in mainstream media and humanitarian discourses and center the multidimensionality of displaced peoples across different eras and geographical locations. The essay discusses how each work offers students with strong counter-narratives to the dominant depoliticized and depersonalized accounts of dislocation in Africa by considering historical and contemporary context and foregrounding (displaced) Africans as humans that have agency and dignity. Additionally, the essay demonstrates how each work galvanizes students to identify and deconstruct their implicit biases, particularly when it comes to how they may have (unknowingly) contributed to the continuing portrayal of displaced Africans in victimizing ways. Through student discussion and coursework, the essay demonstrates how each work can empower students, who have themselves or have family members who previously experienced dislocation, to share their experiences and use them to build their own counter-narratives, in the process constructing an enriched archive of displacement that goes beyond the frameworks offered in course materials and that can be used to understand processes of displacement beyond the particular contexts discussed in the classroom.
Keywords: African experiences, Agency, Displacement, Refugees, Dadaab,
27
Dabaieh, Marwa, Deena El Mahdy, and Dalya Maguid. "LIVING LABS AS A PEDAGOGICAL TEACHING TOOL FOR GREEN BUILDING DESIGN AND CONSTRUCTION IN HOT ARID REGIONS." International Journal of Architectural Research: ArchNet-IJAR 12, no. 1 (March 29, 2018): 338. http://dx.doi.org/10.26687/archnet-ijar.v12i1.1285.
Повний текст джерелаАнотація:
Sustainability and environmental illiteracy is still common in architectural curricula for undergraduate education. This may lead to further generations of architects who are unequipped for global sustainability goals. This paper discusses a living lab teaching experience which investigates the roles of learning through doing and hands-on building experimentation to root an understanding of sustainability in architectural education. The design studio at the centre of this paper was focused on passive, low-cost and energy-efficient approaches suitable for a hot arid climate. The students were asked to design a refugee shelter prototype that was cost- and time-efficient, that would also present the least impact on the environment after demolition. The course’s teaching process also included invited guest speakers, field trips and a hands-on workshop for low-tech building techniques as a prelude to designing and building a full-scale physical model. Thermal comfort and energy consumption for the design proposal were evaluated by simulation, and the physical model was evaluated by field monitoring. This paper outlines the design studio pedagogical experimental living lab process and the resulting students’ projects. It also shows the various skills the students acquired and suggests how this type of pedagogy can be viewed as a pilot model for green architecture education.
28
Simonett, Helena. "Miteinander musizieren." Die Musikforschung 72, no. 4 (September 22, 2021): 346–56. http://dx.doi.org/10.52412/mf.2019.h4.40.
Повний текст джерелаАнотація:
This article critically reflects a week-long music project that involved students of the music pedagogy master's programme at the Lucerne University of Applied Sciences and Arts and unaccompanied minor refugees of the nearby transit center. The project highlights the potential of musical activities, such as playing music, listening to and talking about music, dancing and building instruments, in the transcultural context of refugee work and points to the need for further research in this area. The evaluation of the project focuses on the benefits for the Swiss music students and the impact on their pedagogic practice and transcultural understanding, rather than the young asylum seekers. Particularly in the context of cultural education, where unequal power relations and dependencies exist, contents and representations must be carefully examined. Ethnomusicologists, through their academic training and practical activities, are sensitized to recognize and dismantle neocolonial structures and approaches. Applied ethnomusicology, which is actively involved in solving concrete problems faced by minority individuals and groups, has developed the necessary tools and is therefore particularly suitable for informing the training and challenging the pedagogic practices of prospective music teachers and educators.
29
Tour, Ekaterina, Edwin Creely, and Peter Waterhouse. "“It’s a Black Hole . . .”: Exploring Teachers’ Narratives and Practices for Digital Literacies in the Adult EAL Context." Adult Education Quarterly 71, no. 3 (February 6, 2021): 290–307. http://dx.doi.org/10.1177/0741713621991516.
Повний текст джерелаАнотація:
A strength-based approach to teaching digital literacies can advance language education for adults from refugee and migrant backgrounds, preparing them for life in a new country. This article draws on a 6-month ethnographic study at an adult English language center in Australia and explores teachers’ perspectives and practices related to teaching digital literacies to understand how prepared they are to employ learners’ own resources. Using sociomaterial theory, this research found that English as an Additional Language (EAL) teachers’ narratives about learners focused on what they lacked rather than what they brought to learning. It also found that while teaching practices utilized some strength-based pedagogical principles, the teachers viewed their work as being deficient. They did not always recognize their agential power nor did they overtly understand that the technology itself afforded this power. The article concludes with implications for EAL practice and professional learning of teachers who work in the adult sector.
30
VILLAVICENCIO, ADRIANA, CHANDLER PATTON MIRANDA, JIA-LIN LIU, and HUA-YU SEBASTIAN CHERNG. "“What’s Going to Happen to Us?” Cultivating Partnerships with Immigrant Families in an Adverse Political Climate." Harvard Educational Review 91, no. 3 (September 1, 2021): 293–318. http://dx.doi.org/10.17763/1943-5045-91.3.293.
Повний текст джерелаАнотація:
With the increasing numbers of immigrant and refugee students across the US K–12 system, the xenophobia of the current political climate, and the effects of COVID-19 on the immigrant community, it is critical to examine schools that serve immigrant students and their families. Drawing on case studies of two public high schools that exclusively serve immigrant students, authors Adriana Villavicencio, Chandler Patton Miranda, Jia-Lin Liu, and Hua-Yu Sebastian Cherng examine how educators frame the current political context and how this frame informs their collective approach to engaging with and supporting families. The study finds that these schools shifted norms of parental engagement by proactively forging relationships with families, cultivating alliances with community partners, and mediating within families around challenges related to work and higher education to benefit the communities they serve. In so doing, these school actors have shifted the norms of parental engagement to center the perspectives, voices, and experiences of immigrant families.
31
Weber, Beverly. "“We Must Talk about Cologne”: Race, Gender, and Reconfigurations of “Europe”." German Politics and Society 34, no. 4 (December 1, 2016): 68–86. http://dx.doi.org/10.3167/gps.2016.340405.
Повний текст джерелаАнотація:
The perceived crisis triggered by the current refugee influx highlights the contradiction at the heart of human rights discourse. Modern humanity has been constructed as both European and as universal; the racialized “Other” against whom the “modern human” disturbs this construction by laying claim to human rights from the very heart of Europe. The sexualized violence reported in Cologne on New Year’s Eve fed into racialized fears of refugees and immigrants promoted by groups on the radical right, even as racialized fears returned to mainstream discourses. Critical responses to the racism of the radical right unfortunately also participate in racialized discourses by resorting to “Europe” or “European values.” This analysis suggests the need to consider Europe as a field of power, one in which the contestation over what Europe is or should be results in concrete, racialized disparities in access to social mobility, education, or public agency. A project for racial, gender and economic justice requires the thinking of Europe as an ongoing project of world-making. The call to revisit or reclaim “European” values cannot succeed here. Nor can a response to the new right (or the newly normalized racism of the center) allow the new right to determine the parameters of debates about possibilities for the future.
32
Greer, G. H. "Who Needs the Undercommons? Refuge and Resistance in Public High Schools." Brock Education Journal 28, no. 1 (December 10, 2018): 5–18. http://dx.doi.org/10.26522/brocked.v28i1.778.
Повний текст джерелаАнотація:
This paper is a theoretical discussion of The Undercommons: Fugitive Planning and Black Study (Harney & Moten, 2013) as a contribution to critical education in public schools. The undercommons serves here as an epistemic device, or a way of seeing and knowing, in relation to public education. The function of this device is to establish an appreciative view of student survival and activist behaviours and to centre educational policy as a potential mechanism of student exclusion. I propose that the practice of inclusion in schools coexists with unacknowledged operations of exclusion. The undercommons is employed as a lens to make such mechanisms of disenfranchisement apparent. I advocate here for an extension of inclusive education which, in addition to targeted supports for particular demographic groups, must concern itself with more general practices of disenfranchisement.
33
Due, Clemence, Damien W. Riggs, and Martha Augoustinos. "Diversity in intensive English language centres in South Australia: sociocultural approaches to education for students with migrant or refugee backgrounds." International Journal of Inclusive Education 20, no. 12 (April 20, 2016): 1286–96. http://dx.doi.org/10.1080/13603116.2016.1168874.
Повний текст джерела
34
Crawford, Renée. "Beyond the dots on the page: Harnessing transculturation and music education to address intercultural competence and social inclusion." International Journal of Music Education 38, no. 4 (May 1, 2020): 537–62. http://dx.doi.org/10.1177/0255761420921585.
Повний текст джерелаАнотація:
Australia has always been known as one of the most multicultural countries in the world, but as globalisation becomes the norm and we begin to welcome people from countries with vastly different backgrounds, experiences, ideologies, values and belief systems, how can we harness the power of education to develop intercultural competence and enhance social inclusion? A reconsideration of what we teach and how is required in order to account for the social, cultural and economic differences and similarities embodied within the changing society and contemporary student cohort. More specifically, what role can music education play in fostering transculturational practices that provide opportunities for personal, social and academic achievement? This multiple case study is situated across three schools in Victoria, arguably one of the most culturally and religiously diverse and densely populated states in Australia. This research explores the perceptions, experiences and practices of teachers directly or indirectly involved with the music education programme in three schools that have a high percentage of young people with a refugee background. Key findings from this research indicated that intercultural competence and socially inclusive behaviours were seamlessly embedded in the music learning activities that were student-centred, active, practical, experiential and authentic.
35
Alkhatib, Asma’a S., and Suhair A. Jaradat. "The Impact of Blended Learning using the Ideas Box on the Motivation for Learning Among Non-formal Syrian Female Refugee Students in Jordan." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 11 (June 4, 2021): 81. http://dx.doi.org/10.3991/ijim.v15i11.21961.
Повний текст джерелаАнотація:
The study aims to identify the impact of blended learning using the Ideas Box on the motivation toward learning among non-formal education female students in the Syrian refugee camps in Jordan. A semi-experimental approach was adopted; the sample of the study consisted of 30 female students enrolled in the Culture Promotion Program for Dropouts, second cycle, in the JOHUD Center for Social Support in January 2020. The experimental group consisted of 15 students who were taught the Islamic Pillars unit using the Ideas Box while the control group consisted of 15 students taught the same unit using the traditional way. Results show that there were no significant differences in mean scores of motivation between the two groups. This finding stresses the need for redesigning the current program used to teach students receiving the non-formal education to incorporate the Ideas Box into the curriculum.
36
Hos, Rabia, and Beth Kaplan-Wolff. "On and Off Script: A Teacher’s Adaptation of Mandated Curriculum for Refugee Newcomers in an Era of Standardization." Journal of Curriculum and Teaching 9, no. 1 (February 19, 2020): 40. http://dx.doi.org/10.5430/jct.v9n1p40.
Повний текст джерелаАнотація:
English Learners (ELs) make up 9.6% of the total student population in the U.S. (National Center for Education Statistics, 2019). Students with interrupted formal education (SIFE) are a subgroup of ELs who have had at least two fewer years of schooling than their peers, and function at least two years below grade level in reading and mathematics (DeCapua, Smathers, & Tang, 2007). To meet the demands of high stakes testing, schools have been increasingly implementing commercially published, scripted programs for ELs/SIFE (Reeves, 2010). Against this backdrop of the standards-driven and testing-based system, this article reports one of the key findings of a yearlong classroom ethnography of SIFE in an urban public secondary school in the United States, focusing on the experiences of the students and their teacher with two types of curriculum. Drawing on critical theory and culturally relevant/responsive pedagogy, the data tools include classroom observations, interviews with students and the teacher, and the videos of classroom interactions. Findings from our analysis demonstrate that the teacher played an active role in ensuring students learning through her role as a negotiator of the scripted curriculum. This study reaffirms that teachers can find ways to resist the totalizing effects of scripted curriculum.
37
Navarro Martínez, Óscar, Celia Flores Cuenca, and Ángel Luis González Olivares. "Centros de Educación Especial en el Sáhara y en España. Una perspectiva comparada." Revista Española de Educación Comparada, no. 35 (December 20, 2019): 46. http://dx.doi.org/10.5944/reec.35.2020.25225.
Повний текст джерелаАнотація:
In the current educational approach of our country different modalities of schooling to promote educational inclusion of the students with specific need of educational support are established. Special Education is presented as alternative to the ordinary model, either in the totality of its schedule or as combined schooling. The present article aims to analyse and compare the organization, functioning and resources of two Special Education centres in very different contexts. On the one hand, Olof Palme school, placed in the middle of the Sahara Desert, in a refugee camp in the town of Tindouf (Algeria). On the other hand, the Puerta de Santa María Special Education School in Ciudad Real (Spain). It studies in depth the similarities and differences between these two centres that educate students with educational support needs. The comparison of both contexts supposes differences in the functioning or organization of the teachings. Firstly, the situation of each of these two centres is described, analysing their main aspects. Later the comparative study is carried out and the main conclusions are commented. Different data collection techniques have been used to carry out the study, mainly the interview, the direct observation and the bibliographic review. Pronounced differences between these two situations imply that the educational process of both schools is very different in terms of the available resources, both material and human, the organization and the possibilities of action.
38
K.V, Sankaran, Malini Ganapathy, and Debbita Tan Ai Lin. "EFL Teaching and Learning Practices in the Rohingya Classroom: A Case Study." International Journal of Applied Linguistics and English Literature 8, no. 2 (March 31, 2019): 126. http://dx.doi.org/10.7575/aiac.ijalel.v.8n.2p.126.
Повний текст джерелаАнотація:
This study aims to explore the teaching and learning of English in the Rohingya classroom, specifically from teachers’ and students’ perspectives. Originally from Myanmar, hundreds of thousands of Rohingyas were forced to flee the country from mass violence and persecution in search of a new life that would promise them safety, security and basic human rights – conditions that remain elusive to a vast majority of Rohingya refugees. Denied access to free healthcare and education, many Rohingya refugee children attend informal classes in community-run learning centres with the help of UNHCR and local NGOs or in madrasah (the Arabic word for any educational institution), either secular or religious. For this study, a descriptive research design was used and data was collected through a combination of interviews, diary-writing, field notes, questionnaires and in-class observations. The findings revealed that conventional teaching and learning approaches were ineffective in the Rohingya classroom due to the unique composition of students of varying ages, learning abilities and knowledge levels all grouped in one class. It also found peer-learning to be an effective learning tool as the Rohingya children responded well to group activities, interacting actively with and learning from their peers. This study is significant in identifying a need for an English language curriculum incorporating approaches and techniques that teachers can use to create more meaningful teaching and learning activities that can accommodate the diversity and inclusiveness found in the Rohingya classroom.
39
Bui, James, Shirley Tang, and Peter Kiang. "The Local/Global Politics of Boston’s Viet-Vote." AAPI Nexus Journal: Policy, Practice, and Community 2, no. 2 (2004): 10–19. http://dx.doi.org/10.36650/nexus2.2_10-19_buietal.
Повний текст джерелаАнотація:
This article recalls the incident in 1992 where City Councilor Albert ‘Dapper’ O’Neil of Boston made a racist remark towards the Vietnamese community. The incident points out the lack of political clout and education Vietnamese people have due to their poverty and refugee status. If we want to make a difference in the political processes we need to exercise our right to vote. Community-based organizations, Viet-Aid, have also helped Vietnamese population to overcome barriers in their ability to participate in political actions. The 2003 Viet-Vote Campaign goals are to empower the Vietnamese community through civic engagement. The Viet-Vote influence extends that of local politics as it also attempts to represent Vietnamese voice, power, and spotlight on different issues from jobs to bilingual education. The Viet-Vote campaign help increase voter participation in the fall of 2003. The impact of Boston’s Viet-Vote campaign is far-ranging and multifaceted as it help launch the Vietnamese American Community Center and the establishment of community development projects.
40
Isadru, Vuchiri Ray, Rose Clarke Nanyonga, and John Bosco Alege. "Health Facilities’ Readiness to Manage Hypertension and Diabetes Cases at Primary Health Facilities in Bidibidi Refugee Settlement, Yumbe District, Uganda." Journal of Tropical Medicine 2021 (January 22, 2021): 1–10. http://dx.doi.org/10.1155/2021/1415794.
Повний текст джерелаАнотація:
Background. NCDs are the greatest global contributors to morbidity and mortality and are a major health challenge in the 21st century. The global burden of NCDs remains unacceptably high. Access to care remains a challenge for the majority of persons living with NCDs in sub-Saharan Africa. In Uganda, 55% of refugee households, including those with chronic illnesses, lack access to health services. Of these, 56% are in the West-Nile region where the Bidibidi settlement is located, with 61% of its refugee households in need of health services especially for NCDs (UNHCR, 2019). Data on NCDs in Bidibidi are scarce. Unpublished health facilities’ (HFs) data indicate that cardiovascular diseases (CVDs) (54.3%) and metabolic disorders (20.6%) were the leading causes of consultation for major NCDs (IRC, 2019). No readiness assessment has ever been conducted to inform strategies for the efficient management of NCDs to avert more morbidity, mortality, and the economic burden associated with NCD management or complications among refugees. This study sought to determine the readiness of HFs in managing hypertension (HTN) and diabetes cases at primary health facilities in the Bidibidi refugee settlement, Yumbe district, Uganda. Methods. The study used facility-based, cross-sectional design and quantitative approach to assess readiness for the management of HTN and diabetes. All the 16 HFs at the Health Centre III (HCIII) level in Bidibidi were studied, and a sample size of 148 healthcare workers (HCWs) was determined using Yamane’s formula (1967). Proportionate sample sizes were determined at each HF and the simple random sampling technique was used. HF data were collected using the Service Availability and Readiness Assessment (SARA) checklist and a structured questionnaire used among HCWs. Data were analyzed using SPSS version 20. Univariate analysis involved descriptive statistics; bivariate analysis used chi-square, Fisher’s exact test, and multivariable regression analysis for readiness of HCWs. Results. 16 HCIIIs were studied in five zones and involved 148 HCWs with a mean age of 28 (std ±4) years. The majority 71.6% (106) were aged 20–29 years, 52.7% were females, and 37.8% (56/148) were nurses. Among the 16 HFs, readiness average score was 71.7%. The highest readiness score was 89.5% while the lowest was 52.6%. The 16 HFs had 100% diagnostic equipment, 96% had diagnostics, and 58.8% had essential drugs (low for nifedipine, 37.5%, and metformin, 31.2%). Availability of guidelines for the management of HTN and diabetes was 94%, but only low scores were observed for job aid (12.5%), trained staff (50%), and supervision visits (19%). Only 6.25% of the HFs had all the clinical readiness parameters. On the other hand, only 24% (36) of the HCWs were found to be ready to manage HTN and diabetes cases. Chi-square tests on sex ( p < 0.001 ), education level ( p = 0.002 ), and Fisher’s tests on profession ( p < 0.001 ) established that HCWs with bachelor’s degree (AOR = 3.15, 95% CI: 0.569–17.480) and diploma (AOR = 2.93, 95% CI: 1.22–7.032) were more likely to be ready compared to the reference group (certificate holders). Medical officers (AOR = 4.85, 95% CI: 0.108–217.142) and clinical officers (AOR = 3.79, 95 CI: 0.673–21.336) were more likely to be ready compared to the reference group, and midwives (AOR = 0.12, 95% CI: 0.013–1.097) were less likely to be ready compared to the reference group. In addition, female HCWs were significantly less likely to be ready compared to male HCWs (AOR = 0.19, 95% CI: 0.073–474). Conclusion. HFs readiness was high, but readiness among HCWs was low. HFs had high scores in equipment, diagnostics, and guidelines, but essential drugs, trained staff, and supervision visits as well HCWs had low scores in trainings and supervisions received. Being male, bachelor’s degree holders, diploma holders, medical officers, and clinical officers increased the readiness of the HCWs.
41
Alayarian, Aida. "The Refugee Therapy Centre." Self & Society 32, no. 5 (December 2004): 5–10. http://dx.doi.org/10.1080/03060497.2004.11083810.
Повний текст джерела
42
Sira, J., M. Brown, S. Ambegaokar, L. Modin, and DA Kelly. "The necessity of education and hepatitis B vaccination for young people: A study of high risk behaviour for blood borne viruses in the United Kingdom." Journal of Child Health Care 23, no. 3 (February 28, 2019): 437–45. http://dx.doi.org/10.1177/1367493519831499.
Повний текст джерелаАнотація:
Blood borne virus (BBV) infection in adults involved in high risk behaviour is well recognized. There are limited reported data on young people involved in high risk behaviour. A descriptive questionnaire was used to ascertain risk behaviour at the Young People’s Substance Misuse Service (Birmingham). Data collection included risk behaviour and serological tests for hepatitis B, C and HIV. Sixty-five of one-hundred three (63%) young people participated; 37/65 male; age range 13.9–18.9 (median 17.4 years). Risk behaviour included 6 intravenous drug, 58 cannabis, and 61 had sexual partners, of whom 52 (85%) engaged in unprotected sex. Sixty-five participants were negative for BBV infection: 9 were HBV immune. HB vaccination was not available at the centre (for <18 year), and all refused referral to their general practitioner for vaccination due to fear of disclosure. The main risk for BBV acquisition was unprotected sex with multiple sexual partners and illicit drug use. Most were unaware of the risks related to high risk behaviour. Effective education programmes of relevant risk factors with HBV vaccination should be implemented during preadolescence. We recommend an integrated service via specialized centres, to work together to improve awareness and increase efforts to vaccinate adolescents at risk for HBV infection.
43
Land, Nicole, and Meagan Montpetit. "Doing pedagogical conversations (with spirituality and fat) as pedagogists in early childhood education." Journal of Pedagogy 9, no. 2 (December 1, 2018): 79–100. http://dx.doi.org/10.2478/jped-2018-0012.
Повний текст джерелаАнотація:
Abstract In this article, the authors respond to emerging articulations of the work of a pedagogist or pedagogical facilitator in early childhood education in Canada. This article is grounded in two intentions: we (1) share the tentative pedagogical conversations that we have as pedagogists who centre particular concerns, interests, and accountabilities; and we (2) launch our conversation from our desire to re-imagine how everyday pedagogies shape children’s experiences with spiritual knowings and children’s relations with fat. Sharing a narration from a pedagogical inquiry research project, we each offer a familiar developmental reading of the moment, gesture toward a partial re-engagement grounded in post-developmental pedagogies, and then weave our thinking with spirituality and fat together to complexify our propositions. We intentionally refuse to define the work of a pedagogist in a universalizable or technical manner. Instead, we argue that putting our pedagogist work into conversation draws our practices into uneasy, difficult, often contradictory relations and makes visible some potential futures (and their exclusions) we enact as we work to answer to the complex education spaces we inherit and re-create with educators and children.
44
Schreiter, Stefanie, Sascha Heidrich, Jamie Zulauf, Ute Saathoff, Anne Brückner, Tomislav Majic, Wulf Rössler, et al. "Housing situation and healthcare for patients in a psychiatric centre in Berlin, Germany: a cross-sectional patient survey." BMJ Open 9, no. 12 (December 2019): e032576. http://dx.doi.org/10.1136/bmjopen-2019-032576.
Повний текст джерелаАнотація:
ObjectiveTo determine the housing situation among people seeking psychiatric treatment in relation to morbidity and service utilisation.DesignCross-sectional patient survey.SettingPsychiatric centre with a defined catchment area in Berlin, Germany, March–September 2016.Participants540 psychiatric inpatients including day clinics (43.2% of all admitted patients in the study period (n=1251)).Main outcome measuresHousing status 30 days prior the interview as well as influencing variables including service use, psychiatric morbidity and sociodemographic variables.ResultsIn our survey, 327 participants (68.7%) currently rented or owned an own apartment; 62 (13.0%) reported to be homeless (living on the street or in shelters for homeless or refugees); 87 (18.3%) were accommodated in sociotherapeutic facilities. Participants without an own apartment were more likely to be male and younger and to have a lower level of education. Homeless participants were diagnosed with a substance use disorder significantly more often (74.2%). Psychotic disorders were the highest among homeless participants (29.0%). Concerning service use, we did neither find a lower utilisation of ambulatory services nor a higher utilisation of hospital-based care among homeless participants.ConclusionsOur findings underline the need for effective housing for people with mental illness. Despite many sociotherapeutic facilities, a concerning number of people with mental illness is living in homelessness. Especially early interventions addressing substance use might prevent future homelessness.
45
Hamerslag, R. J. "The Schipol Refugee Centre Case." International Journal of Refugee Law 1, no. 3 (1989): 395–401. http://dx.doi.org/10.1093/ijrl/1.3.395.
Повний текст джерела
46
Pasta, Stefano. "Hybridising media education and social pedagogy: the (missed) opportunity in educational intervention with refugees in the ‘Italian reception system’." Research on Education and Media 11, no. 2 (December 1, 2019): 38–44. http://dx.doi.org/10.2478/rem-2019-0020.
Повний текст джерелаАнотація:
Abstract The thesis of this article is that in the informational society, social and intercultural education must be hybridized with media education. From this strong incorporation of media in education comes an approach to citizenship education as a new field of action in media education. The case study analysed deals with the flow of refugees into Italy as of 2013, following which there was a substantial investment in financing and in educating personnel in the reception system. Historically, there has always been a strong correlation between technology and migration; technology’s role as an active agent pertains not only to refugees’ departure but also to the entire migratory itinerary and the later process of integrating into the local community. Smartphones, global positioning systems, social networks and applications can make the difference between success and failure along the migration route. However, at reception centres, training practices in the digital environment do not characterise the structured educational offer but instead are more customary in refugees’ informal self-studies and build digital literacy. On the contrary, it appears useful to develop and promote refugees’ digital knowledge and literacy through practices that are not left to chance but are planned with pedagogical attention.
47
Sageman, Elischka, and Sharleen Cook. "An Outreach Midwifery Program for Homeless, Pregnant Young Women in the Northern Metropolitan Region of Melbourne." Australian Journal of Primary Health 1, no. 1 (1995): 79. http://dx.doi.org/10.1071/py95012.
Повний текст джерелаАнотація:
In this paper, the background, planning, and implementation of an outreach midwifery service for homeless, pregnant, young women in the northern metropolitan area of Melbourne is described. Research in the north east region of Melbourne had shown the large number of pregnant, homeless, young women, particularly in the West Heidelberg area (McDonald, 1992). Conventional antenatal services were not accessed by these women. They did not attend ante or postnatal classes and frequently missed hospital and medical appointments due to their transient lifestyle and lack of transport. This diminished the opportunity for favourable obstetric outcomes and could have undermined the ability for adequate parenting. The aim of the outreach program was to access the women in the appropriate settings, which might be a school, a refuge, a special accommodation centre, or in some cases a detention centre. The midwife would provide ante and postnatal education and support tailored to individual needs, make appropriate referrals to other agencies, provide practical assistance, such as transport, and be an advocate on behalf of the women where necessary. The main achievements of the program have been the provision of accessible and appropriate ante and postnatal care to a group of young women, who would not otherwise have accessed such services. Further, valuable links have been established with a variety of community agencies, enabling a more co-ordinated approach to client care.
48
Dryden-Peterson, Sarah. "Refugee Education." Educational Researcher 45, no. 9 (December 2016): 473–82. http://dx.doi.org/10.3102/0013189x16683398.
Повний текст джерелаАнотація:
In this article, I probe a question at the core of comparative education—how to realize the right to education for all and ensure opportunities to use that education for future participation in society. I do so through examination of refugee education from World War II to the present, including analysis of an original data set of documents ( n = 214) and semistructured interviews ( n = 208). The data illuminate how refugee children are caught between the global promise of universal human rights, the definition of citizenship rights within nation-states, and the realization of these sets of rights in everyday practices. Conceptually, I demonstrate the misalignment between normative aspirations, codes and doctrines, and mechanisms of enforcement within nation-states, which curtails refugees’ abilities to activate their rights to education, to work, and to participate in society.
49
Martínez Cardín, Andrés. "Los principios pedagógicos de los clérigos de San Viator y su implantación en el panorama escolar asturiano (1912-1941)." Historia y Memoria de la Educación, no. 12 (May 27, 2020): 463. http://dx.doi.org/10.5944/hme.12.2020.25282.
Повний текст джерелаАнотація:
The presence in Spain of the French congregations devoted to education comes determined by the political events that took place during the III Republic in the neighbouring country starting at the end of 19th century. Like many others, , clergymen from San Viator, a congregation founded by the French priest Luis Querbes and devoted to education since 1851, arrived in Spain in 1903 with the aim of finding refuge and continuing their educational work. After settling at a first stage in the city of Vitoria (Basque Country, Spain), they soon developed a program of foundations in the nearby surroundings which culminated with their establishment of a centre in Asturias (north-central Spain). With the approval of the diocese and the parish, they opened their first school in 1912, in the Asturian village of Cangas de Onís, which was soon followed by other twin foundations in Ribadesella and Infiesto. Our article undertakes to review their presence in the area - largely ignored today in the school scene of our region - by analysing those pedagogic principles which inspired their dedication to the school, their educational offer and their capacity for innovating and adapting to the interests of an industrial society aspiring to secure a top-class education for their pupils. For this commitment they used, among other things the regional press as an advertising resource that was able to guarantee them the prestige attained in the region along their educational journey.
50
Vladeva, Pavlina. "From the Chronicle of the Capinovo Monastery "St. Nicolai Wonderworker"." Cultural and Historical Heritage: Preservation, Representation, Digitalization 7, no. 1 (2021): 136–54. http://dx.doi.org/10.26615/issn.2367-8038.2021_1_011.
Повний текст джерелаАнотація:
The subject of this study is the chronicle of the Kapinovo monastery "St. Nicolai the Wonderworker". The royal monastery was founded in 1272 with the patronage of King Constantine Tych-Assen. It is one of the oldest and largest Bulgarian monasteries. During the Ottoman rule, it was pillaged, devastated and set ablaze by kardzhalii (turkish outlaws). It was rebuilt twice in 1835 and 1856. During the Revival it was a significant spiritual, enlightenment and revolutionary center. It is closely linked to the struggles for an independent church, nationwide education and political freedom. In 1830 a monastery school was founded there. Freedom fighters sougters refuge in the monastery: Velchova plot 1835, Captain Dyado Nikola's uprising 1856, Hadji Stavreva rebellion 1862. Under the Russo-Turkish wars (1877-1878) the monastery shelters refugees from the town of Elena, which was burned down by the Turks in November 1877. A Russian military infirmary for the wounded warriors was also organized. Lientenant Colonel Georgi Ulagai and 32 Russian soldiers are buried in the yard of the monastery. Four monks from the holy cloister have reached the pinnacles of hierarchical service by being elected bishops. The monastery is seen as a fortress of Bulgarian spirituality and guardian of our cultural and historical heritage. Keywords: Kapinovo Monastery "St. Nicolai the Wonderworker", Independent Church, Abbot, Revolutionary Center, Bishop, Russo-Turkish Wars (1877-1878), Russian Military Infirmary, Refugees