Education for Refugees and Forced (Im)Migrants Across Time and Context.

Education for Refugees and Forced (Im)Migrants Across Time and Context follows the journey of refugee and forced (im)migrant youths as their educational needs and opportunities vary according to resettlement communities' immigration policies, dominant culture and language, geography, and other...

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Detalles Bibliográficos
Clasificación:Libro Electrónico
Autor principal: Wiseman, Alexander W.
Otros Autores: Damaschke-Deitrick, Lisa
Formato: Electrónico eBook
Idioma:Inglés
Publicado: Bingley : Emerald Publishing Limited, 2023.
Colección:International perspectives on education and society.
Temas:
Refugees > Education.
Acceso en línea:Texto completo
Tabla de Contenidos:
  • Intro
  • Half Title Page
  • Series Page
  • Title Page
  • Copyright Page
  • Contents
  • About the Editors
  • About the Contributors
  • Refugee and Forced Im/Migrant Educational Experiences Across Time and Context: The Intersection of Determinism, Duration, and Mobility
  • The Importance of Time
  • The Importance of Context
  • Thematic Areas and Chapter Connections
  • Migration-Related Shifts Across Time and Context
  • Post-Migration Contextual Effects
  • Conclusion
  • References
  • PART 1: FORCED IM/MIGRATION SHIFTS ACROSS TIME AND CONTEXT
  • Chapter 1: Educational Aspirations Among the Rohingyas: The Stateless in a Refugee Camp in India
  • Introduction
  • Conceptual Understanding of Aspirations
  • Methodology
  • Educational Aspirations and Socialization at Home: The Parental Perspective
  • "The Wish Kept in the Heart"
  • "Wisdom is in Studies"
  • "A Girl Child Needs to be Smarter"
  • "A Life that is Better Than Ours"
  • "They Learn the Language of That Country"
  • Educational Aspirations and Socialization at Home: The Child's Perspective
  • "All My Needs Have Been Fulfilled Since Childhood"
  • "Our Brother's Do Not Contribute to Household Chores"
  • "I Just Want to Study Well Here"
  • "I Don't Know Whether it Will be Possible or Not"
  • Conclusion
  • References
  • Chapter 2: Children and Youth as "Agents" in Displacement: Young Girls' Stories of Motivation, Action, and Change in Kakuma Refugee Camp
  • Introduction
  • Literature Review
  • Data and Methods
  • Data Collection and Analysis
  • Findings
  • Thinking
  • Initiating/Taking Actions
  • Making Changes in Life
  • Discussion and Conclusion
  • References
  • Chapter 3: Educational Navigation Through Time and Space: Internally Displaced Persons (IDPs) in Iraq
  • 1. Introduction
  • 2. Methodology
  • 3. Literature Review
  • 3.2. Agentic Educational Navigation Through Time and Culture
  • 4. Barriers to IDP Educational Access
  • 4.2. Barriers
  • 4.2.1. Poverty
  • 4.2.2. Administrative Barriers: Student Age, Educational Interruption, and Curricular Differences
  • 4.2.2.1.Educational Interruption and Student Age. Among the most common reasons for children not attending school are administrative barriers due to the child's age. This interruption via an administrative block of enrollment was due to many reasons inclu
  • 4.2.2.2. Curricular Differences. Another oft-missed aspect of displacement is how consecutive displacement may occur and each iteration of upheaval may present new challenges with respect to educational access. For example, Um Amna remarked that her child
  • 4.2.3. Documentation and Suspected Affiliation with Daesh

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