Educational Journey of Refugee Students: Suggestions for Practitioners

Year 2021, , 405 - 437, 17.04.2021

Dilara Özel , Hilal Altunay Yılmaz

https://doi.org/10.17569/tojqi.852044

Cited By: 4

Abstract

There are 79.5 million people, including children, left their home countries forcibly. Besides, the duration of exile for people who forcibly displaced their countries becomes 17 years. During the time refugees stay in the host countries, they try to learn the host country’s culture, traditions, and values to adapt and survive. Schools are the key components to develop cultural competency. Within this study, it is aimed to review articles that include examples of good practice for school counselors and teachers working with refugee students. In this review, meta- analysis is utilized to examine the qualitative studies about the educational process of refugee students. Forty-one studies included in this meta-analysis. These 41 studies divided into four main themes; refugees’ adaptation, school experiences, policies, and refugee health. Best practices for teachers and school counselors who are working at refugee- receiving schools were presented.

Keywords

refugees, refugee education, psychosocial approach, practitioners

Eğitim Sürecinde Mülteci Öğrenciler: Uzmanlar için Öneriler

Abstract

Çocuklar dahil olmak üzere zorla yerinden edilen 79,5 milyon kişi bulunmaktadır. Zorla yerinden edilen kişilerin ev sahibi ülkede kalma süresi 17 yılı bulmuştur. Ev sahibi ülkede kaldıkları süre boyunca mülteciler uyum sağlamak ve hayatlarını devam ettirebilmek için ev sahibi ülkenin kültürünü, geleneklerini ve değerlerini öğrenmeye çalışmaktadırlar. Okullar kültürel yeterliliği geliştirmede kilit bir rol üstlenmektedirler. Bu çalışma ile birlikte mülteci öğrenciler ile çalışan okul psikolojik danışman ve öğretmenler için iyi uygulama örneklerinin derlenmesi amaçlanmıştır. Bu derleme çalışmasında mülteci öğrencilerin eğitim süreçleri hakkındaki nitel çalışmaların incelenmesinde meta-analiz yöntemi kullanılmıştır. Bu meta-analiz çalışmasına 41 çalışma dahil edilmiştir. Bu 41 çalışma, dört tema altında incelenmiştir; mülteci uyumu, okul deneyimleri, politikalar ve mülteci sağlığı. Mülteci alan okullarda çalışan okul psikolojik danışmanları ve öğretmenler için iyi uygulama örnekleri sunulmuştur.

Keywords

Mülteciler, mülteci eğitimi, psikososyal yaklaşım, uygulayıcılar

References

• Acartürk, C., McGrath, M., Roberts, B., İlkkursun, Z., Cujpers, P., Sijbrandij, M. Sandorp, E., Ventevogel, P., Mckee, M. & Fuhr, D. C. (2020). Prevalence and predictors of common mental disorders among Syrian refugees in Istanbul, Turkey: a cross-sectional study. Social Psychiatry and Psychiatric Epidemiology, https://doi.org/10.1007/s00127-020-01941-6
• Alpaydın, Y. (2017). An analysis of educational policies for school-aged Syrian refugees in Turkey. Journal of Education and Training Studies, 5(9), 36-44. Balkar, B., Şahin, S., & Işıklı Babahan, N. (2016). Problems confronted by Syrian teachers working at temporary education centers (TECs). Journal of Theory and Practice in Education, 12(6), 1290-1310.
• Barbara, J. (2006). Impact of war on children and imperative to end war. Medicine and Peace, 47, 891- 894. Barry, C.A., Britten, N., Barber, C. & Stevenson, F. (1999). Using reflexivity to optimize teamwork in qualitative research. Qualitative Health Research, 9(1), 26-44, doi: 10.1177/104973299129121677
• Betancourt, T. S., Yudron, M., Wheaton, W., & Smith-Fawzi, M. C. (2012). Caregiver and adolescent mental health in Ethiopian Kunama refugees participating in an emergency education program. Journal of Adolescent Health, 51(4), 357-365.
• Brenner, M. E., & Kia-Keating, M. (2016). Psychosocial and academic adjustment among resettled refugee youth. In Annual Review of Comparative and International Education 2016 (pp. 221-249). Emerald Group Publishing Limited.
• Busch, J., Bihler, L. M., Lembcke, H., Buchmüller, T., Diers, K., & Leyendecker, B. (2018). Challenges and solutions perceived by educators in an early childcare program for refugee children. Frontiers in psychology, 9, 1-10, https://doi.org/10.3389/fpsyg.2018.01621
• Campion, E. D. (2018). The career adaptive refugee: Exploring the structural and personal barriers to refugee resettlement. Journal of Vocational Behavior, 105, 6-16.
• Canterbury Christ Church University. Canterbury Christ Church University and refugee students: From hostile to holistic models. International Journal of Inclusive Education, 14(3), 247-267. doi:10.1080/13603110802504523
• Crea, T. M. (2016). Refugee higher education: Contextual challenges and implications for program design, delivery, and accompaniment. International Journal of Educational Development, 46, 12-22.
• Çelik, Ç., & İçduygu, A. (2018). Schools and refugee children: the case of Syrians in Turkey. International Migration, 57(2), 253-267.
• Çeri, V., Nasıroğlu, S., Ceri, M., & Çetin, F. Ç. (2018). Psychiatric morbidity among a school sample of Syrian refugee children in Turkey: A cross-sectional, semistructured, standardized interview-based study. Journal of the American Academy of Child and Adolescent Psychiatry, 57(9), 696-698.
• de Wal Pastoor, L. (2015). The mediational role of schools in supporting psychosocial transitions among unaccompanied young refugees upon resettlement in Norway. International Journal of Educational Development, 41, 245-254
• Dogutas, A. (2016). Tackling with refugee children’s problems in Turkish schools. Journal of Education and Training Studies, 4(8), 1-8.
• Dorman, S. (2014). Educational needs assessment for urban Syrian refugees in Turkey (Rep.). İstanbul: YUVA Association.
• Dryden-Peterson, S. (2014). Refugee education in countries of the first asylum: Breaking open the black box of pre-resettlement experiences. Theory and Research in Education, 14(2), 131-148. doi:10.1177/1477878515622703
• Dündar, A. (2019). Impact of physical education lesson on adaptation of Syrian refugee school age children in Turkey. World Journal of Education, 9(1), 266-273. Ereş, F. (2016). Problems of the immigrant students’ teachers: Are they ready to teach?.International Education Studies, 9(7), 64-71.
• Fegert, J. M., Diehl, C., Leyendecker, B., Hahlweg, K., & Prayon-Blum, V. (2018). Psychosocial problems in traumatized refugee families: overview of risks and some recommendations for support services. Child and adolescent psychiatry and mental health, 12(1), 5.
• Fruja Amthor, R. (2017). “If only I did not have that label attached to me”: Foregrounding self-positioning and intersectionality in the experiences of immigrant and refugee youth. Multicultural Perspectives, 19(4), 193-206.
• Hamilton, R. J., & Moore, D. (Eds.). (2004). Educational interventions for refugee children: Theoretical perspectives and implementing best practice. Psychology Press.
• Harris, V., & Marlowe, J. (2011). Hard yards high hopes: The educational challenges of African refugee university students in Australia. International Journal of Teaching, Learning and Higher Education 23(2),186-196.
• Hastings, C. (2012). The experience of male adolescent refugees during their transfer and adaptation to a UK secondary school. Educational Psychology in Practice, 28(4), 335-351.
• Hayes, S. W., & Endale, E. (2018). “Sometimes my mind, it has to analyze two things”: Identity development and adaptation for refugee and newcomer adolescents. Peace and Conflict: Journal of Peace Psychology, 24(3), 283.
• Horlings, A., & Hein, I. (2018). Psychiatric screening and interventions for minor refugees in Europe: an overview of approaches and tools. European journal of pediatrics, 177(2), 163-169.
• Gardner, H. (1995). "Multiple Intelligences" as a Catalyst. National Council of Teachers of English, 84(8), 16-18.
• İstanbul Bilgi Üniversitesi Çocuk Çalışmaları Birimi (İstanbul Bilgi University Child Studies Unit) (2015). Suriyeli mülteci çocukların Türkiye devlet okullarındaki durumu: Politika ve uygulama önerileri.
• Kaya, A., & Kıraç, A. (2016). Vulnerability assessment of Syrian refugees in İstanbul (Rep.). İstanbul: Suporttolife.
• Kéri, S., & Sleiman, C. (2017). Religious conversion to Christianity in Muslim refugees in Europe. Archive for the Psychology of Religion, 39(3), 283-294.
• Kok, J. K., Lee, M. N., & Low, S. K. (2017). Coping abilities and social support of Myanmar teenage refugees in Malaysia. Vulnerable Children and Youth Studies, 12(1), 71-80.
• Kovinthan, T. (2016). Learning and teaching with loss: Meeting the needs of refugee children through narrative inquiry. Diaspora, indigenous, and minority education, 10(3), 141-155.
• Koyama, J. (2013). Resettling notions of social mobility: locating refugees as ‘educable’ and ‘employable’. British Journal of Sociology of education, 34(5-6), 947-965.
• Koyama, J. (2015). Learning English, working hard, and challenging risk discourses. Policy Futures in Education, 13(5), 608-620.
• Lachal, J., Revah- Levy, A., Orri, M., & Moro, M. (2017). Metasynthesis: An original method to synthesize Qualitative Literature in Psychiatry. Frontiers in Psychiatry, 8(269). doi:10.3389/fpsyt.2017.00269
• Li, X., & Grineva, M. (2016). Academic and social adjustment of high school refugee youth in Newfoundland. TESL Canada Journal, 34(1), 51-71.
• Marshall, E. A., Butler, K., Roche, T., Cumming, J., & Taknint, J. T. (2016). Refugee youth: A review of mental health counselling issues and practices. Canadian Psychology/Psychologie canadienne, 57(4), 308-319.
• Mercan Uzun, E., & Bütün, E. (2016). Okul Oöncesi eğitim kurumlarındaki Suriyeli sığınmacı Cçocukların karşılaştıkları sorunlar hakkında Oöğretmen görüşleri [Teachers' Views Regarding the Problems Encountered by Syrian Refugee Children in Preschool Education Institutions]. Uluslararası Erken Çocukluk Eğitimi Çalışmaları Dergisi, 1(1), 72-83.
• Mola Okoko, J. (2011). Experiences of school principals with newcomers from war-affected countries in Africa. Diaspora, Indigenous, and Minority Education, 5(4), 222-234.
• Nakeyar, C., Esses, V., & Reid, G. J. (2018). The psychosocial needs of refugee children and youth and best practices for filling these needs: A systematic review. Clinical child psychology and psychiatry, 23(2), 186-208.
• Ndengeyingoma, A., Montigny, F. D., & Miron, J. M. (2014). Development of personal identity among refugee adolescents: Facilitating elements and obstacles. Journal of child health care, 18(4), 369-377.
• Nwosu, O. C., & Barnes, S. L. (2014). Where ‘difference is the norm’: Exploring refugee student ethnic identity development, acculturation, and agency at Shaw academy. Journal of Refugee Studies, 27(3), 434-456.
• Özcan, Z. (2019). Göçün travmati̇k etki̇leri̇ni̇ azaltmada sosyal desteği̇n rolü üzeri̇ne deneysel bi̇r Araştırma [An experimental research on the role of social support in reducing the traumatic effects of migration]. Bilimname, 37(1), 1001–1028.
• Özel, D. (2018). Examining needs and issues of refugee- receiving schools in Turkey from the perspectives of school counselors (Unpublished master's thesis). Ankara, Middle East Technical University.
• Özer, Y., Komsuoğlu, A., & Ateşok, Z. (2016). Türkiye’deki suriyeli çocukların eğitimi: Sorunlar ve Cçözüm Oönerileri (Education of Syrian Children in Turkey: Problems and Suggestions). The Journal of Academic Social Science, 4(37), 34- 42.
• Pastoor, L. D. W. (2017). Reconceptualising refugee education: exploring the diverse learning contexts of unaccompanied young refugees upon resettlement. Intercultural Education, 28(2), 143-164.
• Peterson, A., Meehan, C., Ali, Z. & Durrant, I. (2017) What are the educational needs and experiences of asylum-seeking and refugee children, including those who are unaccompanied, with a particular focus on inclusion? - A literature review.
• Prior, M. A., & Niesz, T. (2013). Refugee children’s adaptation to American early childhood classrooms: A narrative inquiry. The Qualitative Report, 18(20), 1-17.
• Roxas, K., & Roy, L. (2012). “That’s how we roll”: A case study of a recently arrived refugee student in an urban high school. The Urban Review, 44(4), 468-486.
• Sakız, H. (2016). Göçmen çocuklar ve okul kültürleri: Bir bütünleşme Oönerisi [Immigrant children and their school culture: an integration proposal]. Göç Dergisi, 3(1), 65-81.
• Sahin, C., Dagli, T. E., Acarturk, C. & Sahin Dagli, F. (2020). Vulnerabilities of Syrian refugee children in Turkey and actions taken for prevention and management in terms of health and wellbeing. Child Abuse and Neglect, doi: 10.1016/j.chiabu.2020.104628
• Saldana, J. (2013). Power and conformity in today's schools. International Journal of Humanities and Social Science, 3(1), 228-232.
• Sandelowski, M., Docherty, S. & Emden, C. (1997) Qualitative metasynthesis: issues and techniques. Research in Nursing and Health, 20, 365-371.
• Sarmini, I., Topcu, E. & Scharbodt, O. (2020). Integrating Syrian refugee in Turkey: The role of Turkish language skills (a case study in Gaziantep). International Journal of Educational Research Open, https://doi.org/10.1016/j.ijedro.2020.100007
• Sheikh, M., & Anderson, J. R. (2018). Acculturation patterns and education of refugees and asylum seekers: A systematic literature review. Learning and Individual Differences, 67, 22-32.
• Siah, P. C., Lee, W. Y., & Goh, L. Y. (2015). Quality of life among refugee children in Malaysia–a brief report. Vulnerable Children and Youth Studies, 10(4), 294-299.
• Stewart, J. (2011). Supporting refugee children: Strategies for eucators. University of Toronto Press.
• Stewart, J. (2012). Transforming schools and strengthening leadership to support the educational and psychosocial needs of war-affected children living in Canada. Diaspora, Indigenous, and Minority Education, 6(3), 172-189.
• Şan, F., & Koçlu, S. (2018). Determination of communication problems of the refugees in Sakarya and the need for community interpreting. International Journal of Language Academy, 6(4), 1-16.
• Şeker, B., & Sirkeci, İ. (2015). Challenges for refugee children at school in eastern Turkey. Economics and Sociology, 8(4), 122- 133.
• Tanaka, A. (2013). Assessment of the psychosocial development of children attending nursery schools in Karen refugee camps in Thailand. International Journal of Early Childhood, 45(3), 279-305.
• Toker Gokce, A., & Acar, E. (2018). School principals' and teachers' problems related to the education of refugee students in Turkey. European Journal of Educational Research, 7(3), 473-484.
• Tong, A., Flemming, K., McInnes, E., Oliver, S., & Craig, J. (2012). Enhancing transparency in reporting the synthesis of qualitative research: ENTREQ. BMC Medical Research Methodology, 12(181). doi:10.1186/1471-2288-12-181.
• United Nations High Commissioner for Refugees UNHCR. (2014). 2014 Syria regional response plan Turkey.
• Woolis, D. D. (2017). Communities that produce value and foster sustainable learning: the case of action for refugee educators. Knowledge Management for Development Journal, 13(3), 39–59.
• Yemini, M. (2017). Internationalization in conflict-ridden societies and within refugee populations. European Education, 49(4), 205-209.
• Yüksek, C. (2018). Dealing with stress using social theatre techniques with young Syrian students adapting to a new educational system in Turkey: a case study. Intervention (15718883), 16(2), 175–180.