H2020Индивидуална стипендия2021–2023

LearningtoBelong · Learning the Language of Belonging: Barriers to Inclusion in Refugee Education

„Хоризонт 2020“ — Действия „Мария Склодовска-Кюри“

Период: 2021-07-05 → 2023-07-04
Финансиране от ЕС: 157 356 €
Участници: 1
Схема: MSCA-IF

Линиите свързват координатора с партньорите.

Накратко на български

Връзката между училищното и социалното включване се анализира чрез пример с „адаптационните класове“ за сирийски деца в Турция. Това помага да се разберат пречките пред интеграцията на бежанците и как училищата могат да ги подпомогнат по-ефективно.

Този кратък обзор е генериран от изкуствен интелект

Кратко обяснение, генерирано от езиков модел по текста на CORDIS. Оригиналът е по-долу.

Резултати накратко

Learning the Language of Belonging: Barriers to Inclusion in Refugee Education

With its Global Education Strategy of 2012, the United Nations Refugee Agency (UNHCR) embraced a policy shift that promotes the inclusion of refugee children into the national education systems of countries of first asylum. Educational inclusion is expected to develop refugee children’s human capital and to reinforce harmonious ties to the host society even when there exists no legal pathway to citizenship or permanent residency. The project Learning the Language of Belonging: Barriers to Inclusion in Refugee Education aimed to better understand the assumed relation between educational inclusion and social inclusion by examining a specific policy, that of ‘adaptation classes’, in Turkey. Turkey has been pursuing educational inclusion for especially Syrian children with the support of a series of European Union funded projects. While refugee children begin primary school in regular classes with citizen children, adaptation classes take place at the third-grade level and target those students who could not develop sufficient Turkish skills in their first two years at school. For a year in third grade, such refugee students are put in a separate classroom and receive intensive training in Turkish as a second language. If educational inclusion is to go beyond granting access to schools, we need to advance the global discussion on how schooling can do more than re-placing refugee children at the margins of the host society. Accordingly, the project had the following specific objectives: (a) to contribute to the global discussion on barriers to social inclusion within refugee education. On a national scale, inform policymaking in Turkey, (b) to acquire new knowledge on how refugee communities make sense of and respond to institutional measures taken in the name of educational inclusion, particularly with regards to language instruction, (c) to develop a collaborative and empowering research methodology when working with refugees, and (d) to expand the fellow’s repertoire of methodological skills, improve networking and cooperation skills, and achieve higher social impact in research.

Текст от CORDIS, на английски · Данни: CORDIS, © Европейски съюз

Цел на проекта

Public education creates places for children in the future of a society. This is what the United Nations Refugee Agency intends by promoting the inclusion of refugee children into national education systems in countries of first asylum. However, everyday schooling experiences of refugee children exemplify that education presents less a magic portal to social inclusion than a site of continuous struggle over legitimate membership and equal opportunity. The proposed project aims to better understand the barriers to social inclusion in public schooling by examining how language preparatory classes socialize refugee students and their caregivers. While becoming proficient in the official language of the host country is understood to be a prerequisite for both educational and social inclusion, language learning is not a simple matter of an acquisition of a new skill. Rather, language learning constitutes a power-laden process, which introduces learners to broader social hierarchies. Accordingly, the proposed project seeks (i) to acquire new knowledge on how language preparatory classes frame conditions of social acceptance and how refugee communities respond to such educational measures, (ii) to contribute to the global discussion on barriers to social inclusion within refugee education while informing policymaking on a national scale in the country where it takes place, and (iii) to develop a collaborative and empowering research methodology when working with refugees. For this purpose, the study will employ a participatory action research methodology, which is based not only on inviting refugee caregivers to become active investigators of the study but also on developing a university-community partnership. The fellowship will support the researcher’s career development by expanding her methodological skills, improving her networking and cooperation skills, and building her capacity for higher social impact.

Оригинален текст от CORDIS (на английски).

Участници

SABANCI UNIVERSITESI · IstanbulКоординаторТурция