Systems of Social Identity: Citizen Identities Shaping Female Jordanian and Syrian Refugee Students in Amman's Public Schools

2020 ◽  
Vol 1 (2) ◽  
pp. 21
Author(s):  
Kubow
Keyword(s):  
Public Schools ◽  
Social Identity ◽  
Refugee Students ◽  
Syrian Refugee

scholarly journals An Investigation of Forcibly Migrated Syrian Refugee Students at Turkish Public Schools

2017 ◽  
Vol 5 (7) ◽  
pp. 1149-1160 ◽  
Author(s):  
Rasim Tösten ◽  
Mustafa Toprak ◽  
M. Selman Kayan
Keyword(s):  
Public Schools ◽  
Refugee Students ◽  
Syrian Refugee

scholarly journals Predictive Ability of Future Anxiety in Professional Decision-Making Skill among a Syrian Refugee Adolescent in Jordan

2020 ◽  
Vol 2020 ◽  
pp. 1-6
Author(s):  
Ola Al Hwayan
Keyword(s):  
Decision Making ◽  
Public Schools ◽  
Predictive Ability ◽  
Quantitative Approach ◽  
Ministry Of Education ◽  
Achievement Level ◽  
Refugee Students ◽  
Syrian Refugee ◽  
Tenth Grade ◽  
The University

This study aimed to examine how and to what extent future anxiety contributes to the level of professional decision-making skills among Syrian refugee students in the tenth grade in public schools in Jordan for the year 2018/2019. Using a quantitative approach, 227 tenth-grade Syrian refugee students in public schools in the University Brigade Institute of the Ministry of Education in Jordan were measured on scales of future anxiety and professional decision-making. The results showed that the level of future anxiety was high, while the level of professional decision-making was moderate. In addition, the results showed that there were statistically significant differences in the future anxiety depending on gender (i.e., male/female) and achievement level (i.e., high achievement/low achievement), whereas for professional decision-making, there were differences depending on gender but not achievement level. Finally, it showed that future anxiety is predictive of professional decision-making skills.

scholarly journals Protecting Refugee Students’ Wellbeing After Research

2021 ◽  
Vol 20 ◽  
pp. 160940692110258
Author(s):  
Ozlem Erden-Basaran
Keyword(s):  
Public Schools ◽  
Attachment Theory ◽  
Culturally Relevant ◽  
Well Being ◽  
School Community ◽  
Ethnographic Study ◽  
Refugee Children ◽  
Refugee Students ◽  
Syrian Refugee ◽  
Children’S Expectations

This study examines how Syrian refugee children’s participation in an ethnographic study affected their well-being, using the premises of attachment theory and listening as care. Three Syrian children, aged 10–12 in Turkish public schools, participated in this study. The data of this study were generated by combining these children’s interviews and observations in 2016 and new interviews in 2018. This study argues that the researcher may be the closest option for these children to develop a long and secure relationship because their teachers and the school community provided misguided messages about the researcher’s role in the school and these children’s expectations from the researcher. Given this situation, the findings of this study suggest that researchers should allocate time after research to understand how their presence affects refugee children and prepare culturally relevant and individualized exit strategies to avoid harming them.

scholarly journals THE PROJECT-BASED LEARNING: IMPACT ON LEARNING OF GEOLOGY BY SYRIAN REFUGEE GRADE 6 STUDENTS

2021 ◽  
Vol 9 (5) ◽  
pp. 347-350
Author(s):  
Assaad Yammine
Keyword(s):  
Public Schools ◽  
Project Based Learning ◽  
School Level ◽  
Primary School Students ◽  
School Students ◽  
Refugee Students ◽  
Syrian Refugee ◽  
Before And After ◽  
Integrated Project ◽  
Set Up

Young Syrian refugees who have experienced the war are in a state of trauma that hinders their normal development, be it physical, emotional, or even at school level. Geology is, therefore, a difficult field to address for both students and teachers. In order to familiarize primary school students (grade 6) with this theme, we have set up and realized a pedagogical project at the "" educational that deals with Syrian refugee students enrolled in public schools in Lebanon. We integrated project-based learning (PBL) into teaching in order to introduce grade 6 students to some basics in geology. Several tests were conducted before and after our intervention. The results show that the PBL develops students' motivation and involves them more in learning situations while starting from their interests and promoting their cognitive engagement. In addition, PBL promotes their autonomy, awakens their sense of responsibility by integrating them into teams where they collaborate and communicate.

Sovereignty, citizenship and educating refugees in the United States

2020 ◽  
pp. 147490412096642
Author(s):  
Jill Koyama
Keyword(s):  
United States ◽  
Public Schools ◽  
Public Education ◽  
English Language ◽  
Language Education ◽  
The United States ◽  
Border Region ◽  
Refugee Students ◽  
Proposition 203 ◽  
Mexico Border

Public education in the United States acts as a governmental tool of neoliberalism, through which state power and sovereignty are deployed and transformed in daily life. Here, I examine how the divergence of sovereignty is exerted over refugee students and their families in US public education. Drawing on 42 months of ethnographic data collected on refugee and other immigrant networks in Southern Arizona, a US–Mexico border region marked by increasing anti-immigrant policies and practices, I reveal how the everyday practices and policies of one school district reflect and reinforce the government’s control over refugee students. I argue that the ways in which the students are sorted, marginalized, and denied opportunities as learners is inextricable from their positioning as non-citizens by the federal and state governments. Specifically, I demonstrate the linkages between the federal education policy, Every School Succeeds Act, Arizona State’s Proposition 203: English Language Education for the Children in Public Schools, which eliminated bilingual education, and the school district’s approach to teaching refugee students. Finally, I offer recommendations for creating more inclusive, assets-based learning environments for refugee students that push back against the neoliberal favoring of competition and one-size-fits-all solutions in public education.

scholarly journals The Syrian Refugee Crisis and Higher Education

2016 ◽  
pp. 9-10 ◽  
Author(s):  
Hans De Wit ◽  
Philip Altbach
Keyword(s):  
Higher Education ◽  
Host Country ◽  
Refugee Crisis ◽  
Host Countries ◽  
Refugee Students ◽  
Syrian Refugee ◽  
Long Run ◽  
Syrian Refugee Crisis ◽  
Academic Qualifications ◽  
Academic Study

The Syrian refugee crisis creates significant challenges for universities because many of the refugees have academic qualifications and may want to pursue academic study once they have been accepted into a host country. This article argues that refugee-students can bring advantages to universities as well as contributing to the economies of host countries in the long run. 

scholarly journals A Review of the Inclusion Process of Syrian Refugee Students in the Formal Education System of Turkey

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Melike ◽  
Bilge Kusdemir Kayiran ◽  
S T
Keyword(s):  
Education System ◽  
Formal Education ◽  
Classroom Teachers ◽  
Refugee Students ◽  
Inclusion Process ◽  
Syrian Refugee

The purpose of this study is to examine the opinions of classroom teachers, administrators, students and parents regarding the inclusion of refugee students in Turkey

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