Quality and social justice in refugee education: Syrian refugee students' experiences of integration into national education systems in Jordan.
The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highligh...
| Publicado en: | Journal of Ethnic & Migration Studies Vol. 49; no. 15; pp. 3856 - 3877 |
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| Autores principales: | , |
| Formato: | Artículo |
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Taylor & Francis Ltd
Sep2023
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=hlh&AN=171842378&site=ehost-live header: @attributes: shortDbName: hlh uiTerm: 171842378 longDbName: Humanities International Complete uiTag: AN controlInfo: bkinfo: jinfo: jid: 1369183X 56F jtl: Journal of Ethnic & Migration Studies issn: 1369183X maglogo: N pubinfo: dt: Sep2023 vid: 49 iid: 15 pid: 377 pub: Taylor & Francis Ltd artinfo: ui: 171842378 10.1080/1369183X.2023.2171972 ppf: 3856 ppct: 21 formats: fmt: – @attributes: type: T – @attributes: type: P size: 1.6MB tig: atl: Quality and social justice in refugee education: Syrian refugee students' experiences of integration into national education systems in Jordan. aug: au: Morrice, Linda Salem, Hiba affil: Centre for International Education, University of Sussex, Brighton, UK Refugee Studies Centre, University of Oxford, Oxford, UK su: Education of refugees Syrian refugees School integration National educational levels Educational quality Social justice Community schools Jordan sug: subj: Jordan Education of refugees Syrian refugees School integration National educational levels Educational quality Social justice Community schools keyword: integration quality education Refugee education social justice ab: The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highlighted in the literature. However, there has been less attention to how integration is implemented in practice, how different models of integration are experienced by refugee students, and the extent to which they provide quality education and advance social justice for refugee students. This paper draws on Nancy Fraser's principle of parity of participation and integration theory to examine Syrian refugee students' perspectives across three models of integration in Jordan (camp, second shift and host community schools). Drawing on qualitative and quantitative data, we highlight how each model gives rise to social arrangements which, in different ways, impede socially just and equitable education. pubtype: Academic Journal doctype: Article src: R language: English refInfo: copyright: @attributes: flag: Y custom: Copyright of Journal of Ethnic & Migration Studies is the property of Taylor & Francis Ltd and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. item: Journal of Ethnic & Migration Studies holder: Taylor & Francis Ltd dt: @attributes: year: 2023 holdings: @attributes: islocal: N |
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