Lifting the Veil of Silence: Exploring Academic Experiences of Male Refugee Learners at a High School in Johannesburg, South Africa

Sobantu, Mziwandile; Warria, Ajwang’

doi:10.15270/49-4-44

Cited by 6 publications

(4 citation statements)

References 24 publications

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“…It emphasizes the costs of schooling (uniforms, fees, books, and subsistence), lack of documentation, lack of knowledge about rights, government corruption and ineptitude, xenophobia, sexism, and language as barriers to accessing education (Meda et al, 2012;Hlatshwayo and Vally, 2014;Vandeyar and Vandeyar, 2017). Despite these barriers Hemson (2011), Sobantu and Warria (2013), Hlatshwayo and Vally (2014), and Perumal (2015) all provide examples of resilience, solidarity and strong self-concepts of children in the education system that speak back to negative constructions of refugees. They also provide empirical examples of resilience that Perumal (2015) argues needs to be met with respect and commendation.…”

Section: South Africamentioning

confidence: 99%

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

et al. 2020

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International conventions acknowledge the right of refugees and of disabled people to access quality inclusive education. Both groups struggle to assert this right, particularly in the Global South, where educational access may be hindered by system constraints, resource limitations and negative attitudes. Our concern is the intersectional and compounding effect of being a disabled refugee in Sub-Saharan Africa. Disabled refugees have been invisible in policy and service provision, reliable data is very limited, and there has been little research into their experiences of educational inclusion and exclusion. This article makes the case for research to address this gap. Three country contexts (South Africa, Zimbabwe, and Uganda) are presented to illustrate the multilayered barriers and challenges to realizing the rights for disabled refugees in educational policy and practice. These three countries host refugees who have fled civil unrest and military conflict, economic collapse and natural disaster, and all have signed the United Nations Convention on the Rights of Persons with Disabilities. None has available and reliable data about the numbers of disabled refugees, and there is no published research about their access to education. Arguing for an inclusive and intersectional approach and for the importance of place and history, we illustrate the complexity of the challenge. This complexity demands conceptual resources that account for several iterative and mutually constituting factors that may enable or constrain access to education. These include legislation and policy, bureaucracy and resource capacity, schools and educational institutions, and community beliefs and attitudes. We conclude with a call for accurate data to inform policy and enable monitoring and evaluation. We advocate for the realization of the right to education for disabled refugee students and progress toward the realization of quality inclusive education for all.

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Section: South Africamentioning

confidence: 99%

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

et al. 2020

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“…Such natural and structural challenges have contributed to a weak economy, the collapse of leadership in government, followed by civil strife and political unrest in these SADC countries (Aisen & Veiga, 2013). Sobantu and Warria (2013) and Bloch and McKay (2016) argue that in the post-1994 period pull factors such as the new democracy, aspirations for freedom, and political and economic stability attracted a lot of foreign nationals to migrate to South Africa. The International Organisation for Migration (2016) adds that most migrants came to the province of Gauteng to look for better jobs in the formal economy and to start businesses in the informal economy.…”

Section: Undocumented Migrants Who Are Single Mothers Residing In Sou...mentioning

confidence: 99%

Economic Experience of Migrant Women Residing in Gauteng, South Africa: A Sustainable Livelihood Perspective

Raniga

Fitshane

2022

SWORK

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This study investigated the correlation between poverty and the economic experiences of undocumented migrant women residing in a community in Gauteng province, South Africa. Through using a qualitative methodology, we present evidence from interviews and a focus group conducted with 20 women who relate their experiences. Adopting a sustainable livelihood perspective, this article presents the biographical profiles of the women and discusses three themes: social capital influences, tapping into human capital skills, and access to financial capital. This article contributes to debates on promoting gender justice and sustainable livelihoods as a prerequisite for poverty alleviation in Africa. Keywords: economic experiences, migrant women, sustainable livelihoods, undocumented

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“…Findings from studies conducted in the South African contexts indicated that refugee children in the primary school are exposed to varied experiences and support, which promotes their integration and participation in school. 13,31,41,42 As pointed out by Morland and Levine, 43 the quality of early education the refugee children are exposed to should benefit and support their health, improve their language proficiency and acquisition of maths and reading skills. Thus, effective integration and education of refugee children in primary school and early education programmes and availability of a conducive and learner-sensitive learning environment are essential for optimal development and positive educational and health outcomes.…”

Section: Towards Effective Integration Of Refugee Children In Primary Schoolsmentioning

confidence: 99%

Sustainable learning for refugee children in South African primary schools: A theoretical approach

Adams-Ojugbele

Hlalele

2021

The Journal for Transdisciplinary Research in Southern Africa

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Lifting the Veil of Silence: Exploring Academic Experiences of Male Refugee Learners at a High School in Johannesburg, South Africa

Cited by 6 publications

References 24 publications

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

Compounded Exclusion: Education for Disabled Refugees in Sub-Saharan Africa

Economic Experience of Migrant Women Residing in Gauteng, South Africa: A Sustainable Livelihood Perspective

Sustainable learning for refugee children in South African primary schools: A theoretical approach

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