Responding with hospitality: Refugee children in the South African education system

Perumal, Juliet

doi:10.1080/16823206.2015.1085622

Cited by 19 publications

(13 citation statements)

References 18 publications

(15 reference statements)

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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%

“…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%

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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%

Section: South Africamentioning

confidence: 99%

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

et al. 2020

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“…We define hospitable practices within HE as all forms of support that facilitate or contribute to the wellbeing (Perumal, 2015), empowerment (Healey, 2014) and social inclusion (Marci, 2013) of those perceived as strangers, in this case, refugees (but, theoretically, also migrants, non-traditional students etc.). Hospitable practices acknowledge refugees as individual actors with particular experience, skills and talents that can be integrated into the host society, and which can enrich it (Healey, 2014; Marci, 2013; Wilson, 2010).…”

Section: Hospitality: Why Universities Went the Extra Milementioning

confidence: 99%

“…Protecting guests is a duty of the host. Furthermore, hospitality recognized the importance of actors other than the state (Perumal, 2015). While universities cannot fully replace government agencies, they could – besides other measures discussed earlier – speak out on behalf of safety and against xenophobia (as they did in the two countries studied).…”

Section: Hospitality: Why Universities Went the Extra Milementioning

confidence: 99%

Hospitable universities and integration of refugees: First responses from Austria and Poland

Kontowski

Leitsberger

2017

European Educational Research Journal

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European universities responded in different ways to the ‘refugee crisis’ of 2015. Some subscribed to the agenda of higher education (HE) as a universal human right, while others stressed different long-term benefits of offering access to it. Yet, the unprecedented sense of moral urgency that guided immediate declarations of support and subsequent actions has largely remained unaddressed. With the crisis becoming a new reality for many countries, HE has a role to play in the social inclusion of refugees, even in countries that were not attractive destinations for refugees in the past. In this article, we provide an overview of the reasons why HE institutions supported refugees, and present the results of an empirical study of Poland and Austria during the 2015–2016 academic year. We then evaluate those first responses utilizing parts of Ager and Strang’s framework of integration, and discuss issues of institutional readiness, capabilities and the public role of HE stemming from this comparison. Our findings suggest that reasons such as acknowledgement of basic rights, or utilizing social capital are insufficient to explain and understand strong integrative support measures. We propose that refugee support by HE institutions is both better understood and promoted through the language of hospitality.

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“…The 'us'/'them' 'insider'/'outsider' racial divides seem persistent in South Africa (see Carrim 1998;McKinney 2010;Perumal 2015;Soudien 2007 Participants used exegesis, religious discourse and references to the Bible to construct non-normative sexual and gender identities as deviant and immoral. For example, JL talked about the sinfulness of non-normative sexualities in Christian teaching and the social opprobrium that ought to follow:…”

mentioning

confidence: 99%

'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

Francis¹,

Reygan²

2016

Educ. as change

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We explored types and qualities of microaggressions or subtle forms of discrimination towards lesbian, gay, bisexual and transgender (LGBT) people among teachers in South Africa. For data collection, we used in-depth interviews. Twenty-five Life Orientation teachers, nine men and 16 women, from both rural and urban schools throughout the Free State Province participated. Our findings suggest heterosexism as well as subtle and sometimes harder to pin down forms of bias -microaggressions -are experienced in these contexts. Given the educational policy shifts on LGBT rights in South Africa, we argue that microaggressions need to be clearly located in the larger macro context of systemic heterosexism which pervades schools and the teaching of sexuality education in South Africa. We conclude with implications for teaching and support interventions to make schools more LGBT inclusive.

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Responding with hospitality: Refugee children in the South African education system

Cited by 19 publications

References 18 publications

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

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

Hospitable universities and integration of refugees: First responses from Austria and Poland

'Let's see if it won't go away by itself.' LGBT microaggressions among teachers in South Africa

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