The educational experiences of Syrian women in countries of safety/asylum

Ibesh, Rasem; Wael, Ahmad; Chikhou, Rachid; Jumah, Razan; Sankar, Hayat; Thurston, Allen

doi:10.1016/j.ijedro.2020.100027

Cited by 7 publications

(6 citation statements)

References 9 publications

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“…The findings reiterate the need to listen to and work with (young) refugee women when designing and implementing educational provision or other support (Ibesh et al, 2021). Their needs, as seen in Greece, often included having childcare provided (either in the centre itself, or elsewhere in the city), private spaces for breastfeeding or simultaneous provision for young children.…”

Section: Conclusion: Promoting Young Refugee Women's Educational Part...mentioning

confidence: 70%

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Hunt

2021

DiGeSt - Journal of Diversity and Gender Studies

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Contrary to popular media tropes of the ‘young, lone, male refugee’ arriving at Europe’s borders, Greece has in fact seen a steady flow of young refugee women arriving since 2015. While many wish to engage in post-compulsory (15+) education, in order to gain valuable skills and enjoy new freedoms, various factors make it difficult to do so. Based on eight months of ethnographic fieldwork – involving semi-structured interviews with refugee youth (aged 15-25) and other stakeholders – this paper details young refugee women’s expressions of collective and relational agency as they navigate educational constraints. These constraints primarily stem from tensions in micro-level relationships with family, peers and teachers which result from, or are exacerbated by, the conditions of ‘unsettlement’. Young refugee women’s navigational tactics involved finding and shaping alternative learning opportunities, educating peers and leveraging collective strength. The paper concludes with implications and recommendations for gender-sensitive educational initiatives.s.

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Section: Conclusion: Promoting Young Refugee Women's Educational Part...mentioning

confidence: 70%

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Hunt

2021

DiGeSt - Journal of Diversity and Gender Studies

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“…Rasem Ibesh et al in their study found that these women face significant challenges in accessing education due to a variety of factors, including economic barriers, discrimination, and limited educational opportunities. 48 Regarding documentation, all four Rectors mentioned in the interview that they are willing to exempt refugees from documentation so long as the refugees can demonstrate their eligibility to enroll in an Indonesian institution. However, as leaders of a public or state institution, it is nearly impossible for them to circumvent government regulations; consequently, as long as the Indonesian government is ready to waive documentation requirements for refugees, they see no reason to reject them.…”

Section: Barrier To Higher Education For Refugees and Effective Solut...mentioning

confidence: 99%

The Legal Vacuum on Access to Higher Education for Refugees in Indonesia: Islamic Claim for Aceh Responsibility

Kadir

Rivaldi

Farsia

et al. 2023

SAMARAH

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This article investigates the prospect of granting refugee students the opportunity to enroll in higher education in Indonesia, particularly Aceh. Due to the vacuum of law on the rights for higher education for refugees. This article explores the possibility of religious claim on the rights for higher education for refugees. This study aims to prove that amidst the vacuum of law on the higher education rights for the refugee, Indonesia is still legally, socially, and religiously responsible in providing higher education access for refugees. Using doctrinal and quantitative legal research. This research demonstrated that Indonesia should be able to provide higher education for refugees by minimally but significantly changing the meaning of several of its higher education regulations. The responsibility bear by Indonesia is stipulated clearly in its constitutional preamble, as well as article 28(C)1 of Indonesia constitution. This report also confirmed that Aceh, with its past and present position, meets the requirement of an “Islamic Land,” and hence has a fundamental religious commitment to give refugees with the same rights as its inhabitants. This report also suggests technical collaboration or assimilation with the Global Education Convention system, as well as combining the Paket C and the UNESCO Qualifications Passport for Refugee systems to address any refugee's paperwork and qualification issues. This study contributes to the advocacy and support for significant humanitarian aid that Indonesia, particularly Aceh, may provide to refugees in order to help them prepare for a better future.

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“…Changes in universities, including the adoption of inclusive policies, are important opportunities that can be explored to ensure that refugees and migrants have access to education and, later, insertion into the labor market (SDG 8) (Ibesh et al , 2021). However, as Streitwieser and Brück (2018) stated, refugees first need access to knowledge, skills and opportunities, which education can provide.…”

Section: Theoretical Frameworkmentioning

confidence: 99%

The role of universities in the inclusion of refugees in higher education and in society from the perspective of the SDGS

Finatto

Dutra²,

Silva³

et al. 2022

IJSHE

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Purpose The purpose of this paper aims to discuss the outreach strategies of higher education institutions (HEIs) to promote the inclusion of refugees, focusing on two case studies of programs in southern Brazil. Design/methodology/approach This paper analyzes two outreach programs of Brazilian universities: the Welcome Program for Immigrants (Programa Acolhida ao Imigrante) of the University of South Santa Catarina, a private higher education institution and the Support Center for Immigrants and Refugees (Núcleo de Apoio ao Imigrantes e Refugiados), sponsored by the Federal University of Santa Catarina, a public university. The activities of the two institutions were compared with the targets of the sustainable development goals to discuss the outreach strategies of HEIs aimed at promoting the inclusion of refugees, through descriptive research, with a qualitative approach based on documentary and bibliographic research. Findings The results show that academic participation in research and outreach programs provides refugees with an education but also represents a social contribution far beyond qualifications and technical training, by mitigating local and global problems. The practice of inclusive education allows a reduction in historically existing inequalities. The findings of this study indicate that the results are much more effective when universities, government and society work together to reduce inequalities. Originality/value This study addressed how universities can and should ensure life quality (SDG 3), including an equitable education and fostering lifelong learning opportunities for everybody (SDG 4) and gender equality (SDG 5), to reduce unemployment (SDG 8) and inequalities among people (SDG 10), through outreach projects.

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The educational experiences of Syrian women in countries of safety/asylum

Cited by 7 publications

References 9 publications

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

Allies, access and (collective) action: Young refugee women’s navigation of gendered educational constraints in Greece

The Legal Vacuum on Access to Higher Education for Refugees in Indonesia: Islamic Claim for Aceh Responsibility

The role of universities in the inclusion of refugees in higher education and in society from the perspective of the SDGS

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