Session Information
99 ERC SES 07 G, Gender and Education
Paper Session
Contribution
This paper presents preliminary findings from the research project, A Part and Apart? Education and social inclusion of refugee children and youth in Iceland (ESRCI)
After generations of upbringing in migration destinations, children and young people grow up within communities with strong transnational ties to countries of origin (Olwig, 2011, 2013). Children’s identification and sense of belonging also refer to local places in the countries of residence (Olwig, 2003) such as school, a place children identify strongly with. Children thus operate with multiple, shifting identities, developing multiple relationships and a sense of belonging (Motti-Stefanidi & Masten, 2017; Ragnarsdóttir & Hama, 2018a; Tran & Lefever, 2018). Belonging has been argued to be multidimensional involving four distinct dimensions, such as a fundamental need to belong; a need to be connected to people and places and sharing memberships; belonging to a distinct social group; and a process of power and politics on micro and macro levels where children become excluded and included (Johansen & Puroila, 2021). Research shows that young Syrian refugees use social media platforms like Facebook, WhatsApp, and Snapchat to strengthen ties and connect across cultural divides (Veronis, Tabler, & Ahmed, 2018) and globally, unaccompanied refugees use Facebook, WhatsApp, Viber, and Skype for emotional bonding despite geographical distance (Gillespie et al., 2016; Kutscher and Kress, 2018). Social media platforms also play a role in symbolic acculturation, reflecting identity expression and a desire for successful integration (Thorpe and Wheaton, 2021).
Communication technologies play a crucial role in negotiating changes during migration and resettlement (Thorpe and Wheaton, 2021). The virtual world facilitates emotional connections across borders, preserving a sense of unity for families experiencing forced migration (Robertson et al., 2016; Kutscher and Kress, 2018). Social media has become a tool for communication, information sharing, and resource exchange among geographically distant individuals, influencing local resettlement experiences (Marlowe, 2020). The process of sharing information in mobilized virtual communities impacts rapid dissemination within online filter bubbles and echo chambers (Urry, 2016; Pariser, 2011). Virtual technologies enable transnational socio-virtual groups, fostering common interests irrespective of cultural differences (Marlowe, 2020).
The ESRCI project aims to critically explore the education and social inclusion of Syrian and Iraqi refugee children and youth at pre-, compulsory, and upper secondary levels and the structures created for their learning and wellbeing in their social and educational settings. Pillar 3 specifically engages with social inclusion and aims to explore wellbeing, social relationships and positions of refugee children and youth, identity, and intersections. It aims to comprehend the ways in which young refugees adapt to unfamiliar social and cultural surroundings, with a particular focus on the influence of social media in promoting transcultural experiences. The research also examines the ideas of hybridity and superdiversity, investigating the interaction between physical and virtual platforms in the context of transcultural communities. The ultimate objective is to provide valuable insights into the complex social environments encountered by young refugees in Iceland.
Research questions
- In what ways do young refugees in Iceland perceive and navigate new social and cultural environments, encountering different ideas and lifestyles? Additionally, does the use of social media platforms facilitate transculturality through communication and networking in these unfamiliar physical environments for young refugees?
- To what extent do the concepts of hybridity and superdiversity contribute to our understanding of the experiences of young refugees in Iceland, particularly considering the interplay between physical and virtual platforms and their connections to transcultural societies.
Method
The qualitative ESRCI research project involves Syrian and Iraqi refugee children and youth of different genders and their parents who have diverse educational and socio-economic backgrounds, altogether 40 families with children in schools at one or more levels (pre-, compulsory and upper secondary) in eleven municipalities in Iceland, as well as the children’s teachers, principals and where relevant, school counsellors, in the children’s schools, municipality persons, social services and NGOs. The municipalities are located in different parts of Iceland: Southwest (Capital area), Northwest, West Fjords, Northeast, East and South Iceland. Purposive sampling is used to select the children and parents and professionals in schools and municipalities.
Expected Outcomes
This pillar aims to thoroughly study the challenges and opportunities faced by young refugees as they establish themselves in Iceland, navigating the diverse norms, systems, and cultures of their unfamiliar environment. The study seeks to unveil the dynamics in the formation of hybrid identities, stemming from the imperative to engage with multiple environments that encompass a variety of ideas and cultures. These environments include their homes, where different norms, languages, cultures, and religions are taught, and the Icelandic public sphere, which introduces additional language differences, norms, religions, and cultural nuances, influencing various aspects of their perception and prosperity in Iceland. These hybrid identities become superdiverse as they further intertwine with transcultural tendencies through the virtual world. The virtual world involves endless diverse ideas, cultures, and information, adding another layer of complexity to the formation of the young refugees' identities. In this context, young refugees may transform into distinct virtual travelers, maintaining connections with their home countries through cross-border communication. Conversely, virtual spheres might also facilitate increased interaction with Icelanders, presenting an opportunity for further integration and cultural exchange. While conducted in Iceland, this study introduces innovative frameworks to comprehend the mixed social and virtual dimensions shaping refugee socialization and integration in a new society. Simultaneously, it aims to provide insights into the experiences of the contemporary younger generation in the Western world. Serving as a guide for future research on understanding young refugees' perceptions and establishment in a foreign society, it also offers a pathway for comprehending the broader experiences of contemporary younger generations in the West – the "gen Z and gen ALPHA." Anticipated findings encompass indications of stigmatization, exclusion, isolation, or parallel mobilization, with potential implications for the well-being, prosperity, productivity, and education of these individuals.
References
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