ERG SES B 05, Parallel Session B 05
There is a common agreement among researchers, educational practitioners, state representatives and others that education plays a crucial role in facilitating the inclusion of both refugee children and adults into the host society (see i.e. Ager and Strang 2008; Heckmann 2008; UNHCR 2007; Szente, Hoot and Taylor 2006; Rutter 2003; Salinas and Müller 1999). According to the current Czech legislation all children regardless of their nationality and legal status have the right to attend elementary schools on the Czech territory and at the same time in accordance with the trends of inclusive education, which however, have begun to be discussed only recently, also to attend a regular school which will provide them with adequate and quality support.
However, in order for refugee children to enjoy their full right to education, several conditions require to be met. These are based on the rights embedded in several conventions on human rights and also the specific situation in the Czech Republic and they are:
- equal educational opportunities in a mainstream physically accessible setting (‘non-discrimination and physical access’ in International Covenant on Economic, Social and Cultural Rights)
- appropriate curriculum and methodology in delivering it (‘acceptability and adaptability’ ibid.)
- possibility of informed decisions by parents/family including the child (‘the best interest of the child’ in Convention on the Rights of the Child)
- counselling and assessment services should be available to them
- parental involvement (‘school-community/home links’ in UNHCR Education Strategy 2010-2012)
In 2008 the Czech Republic joint the global resettlement efforts and resettled a group of Burmese refugees from Malaysia. They were nine families, six of them having children of school age, who became the participants of a small-scale qualitative study, together with the eight elementary schools educating the children.
The research task was defined as mapping the educational practices in relation to a group of refugee children arriving in the Czech Republic as part of a pilot resettlement programme, who, it was hypothesised, would clearly encounter some barriers to education. The research questions were, below, framed to take into account not only the refugee children’s attendance at Czech schools, but also the previously listed required conditions to full access to, participation in and derived benefit from the education provided.
- Do refugee children (and their parents) have access to pedagogical counselling and assessment services?
- According to which assessment parameters are refugee children allocated to specific classes/years/schools?
- What are the support programmes run by schools/public and private sector?
- What is the role of language training in the school attendance of refugee children?
- What is the role refugee parents play in the school life?
Ager, A., and A. Strang. 2008. Understating Integration: A Conceptual Framework. Journal of Refugee Studies 21: 166 – 191. Arnot, H., and M. Pinson. 2005. The Education of Asylum-Seeker and Refugee Children. Cambridge: Faculty of Education, University of Cambridge. BERA. 2004. Revised Ethical Guidelines for Educational Research. Notts: British Educational Research Association. Glaser, B., and A.L. Strauss. 1967. The Discovery of Grounded Theory: Strategies for Qualitative Research. Chicago: Aldine Publishing Company. Heckmann, F. 2008. Education and the Integration of Migrants. Bamberg: EFMS. Hek, R. 2005. The Role of Education in the Settlement of Young Refugees in the UK: The Experience of Young Refugees. Practice 17: 157 – 171. Hughes, N., and H. Beirens. 2007 Enhancing Educational Support: Towards Holistic, Responsive and Strength-based Services for Young Refugees and Asylum Seekers. Children & Society 21: 261 – 272. Kanu, Y. 2008. Educational Needs and Barriers for African Refugee Students in Manitoba. Canadian Journal of Education 31: 915 – 940. Miller, J., J. Mitchell, and J. Brown. 2005. African refugees with interrupted schooling in the high school mainstream: Dilemmas for teachers. Prospect 20: 19 – 33. Reakes, A. 2007. The education of asylum seekers. Some UK studies. Research in Education 77: 92 – 107. Rutter, J. 2003. Supporting Refugee Children in 21st Century Britain - A Compendium of Essential Information. Stroke on Trent: Trentham Books. Salinas, C., and G. Müller. 1999. Good Practice Guide on Integration. London: World University Press. Szente, J., J. Hoot, and D. Taylor. 2006. Responding to the Special Needs of Refugee Children: Practical Ideas for Teachers. Early Childhood Education Journal 34: 15-20. Taylor, S. 2008. Schooling and the Settlement of Refugee Young People in Queensland:". . . The challenges are massive." Social Alternatives 27: 58 – 65. UNHCR. 2007. Education Strategy 2007-2009: Policy, Challenges and Objectives. Geneva: UNHCR.
- Search for keywords and phrases in "Text Search"
- Restrict in which part of the abstracts to search in "Where to search"
- Search for authors and in the respective field.
- For planning your conference attendance you may want to use the conference app, which will be issued some weeks before the conference
- If you are a session chair, best look up your chairing duties in the conference system (Conftool) or the app.