Sustaining Non-formal Refugee Education Programs in a Covid-future World

In this discussion essay, characteristics of the provision of formal and non-formal education for refugee children in Greece will be explored through a comparative approach. The comparison reveals aspects of the social environments in the lives of refugee children. These will be examined through the lens of Uri Bronfenbrenner’s (1979, 1986) ecological systems theory as a means to understand the context of refugee children’s lives and also propose a more holistic approach to refugee education.

Policy networks in refugee education

• Social network analysis of 440 organisations engaged in Syria refugee education in Lebanon. • Partnerships found to comprise a complex policy web of global, national, and local actors. • Policy network reflects inequities wherein international organisations hold most influence. • Multiple crises impact refugee policy networks which expand to include new private actors. • While COVID-19 is thought to accelerate localisation, global power hierarchies persist. This paper presents a social network analysis of partnerships in refugee education and shows how relationships between organisations change in response to multiple crises, including political and economic crises, disaster, and COVID-19. We draw insights from an original database of 440 state and nonstate entities engaged in Syria refugee education in Lebanon (2018–2021). We find that partnerships in refugee education comprise a complex web of global, national, and local actors. The policy network arising from these partnerships reflects power inequities wherein international organisations hold most influence. Moreover, crises impact the network, which expands to include new private actors. While the COVID-19 pandemic is thought to accelerate localisation, our analysis suggests the durability of global power hierarchies in refugee education response. [ FROM AUTHOR] Copyright of International Journal of Educational Research is the property of Pergamon Press - An Imprint of Elsevier Science and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)

The promise of refugee lifelong education: A critical review of the field.

The increasing number of refugees, coupled with the protracted nature of refugee situations around the globe, underline the critical importance of refugee education. Since 2010, education has been one of the global strategic priorities of the United Nations Refugee Agency (UNHCR), but much of the focus and resourcing has been on primary education and, to a lesser extent, secondary education. Recognition of the role of lifelong learning for refugees has been much slower, only recently entering into prominence in global documents and policies. For refugees, the hope and desire for education that will enable them to achieve sustainable and dignified livelihoods has always been a core part of their realities. Lifelong learning has the potential to provide the bridge between disrupted schooling and future aspirations of self-reliance and participation in society. This article situates the emerging agenda for refugee lifelong learning in a postcolonial and global context. The author begins with a critical examination of the postcolonial "logics" which continue to construct and frame the study of refugees, before problematising how lifelong learning is incorporated and conceptualised in global policy. She draws the conclusion that despite global commitments, the realisation of lifelong learning for refugee youth and adults is likely remain frustrated for some time by normative assumptions firmly embedded in the conceptualisation of lifelong learning and the education frameworks of nation states. However, she argues that the recent global disruption to education and the inequalities that have been exposed by the COVID-19 pandemic provide an opportunity to rethink how education is conceptualised and the importance of providing lifelong learning opportunities to enable young people and adults to fulfil their aspirations.

La promesse de l'éducation tout au long de la vie pour les réfugiés : un examen critique de ce secteur ­ Le nombre croissant de réfugiés ajouté à la durée prolongée de leur situation dans le monde entier souligne l'importance décisive de l'éducation des réfugiés. Depuis 2010, l'éducation est une des priorités stratégiques mondiales de l'Agence des Nations Unies pour les réfugiés (UNHCR). Toutefois l'attention et les ressources ont majoritairement été dévolues à l'éducation primaire et, dans une moindre mesure, à l'éducation secondaire. Reconnaître le rôle de l'apprentissage tout au long de la vie s'est fait beaucoup plus lentement, et ce n'est que récemment que ce secteur a gagné en importance dans les documents et politiques internationaux. L'espoir et le souhait que l'éducation permette aux réfugiés de gagner leur vie durablement et dignement a toujours fait partie intégrante de la réalité qu'ils vivent. L'apprentissage tout au long de la vie pourrait être le pont entre une scolarité perturbée et de futures aspirations à devenir autonomes et à prendre part à la vie de la société. Cet article situe l'agenda naissant de l'apprentissage tout au long de la vie dans un contexte postcolonial et mondial. L'autrice part d'un examen critique de la « logique ¼ postcoloniale qui continue de constituer et de définir l'étude des réfugiés, et pose ensuite le problème de la façon d'intégrer et de conceptualiser l'apprentissage tout au long de la vie dans la politique mondiale. Elle conclut que malgré les engagements pris dans le monde, la réalisation de l'apprentissage tout au long de la vie pour les jeunes et les adultes réfugiés risque d'être encore contrariée pendant un certain temps par les théories normatives fermement ancrées dans la conceptualisation de l'apprentissage tout au long de la vie et les cadres des États-nations en matière d'éducation. Cependant, elle affirme que la récente perturbation mondiale de l'éducation due à la pandémie de COVID-19 et les inégalités que cette dernière a mises en évidence sont pour nous l'occasion de repenser la façon dont l'éducation est conceptualisée et l'importance d'offrir des possibilités d'apprentissage tout au long de la vie aux jeunes et aux adultes pour leur permettre de réaliser ce qu'ils ambitionnent.

Education and an Ethics of Care when working with Refugee Families during COVID-19

Provision of early childhood education and care services for refugee families took on heightened challenges during COVID-19 restrictions. We undertook a small-scale study to explore how Australian educators worked with and cared for refugee families during the COVID-19 outbreak in an urban Australian setting. This paper emerges from a larger project that aimed to support social inclusion and cultural and linguistic diversity for refugee families in Australia. The paper draws on two group interviews conducted during a COVID-19 lockdown with four educators working with refugee families in early childhood education and care. Data analysis is framed by the ethics of care work of Carol Gilligan and Nel Noddings. On the basis of these theories and the interview data, two vignettes on an ethics of care were developed. The importance of being cared for and cared about and genuinely listening were identified as crucial aspects of the care provided to refugee children and their families. [ FROM AUTHOR] Copyright of Early Years: Journal of International Research & Development is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full . (Copyright applies to all s.)