Syrian students in Icelandic compulsory schools: The experiences of students, parents and teachers
In 2016 Iceland, in cooperation with the United Nations High Commissioner for Refugees (UNHCR), received a group of Syrian quota refugees who had been stationed in Lebanese refugee camps. The group included families with school age children. Education is an important aspect of refugees’ adaptation p...
| Published in: | Netla |
|---|---|
| Main Authors: | , , |
| Format: | Article in Journal/Newspaper |
| Language: | Icelandic |
| Published: |
Menntavísindasvið Háskóla Íslands
2020
|
| Subjects: | |
| Online Access: | https://ojs.hi.is/netla/article/view/3274 https://doi.org/10.24270/netla.2020.8 |
| Summary: | In 2016 Iceland, in cooperation with the United Nations High Commissioner for Refugees (UNHCR), received a group of Syrian quota refugees who had been stationed in Lebanese refugee camps. The group included families with school age children. Education is an important aspect of refugees’ adaptation process, as it is a key venue of mutual learning, both for the inhabitants of the receiving country and its prospective residents (Hannah, 2007). The purpose of this research is to improve education policies and practices relating to refugees by highlighting refugee students’ voices, as well as those of their parents and teachers. The main objectives involve assessing the experiences of the Syrian students and their parents and teachers at compulsory school level, by focusing on their personal perspectives, aspirations and challenges.By investigating the experiences and impressions of students, parents, teachers and others who participate in the study process, valuable information may be gathered for the purpose of facilitating this group’s adaptation and learning. This research was conducted with the participation of families residing outside the capital, in areas where only a small number of residents are of Arab origin. Refugees often arrive in groups in their host country and as a result become obvious minority groups, especially if they exhibit characteristics from their home country such as language and culture (Anderson, 2003).Various theories outline the adjustment process of refugees when moving to their host country, one of those being Berry’s (2005) theory of acculturation where he defines four adaptation approaches linked to two main premises; on the one hand, how strongly people prioritise the preservation of their cultural customs and self-image and, on the other, their readiness to participate in the larger community together with other social groups.Regarding the refugees’ (the minority group), adjustment is considered to occur when individuals no longer emphasise the conservation of their cultural ... |
|---|