9 Experiences, Challenges and Potential of Implementing a Participatory Approach to Designing Educational Material For and With Refugee Women in Greece

Κίτσιου, Ρούλα; Tsioli, Sofia; Androulakis, George; Alibrahim, Inaam

doi:10.21832/9781800412958-011

Cited by 1 publication

(1 citation statement)

References 0 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Tailored educational programming, community support and other opportunities assisted refugee girls and women in their individual efforts to overcome barriers and access education. In the case of Greece, Hunt (2021) and Kitsiou et al (2021) have noted the importance of women-only non-formal learning offers and simultaneous childcare. These initiatives tackle the social aspects that often influence refugee girls' and women's participation in education and recognise that women may find the most support in their own communities, whether that means the refugee or (international) learner community (Damaschke-Deitrick et al, 2019).…”

Section: Tailored Opportunities and Community Supportmentioning

confidence: 99%

Refugees' gendered experiences of education in Europe since 2015: A scoping review

Hunt,

Aleghfeli,

McIntyre

et al. 2023

Review of Education

View full text Add to dashboard Cite

This scoping review aims to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. Gender can act as a significant barrier to education, and gender stereotypes and bias can affect learning opportunities and outcomes. As a response, a scoping review was conducted to explore the role of gender in refugees' educational access, experiences, and outcomes in Europe since 2015. This review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill the gaps in knowledge about gender‐related post‐migration experiences of refugees and displaced individuals who have arrived in Europe. The review includes studies that focus on educational services for refugees in Europe and uses a meta‐ethnographic synthesis approach to data analysis and synthesis. Using a socio‐ecological framework, it was found that at the individual level, access and progression were shaped by previous educational attainment, health issues, survival tactics and future aspirations; at the micro‐level, by relationships with family, educators and peers; at the meso‐level, by public perceptions of refugee learners and home‐school interactions; and at the macro‐level, by administrative barriers, the asylum system, socio‐economic factors and the tailored opportunities and community support available. The majority of the studies referred to the experiences of women and girls.

show abstract

Section: Tailored Opportunities and Community Supportmentioning

confidence: 99%