Between Rights and Realities: Human Rights Education for Immigrant and Refugee Youth in an Urban Public High School

Bajaj, Monisha; Canlas, Melissa Ann; Argenal, Amy

doi:10.1111/aeq.12189

Cited by 19 publications

(14 citation statements)

References 28 publications

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“…Other studies of students' ideas about protecting human rights point to a limited understanding of formal institutional procedures. Students in the United States (Russell, 2018;Torney & Brice, 1979) and Northern Ireland (Niens et al, 2006), for example, have displayed little understanding of the international frameworks or formal institutions responsible for human rights protections, although one study of U.S. immigrant students indicated that they had a general knowledge that nongovernmental organizations could play a role (Bajaj, Canlas, & Argenal, 2017). Students in India, Human Rights meanwhile, emphasized personal rather than institutional responsibility for human rights, through actions such as encouraging others not to engage in violations; reporting violations to those in a position of authority; educating others and spreading awareness of rights and their violation; and changing their own behaviors so that they did not violate others' rights (Bajaj, 2012a).…”

Section: Research On Students' Understanding Of Human Rightsmentioning

confidence: 99%

Students’ Understanding of Institutional Practices: The Missing Dimension in Human Rights Education

Barton

2019

American Educational Research Journal

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This study used task-based group interviews with young adolescents in four countries to investigate their understanding of the causes of human rights violations, means for protecting human rights, and their own potential role in ensuring human rights. Although students recognized the role of personal and institutional factors in both violating and protecting human rights, their ideas for influencing human rights focused primarily on the personal contexts with which they were most familiar. Their understanding of political and economic mechanisms was much less elaborate. These findings suggest the need for curricula that equip students with the complex and specialized knowledge that would enable them to engage in a range of meaningful civic action, both in their lives now and as adults.

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Section: Research On Students' Understanding Of Human Rightsmentioning

confidence: 99%

Students’ Understanding of Institutional Practices: The Missing Dimension in Human Rights Education

Barton

2019

American Educational Research Journal

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“…At the same time, there might be more lucid examples of neighbours, so that the importance of social support for refugees can be understood. In one of the studies, lack of communication with neighbors had been associated with depression [11,12].…”

Section: Educationmentioning

confidence: 99%

Determinants of psychiatric disorders in children refugees in Turkey’s Yazidi refugee camp

Nasıroğlu

Çeri

Erkorkmaz

et al. 2018

Psychiatry and Clinical Psychopharmacology

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Objective: To examine the mental health states of a sample of Yazidi refugee children and adolescents who migrated from war-torn Iraq's Sinjar region and to determine the risk and protective factors for psychiatric disorders among the refugee children and adolescents. Method: The participants of this research were children and adolescents between ages 6 and 17 who live in a refugee camp in Turkey. Their parents/guardians provided written informed consents for the research. The research was approved by the Ethics Council of Sakarya University. Participants with intellectual disabilities and autism spectrum disorders were excluded from the study. Two child and adolescent psychiatrists speaking their native language interviewed and evaluated each of the participants. Collected data included sociodemographic information about previous and current living situations, Schedule for Affective Disorders and Schizophrenia for School-Age Children-Present and Lifetime -Turkish Version (K-SADS-PL). Results: One hundred and thirty-six children and adolescents (76 boys, 63 girls; mean age = 11.05 ± 3.11 (SD)). At the time of the assessment, 43.4% had posttraumatic stress disorder (PTSD) (n = 59), 27.9% depression (n = 38), 10.3% nocturnal enuresis (n = 14), 9.6% behavioural problems (n = 7), and 5.1% anxiety disorders (n = 13). Conclusions: Many of the refugee children and adolescents had developed psychiatric disorders, or are at risk for PTSD and depression. Also, the ongoing ambiguity regarding their living conditions, interruption of their education, a lack of hope for the future and anxiety regarding the ones they left behind are considered to be risk factors for the development of psychiatric and social problems in the future. Living with family members and not having losses from the immediate family are protective factors. ARTICLE HISTORY

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“…In contrast, some schools uniquely cater to 'newcomer' student populations, developing inclusive practices and responsive curriculum. In recent work, particularly a set of studies with the Internationals Network for Public Schools, researchers find that schools designed to take into consideration the sociocultural needs of migrant populations correlate with positive social and academic outcomes for students and their families (Bajaj, Canlas and Argenal 2017;Bajaj and Bartlett 2017;Mendenhall, Bartlett and Ghaffar-Kucher 2017). These studies demonstrate that social belonging, a component of sociocultural integration, coupled with high quality education can overcome negative effects of segregation.…”

Section: Theories Of Integration Are Widely Critiqued Amongst Educatimentioning

confidence: 99%

Inclusion and exclusion within a policy of national integration: refugee education in Kenya’s Kakuma Refugee Camp

Bellino

Dryden‐Peterson²

2018

British Journal of Sociology of Education

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This paper explores the impact of global policy shifts toward 'national integration' on schooling for refugee youth in Kenya. Based on interviews and classroom observations in Kakuma Refugee Camp, we theorize that integration manifests in a multidirectional, hierarchical manner as few refugees integrate up into government schools, while most integrate down into segregated camp schools. We examine how youth interpret and navigate these oppositional paths, imbued with assumptions about quality and status. We argue that global policy can foster structures for physical integration; however, social integration, integrally connected to protection and opportunity, depends on local strategies and practices, encompassing formal decisions about adapting policy, as well as embedded beliefs about the purposes of educating refugees and their long-term inclusion in host societies. This study responds to calls for deeper sociological attention to education and global migration, as states expand educational opportunities for refugee populations while negotiating educational rights amongst citizens.

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Between Rights and Realities: Human Rights Education for Immigrant and Refugee Youth in an Urban Public High School

Cited by 19 publications

References 28 publications

Students’ Understanding of Institutional Practices: The Missing Dimension in Human Rights Education

Students’ Understanding of Institutional Practices: The Missing Dimension in Human Rights Education

Determinants of psychiatric disorders in children refugees in Turkey’s Yazidi refugee camp

Inclusion and exclusion within a policy of national integration: refugee education in Kenya’s Kakuma Refugee Camp

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