Creating places, relationships and education for refugee children in camps: Lessons learnt from the ‘The School of Peace’ educational model

Huss, Ephrat; Asher, Smadar Ben; Shahar, Eitan; Walden, Tsvia; Sagy, Shifra

doi:10.1111/chso.12412

Cited by 6 publications

(3 citation statements)

References 30 publications

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“…Here, teachers are refugees from within the camp, who each teach children from their own culture and ethnicity in the school. The school is coordinated by a group of Jewish and Arab volunteers from Israel, members of a socialist youth movement in Israel, "Hashomer Hatzair", and operates five days a week, providing the children with safety, security and an adaptive learning experience (Huss et al 2020;Ben Asher et al 2020).…”

Section: School Vocational Training Integrationmentioning

confidence: 99%

Unaccompanied Minors in Greece and Italy: An Exploration of the Challenges for Social Work within Tighter Immigration and Resource Constraints in Pandemic Times

2021

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The number of unaccompanied minors (UAMs) arriving in the European Union (EU) has been increasing dramatically over recent years resulting in the formulation of EU policy directives around safeguarding and well-being. Notably, the majority of UAMs enter Europe irregularly through two main gateways to the European continent: via Italy, using the Central Mediterranean Sea route; or through Greece, transiting through the Eastern Mediterranean route from Turkey, mostly via sea. Profiles of UAMs travelling via the two different routes are significantly diverse, reflecting Italy’s and Greece’s geographical proximity to North Africa and the Middle East, respectively. Although Italy has witnessed a decline since 2018 (Todaro and Romano 2019), the two countries have faced a significant increase in UAMs, and this has required a considerable reorganisation of the reception systems and, more generally, of their welfare systems. However, difficulties in securing adequate reception for UAMs seeking protection have persisted in both countries. Through an analysis of the impact of the pandemic on the Italian and Greek reception systems and social interventions with UAMs, we utilised a multiple embedded case study approach within a comparative analysis, to identify key changes in the main services which should be guaranteed to minors—namely, hosting/housing, guardianship, foster care, family/relatives reunification, school integration, language, job training for care leaving, and preparation for leaving care after 18 years (Di Rosa 2017; Buchanan and Kallinikaki 2018; Barn et al. 2020). Against a background of critical reviews of the main issues related to policies and reported social work practice in a context of COVID-19 precarity, set within a wider EU framework, this paper contributes to the literature with an analysis of the current situation and the tightening of the conditions of reception, inclusion and integration that await UAMs in these gateway countries today. We conclude that with the suspension of key services and amenities, and with a practical halt to the due process of immigration and asylum, social workers are facing a difficult challenge to prevent the deterioration of UAMs’ mental health and well-being.

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Section: School Vocational Training Integrationmentioning

confidence: 99%

Unaccompanied Minors in Greece and Italy: An Exploration of the Challenges for Social Work within Tighter Immigration and Resource Constraints in Pandemic Times

2021

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“…The rights and abilities of children to consult and express their worldview, as well as to influence their lives and the services provided for them, are, by definition, even more limited than those of marginalized adults. Thus, finding ways to understand the lived experience for extremely disadvantaged children, such as those living in refugee camps, is imperative (Amthor 2017;Aydin and Kaya 2019;Ben Asher et al 2020;Brun and Lund 2010;Daniel 2019;Oikonomidoy et al 2018). These children have often endured potentially traumatic situations of conflict, loss, and difficult transitions, and so may face resulting health and stress problems, as well as the challenge of managing in the present with a lack of funding and, under current policy, reduced hope of reaching their wished-for final destination in Europe (Hobfoll et al 2007).…”

Section: Literature Surveymentioning

confidence: 99%

“…The island of Lesbos has a school within the camp of Karatape. Some refugee children attend this school in the morning and go to the School of Peace in the afternoon (Ben Asher et al 2020;Eleftherakos et al 2018;Krikigianni 2016).…”

Section: Literature Surveymentioning

confidence: 99%

Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

et al. 2021

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The aim of this paper is to describe a unique, bottom-up model for building a school based on humanistic intercultural values in a post-disaster/refugee area. We think that this model will be of use in similar contexts. This single-case study can teach us about the needs of refugee children, as well as provide strategies to reach these needs with limited resources in additional similar contexts. Additionally, this paper will outline a qualitative arts-based methodology to understand and to evaluate refugee children’s lived experience of in-detention camp schools. Our field site is an afternoon school for refugee children operated and maintained by volunteers and refugee teachers. The methodology is a participatory case study using arts-based research, interviews, and observation of a school built for refugee camp children in Lesbos. Participants in this study included the whole school, from children to teachers, to volunteers and managers. The research design was used to inform the school itself, and to outline the key components found to be meaningful in making the school a positive experience. These components could be emulated by similar educational projects and used to evaluate them on an ongoing basis.

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Hope on the move: Israeli humanitarians between resilience and utopianism

Givoni

2021

History and Anthropology

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Creating places, relationships and education for refugee children in camps: Lessons learnt from the ‘The School of Peace’ educational model

Cited by 6 publications

References 30 publications

Unaccompanied Minors in Greece and Italy: An Exploration of the Challenges for Social Work within Tighter Immigration and Resource Constraints in Pandemic Times

Unaccompanied Minors in Greece and Italy: An Exploration of the Challenges for Social Work within Tighter Immigration and Resource Constraints in Pandemic Times

Towards a Model for Integrating Informal and Formal Learning for Children in Refugee Camps: The Example of the Lesbos School for Peace

Hope on the move: Israeli humanitarians between resilience and utopianism

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