Integration of refugees in rural areas and the role of the receiving society: conceptual review and analytical framework

Glorius, Birgit; Bürer, Miriam; Schneider, Hanne

doi:10.3112/erdkunde.2021.01.04

Cited by 19 publications

(5 citation statements)

References 6 publications

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“…This sheds light on the importance of studying social boundaries (Lamont and Molnár, 2002;Tilly, 2004) in the context of infrastructure and how they work across and along such boundaries (see Lipsky, 1980, in regard to social infrastructures such as schools or welfare offices). It furthermore emphasizes the importance of focusing on the context in which refugees arrive and therefore connects well with approaches that examine different "opportunity structures" or degrees of receptivity that refugees encounter in regard to policy, social relations, or civic society structures (Glorius et al, 2021;Phillimore, 2021).…”

Section: Arrival and Infrastructures: Considering Inclusive And Exclu...mentioning

confidence: 93%

Infrastructures in the context of arrival – multidimensional patterns of resource access in an established and a new immigrant neighborhood in Germany

El-Kayed,

Keskinkılıc

2023

Geogr. Helv.

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Abstract. Recent debates on arrival cities, neighborhoods, or other scales of local contexts tend to focus on aspects of local areas which support new migrants in accessing resources such as social networks, organizations, and other kinds of local infrastructure that give access to (multilingual) information, housing options, first jobs, or a sense of belonging and conviviality. These features are often concentrated in long-standing immigrant neighborhoods. In this contribution, we compare different kinds of local infrastructure in two German local contexts – in an established immigrant neighborhood and a rather new immigrant neighborhood – and how they have shaped the arrival of refugees who have come to Germany since 2014/15. We emphasize the need to understand infrastructures and the way they shape arrival, first, in a multidimensional way that, second, comprises inclusive as well as exclusive aspects of local infrastructures. This, third, includes the need to specify for which category of people infrastructures work in an inclusive or exclusive way as they work differently along a range of social boundaries.

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Section: Arrival and Infrastructures: Considering Inclusive And Exclu...mentioning

confidence: 93%

Infrastructures in the context of arrival – multidimensional patterns of resource access in an established and a new immigrant neighborhood in Germany

El-Kayed,

Keskinkılıc

2023

Geogr. Helv.

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“…It provides rich knowledge and new insights on the specific context factors for the integration of refugee population in rural areas. Based on a citizen survey of 908 residents and 139 qualitative interviews with refugee residents and experts in eight districts and 32 municipalities the role of the receiving society, local integration politics, and the perspective of the newcomers were analyzed (Glorius et al, 2020(Glorius et al, , 2021Mehl et al, 2023). Five central conditions for the integration of refugees in rural areas are specified (Mehl et al, 2023, 10ff.…”

Section: Specific Context Factors On Integration In Rural Areasmentioning

confidence: 99%

“…Take, for instance, the use of labor market participation rates among individuals with refugee experience as a key metric for integration success. However, many current models lack a holistic approach, failing to consider the reciprocal roles of the receiving society and the important influence of local conditions upon arrival (Glorius et al, 2021;Korntheuer et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

Researching educational barriers in participatory real-world labs: vocational training of refugees in rural counties in Germany

Thomas,

Albrecht,

Korntheuer

et al. 2024

Front. Educ.

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IntroductionAs a result of the large-scale arrivals of refugees and migrants, Germany is facing the challenge of providing inclusive education pathways not at least for a successful integration into the labor market. In our research project laeneAs (Ländliche Bildugnsumwelten junger Geflüchteter in der beruflichen Ausbildung/The Rural Educational Environments of Young Refugees in Vocational Training), we focus on educational barriers and good practices within the vocational education and training system (VET) for refugees in rural counties. In particular, racism and discrimination are significant barriers to refugee participation in society and education. Our contribution addresses the following research question: How is educational inclusion discussed and defined in and through real-world labs among stakeholders in four rural districts: social workers, educators, policymakers, administration, and young refugees?.MethodsWe initiated real-world labs as a space for collaborative research, reflection, and development to promote inclusive pathways for young refugees in vocational education and training in four research sites. We used futures labs as a method to identify key challenges and develop action plans as an activating method with stakeholders and refugee trainees. Our data consisted of audio recordings of group discussions in the real-world future labs, which were analyzed using deductive content analysis.ResultsThe analysis identified the following areas as important barriers to education and for practice transformation: (1) infrastructural and cultural barriers; (2) day-to-day problems in vocational schools and companies (3) restrictive immigration policies and regulations.DiscussionEducational barriers are imbedded in a contradictory immigration regime with reciprocal effects so that refugee trainees have difficulties in completing their education and further their social inclusion. On the other side of this contradictory immigration regime, social work and social networks provide fundamental support in obtaining a vocational qualification.

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“…Sweden was not the only European country to allocate a significant proportion of the 2015 asylum seekers to rural regions. This was also the case in Germany, a fact said to have furthered an interest for areas that are otherwise typically less focused on in migrant research than urban ones (Glorius et al, 2021). However, research on rural migrants and especially on the mere reception and how it varies with different conditions in rural areas is sparse (ibid).…”

Section: Research Backgroundmentioning

confidence: 99%

Rural Education and Integration

Öhrn

Beach

Johansson

et al. 2023

AIJRE

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In the autumn of 2015 a large number of mainly Syrian refugees arrived in Sweden. They were unevenly distributed geographically by the authorities and smaller municipalities received proportionally larger numbers than others. The schools became central in the local reception processes. They faced difficulties but also possibilities, both pedagogical, organizational and in relation to social issues. Based on participant observation and interviews with staff in six rural schools in different rural areas from an ethnographic study, in this paper we explore experiences about how schools received the new refugees and how reception influenced teaching. The analyses indicate some changes in forms of teaching (e.g. sensitivity to language differences, more explicit structuring of tasks) that became permanent as they were considered beneficial to non-migrant students as well. In contrast, there were very few signs of changes in the content of teaching, which appears to have largely remained largely the same as before the refugees came.

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Integration of refugees in rural areas and the role of the receiving society: conceptual review and analytical framework

Cited by 19 publications

References 6 publications

Infrastructures in the context of arrival – multidimensional patterns of resource access in an established and a new immigrant neighborhood in Germany

Infrastructures in the context of arrival – multidimensional patterns of resource access in an established and a new immigrant neighborhood in Germany

Researching educational barriers in participatory real-world labs: vocational training of refugees in rural counties in Germany

Rural Education and Integration

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