Refuge 36 (2) Special Issue: Refugee Children, Status, and Educational Attainment: A Comparative Lens

Shuayb, Maha; Crul, Maurice

doi:10.25071/1920-7336.40843

Cited by 1 publication

(2 citation statements)

References 19 publications

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“…Education in Emergency (EIE) is mainly adopted by countries in the global south, countries that share borders with refugees' home country, and countries hosting refugees temporarily. In contrast, the long-term education paradigm is mostly adopted in the global north and is a product of the permanent residency the host country offers to its refugees (Shuayb and Crul 2020;Brun and Shuayb 2020). Each education paradigm is implemented using different policies, thus exposing refugee children to different schooling systems, integration provisions, languages, and curriculums.…”

Section: Education Paradigmsmentioning

confidence: 99%

“…Following the Syrian crisis that erupted into civil war in early 2011 and the subsequent massive influx of Syrian refugees to neighbouring countries, refugee research has proliferated considerably in the past decade (Shuayb and Crul 2020). With most research concerned about the immediate humanitarian response, studies investigating refugees' long-term education and resettlement goals are still scarce.…”

Section: Introductionmentioning

confidence: 99%

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Determinants of Refugee Children’s Social Integration: Evidence from Lebanon, Turkey, and Australia

2022

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This paper investigates the determinants of refugee students’ social integration in Lebanon, Turkey, and Australia. This paper seeks to understand how legal status and the corresponding length of refugee asylum shape refugee children’s social integration. The three host countries offer refugees different legal statuses ranging from short-term in Lebanon, medium-term in Turkey, and long-term in Australia. Therefore, our data collection covers a sample of 1298 middle school refugee students from all three countries. Our probit regression analysis sheds light on the importance of micro-level factors related to individual and household characteristics and meso-level factors related to school factors shaping refugee students’ social integration. The statistical dominance of meso-level factors indicates that the within-country differences are stronger than the between-country differences, yet it does not rule out the importance of macro policies that indirectly influence refugee students’ social integration by shaping provisions at the micro and meso levels.

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Section: Education Paradigmsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%