How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey
| Autor: | Jens Schneider, Maurice Crul, Özge Biner, Ifigenia Kokkali, Elif Keskiner, Frans Lelie, Nihad Bunar, Maha Shuayb |
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| Přispěvatelé: | Sociology, Identities, Diversity and Inclusion (IDI) |
| Jazyk: | angličtina |
| Rok vydání: | 2019 |
| Předmět: |
Economic growth
Sociology and Political Science Refugee Geography Planning and Development Integration Introduction classes Education lcsh:Urban groups. The city. Urban sociology lcsh:Social Sciences lcsh:HT51-1595 Political science 0502 economics and business 050602 political science & public administration lcsh:HT101-395 Second language instruction Demography Middle East School age child Refugee children 05 social sciences SDG 8 - Decent Work and Economic Growth 0506 political science Welcome classes lcsh:HT201-221 lcsh:H Spanish Civil War Second language lcsh:Communities. Classes. Races Statistics Probability and Uncertainty Law 050203 business & management School system lcsh:City population. Including children in cities immigration Educational systems |
| Zdroj: | Comparative Migration Studies, Vol 7, Iss 1, Pp 1-20 (2019) Comparative Migration Studies, 7:10, 1-20. SpringerOpen Crul, M, Lelie, F, Biner, Ö, Bunar, N, Keskiner, E, Kokkali, I, Schneider, J & Shuayb, M 2019, ' How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey ', Comparative Migration Studies, vol. 7, 10, pp. 1-20 . https://doi.org/10.1186/s40878-018-0110-6 |
| ISSN: | 2214-8590 |
| DOI: | 10.1186/s40878-018-0110-6 |
| Popis: | Since the war in Syria started in 2011, many children left their war-torn country, alone or together with their families, and fled to neighboring countries in the Middle East, to Turkey or to Europe. This article will compare how Syrian refugee children are included – or not - in school systems both in Europe (Sweden, Germany and Greece) and outside Europe (Turkey and Lebanon). These five countries represent very different ways of receiving children in their educational system. We will compare national institutional arrangements like access to compulsory school, access after compulsory school age, welcome or immersion classes, second language education and tracking mechanisms. Including children as soon as possible in regular classes seems to provide the best chances for school success, whereas educating refugee children in a segregated parallel school system for extended periods often results in early school leaving or not attending school at all. |
| Databáze: | OpenAIRE |
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