alexerickson – Refugee Educational Advancement Lab (REAL)

June 20, 2023March 13, 2024

In Celebration of World Refugee Day: Centering Afghan Student Voices

By: Jessie Wetherby and Emily Zanieski 6/20/23

Peer reviewed by REAL team members

LINK: GSEHD Conference Provides Afghan Students a Platform to Share Their Stories

In celebration of World Refugee Day (WRD), this blog post reflects on “Afghanistan Policy, Programs, and Research: Centering Student Voices,” a conference held on April 14th, 2023 at The George Washington University (GWU). Co-organized by the Refugee Education Advancement Laboratory (REAL) and the University’s UNESCO Chair in International Education for Development, the conference aimed to bring together students, scholars, policymakers, and practitioners to discuss new perspectives related to displacement and higher education. As this year’s theme for WRD is “Hope Away From Home,” in this post, we aim to highlight the strength, resilience, and hope we learned from our Afghan participants who recently resettled in the United States. This blog also provides context to a new white paper and conference videos (appended below).

LINK: White Paper

LINK: Conference Program and Event Schedule

WATCH: Conference Welcome and Introductions

The first panel included five Afghan students from the American University of Afghanistan (AUAF) who were forced to leave their home institution and their families in 2021, when Kabul fell to the Taliban. During the panel, the Afghan students – previously interviewed during the research process – spoke to audience members about their experiences in Afghanistan, Iraq (where they studied in transit), and the United States (US, where they study now). While all five students spoke highly of their educational experience at AUAF, students also described the subsequent difficulties they faced with the transition to the American University of Iraq, Sulaimani (AUIS) and their respective US universities. Each student spoke about the challenges they had to overcome in adapting to a new culture, language, and, for some, new subject matter. Though they were forced to leave Afghanistan, their determination to continue their educational trajectories persisted at AUIS and now continues in the US. Moreover, despite myriad challenges in displacement, students also highlighted the support received from individuals and organizations that helped to make the path to the US possible. Their discussion highlighted not only their passion and love for Afghanistan but their resilience in pursuing education, despite their circumstances. As such, voices and insights of displaced populations are invaluable as they illuminate gaps in policy and the ways in which governments and organizations can work to adapt their current policies.

WATCH: Opening Panel: Centering Student Voices

The second panel included professionals from the International Rescue Committee (IRC), the US State Department, The Afghan Future Fund, and The Institute of International Education. That panel focused on leveraging student perspectives to change practice for refugees. The panelists underscored the importance of incorporating the feedback from refugee students into their programming to better meet their needs and strengthen their respective organizations’ responses. Additionally, they acknowledged that especially in this complex situation, there is a need to keep student voices at the forefront, as well as to coordinate among agencies working with students. However, as Nadima Sahar, managing director of the Afghan Future Fund, noted, due to the unique nature of the Afghan situation, the “one-size-fits-all approach” in typical scholarship programs is not particularly effective in this case. Students are dealing with the loss of their home, community, and language in addition to adapting to a new culture and environment. She said, “most of the ways we may have dealt with this earlier, may not be applicable here, so those are the nuances that we needed to take into consideration while designing and implementing our programs.” This highlights the need for more regular and systematic incorporation of feedback and cross-coordination among programs. Sara Rowbottom, Senior Technical Advisor for Education and Youth Programs with the IRC, stated this was important, especially when trying to navigate tackling issues and problem solving. This discussion also emphasized the need for funding and a continued effort to center efforts on issues affecting Afghan students and the situation in their home country.

WATCH: Afghan Future Fund: Leveraging Student Perspectives to Change Practice

The next panel, Policy Futures: What’s in Store for Afghans and Afghanistan, included individuals from GWU, the United States Institute of Peace (USIP), The National Journal, and The Office of Refugee Resettlement (ORR). The discussion highlighted the successes of Afghan resettlement in the US, such as the positive effects of public and private resources, new pilot programs, employment opportunities, school enrollment, mental health services, and the role of community-based organizations. Despite the successes, panelists acknowledged that there are still challenges facing resettlement, especially due to the unprecedented influx of refugees in the US. Many are concerned with their longer-term legal status, the cost of living in the US, and the tapering off of governmental support, as well as how to manage the expectations of what the US government can realistically provide in terms of support. Jason Lewis-Barry, Director of Interagency Outreach and Response in the ORR and Chief of Refugee Resettlement Branch, expressed that to support refugee resettlement services, research is needed to study the outcomes of long-term integration and define what successful integration looks like. Additionally, there is a need for programs working with refugees to understand the lived experience of refugees to inform programming. Masih Khybari, Director of Partnerships and Strategy at the National Journal, suggested that to supplement the pressure applied to policy makers, it is also necessary to engage individuals at the local level so that the “tremendous amount of grassroots, civil society-oriented action” which has occurred previously can continue. Belquis Ahmadai, a senior program officer at the USIP, also suggested that the Afghan Diaspora can continue to bring the situation in Afghanistan to the forefront by educating others and acting as ambassadors of Afghan culture.

WATCH: What’s in Store for Afghans and Afghanistan?

The conference concluded with “a call to action”in which students, scholars, policymakers, and practitioners developed action items and opportunities for collaboration amongst those working with displaced populations, especially in the field of education. In doing so, participants were tasked with bridging the gaps between practice-policy, policy-research, and practice-research. Some of the key themes of this workshop included an emphasis on collaboration rather than competition among organizations; contextual understandings; and the need for localized notions of development. One of the Afghan students, Ahmad (pseudonym used to protect participant’s identity), highlighted how prior to the Taliban takeover, Community Development Councils in Afghanistan focused on community-driven development to reach populations that were not served by governmental institutions or the international community. Ahmad’s comment underscores the need for organizations who work with refugee populations domestically and abroad to understand the context and take into account refugee experiences.

Through panel-led discussions and the call-to-action workshop, it became abundantly clear that for too long, the voices of displaced students have seldom been recognized. Instead, it is these voices that should be at the center of research, policy, and practice. As many of the students and policy makers expressed throughout the day, more work is needed to fully incorporate lessons learned from the lived experience of refugees in order to create policy and practice which is truly beneficial and effective. Concluding the day with the “call to action”–which involved Afghan students, policy makers, and academics–was important, because it reminded all participants that our discussions should continue beyond the conference to continue empowering and centering displaced students’ voices.

LINK: “What’s one thing U.S. policymakers, practitioners, and/or researchers can do to improve the lives of Afghans at home or abroad?” – Responses from Afghan Students

The conference was sponsored by the Hollings Center for International Dialogue and the Friends of the American University of Afghanistan. It was co-organized by the International Education Program at The George Washington University’s Graduate School of Education and Human Development in close collaboration with GW UNESCO Chair in International Education for Development and Refugee Education Advancement Lab. In conjunction with the conference, graduate students and faculty from George Washington University interviewed 5 Afghan students and wrote a white paper on displacement and higher education as it pertains to the students’ lived experiences, in hopes of informing better practice, policy, and research. The links to the relevant resources can be found below:

Relevant Resources: Endale, B. (April 19, 2023). GSEHD Conference Provides Afghan Students a Platform to Share Their Stories. GW Today. Retrieved from https://gwtoday.gwu.edu/gsehd-conference-provides-afghan-students-platform-share-their-stories

March 6, 2023March 13, 2024

The Next Step in Welcoming Refugees: From Encouragement to Empowerment in Host-Country Education Systems

By: Amina Iman 3/6/23

Peer Reviewed by REAL Members

“It is time to honor pledges to help refugee children get an education. It is time to turn the tide.”

– Filippo Grandi, Commissioner of the United Nations High Commissioner for Refugees

Consider this: As of May 2022, 100 million individuals have been forcibly displaced, among whom are refugees who have crossed international borders due to a well-founded fear of persecution (USA for UNHCR, 2022). Upwards of 50 percent of all refugees are children, which, compared to the 2021 UNHCR statistic of 27.1 million refugees worldwide, equates to about 13.6 million children (UNHCR – Children). Of this number, the UNHCR Education Report for 2022 indicates that only six percent of refugees are enrolled in tertiary levels of education in host states worldwide. Thus, with less than one million refugees enrolled in universities worldwide, we need to re-evaluate our efforts in welcoming and empowering refugees. Further, even when refugees do have access to higher education, there are myriad challenges, such as a lack of educators with training in how to accommodate refugee students, complex university admission policies, and a general lack of community support for newly settled refugees that serve as barriers to educational access (Schorchit, 2017).

Initially, it may be difficult to understand why countless refugees seek out opportunities to apply to universities within their host states but then seldomly submit applications, or why the youth who were once known in their homelands for their athleticism never make it to sports tryouts following relocation. The National Education Association provides some answers to such questions: there are multifaceted barriers to pursuing education post-resettlement that are centered around a lack of sense of belonging and supportive mentors. Thus, even if opportunities for refugees to enroll in educational institutions and extracurricular activities did exist, they still do not translate into refugees feeling welcomed or empowered to join. In order to see higher numbers of refugees present in such environments and undertaking opportunities, the leadership and contribution of empowerment-based groups and mentors are needed.

Globally, as host communities, we need more mentors that support and embolden refugees to carry out their aspirations, not just ignite those interests. Even so, empowerment-focused initiatives for refugees must not be replicated per host community but should instead be uniquely crafted to cater to the needs of local and typically heterogenous communities. Such programs allow for growing communities—comprised of refugees and inhabitants of a host community—to collectively expand their knowledge of cultures and experiences distinct from their own in addition to which forms of aid are most successful in uplifting refugees to reaffirm their belonging. One of the leading refugee empowerment-based programs in the United States is the Nashville International Center for Empowerment (NICE), which is beneficial for both providers and recipients of aid. Program leaders expand their leadership capabilities by engaging with individuals of varying circumstances, and receivers experience advances in education and general resettlement-related needs. Further, such programs serve as a stepping stone for refugees and neighbors alike through their multifaceted approach to engaging in refugee resettlement and support efforts. With an intent to create programs and initiatives designed to bridge gaps in educational and societal institutions, host communities can benefit from empowerment initiatives by making empowerers accessible in every aspect: a classmate in a newly resettled students’ high school, a chief officer of a local well-known multi-branch corporation, a cashier at a frequented produce store, or a first-responder. Thus, more widespread and accessible information on how to help resettled individuals fosters a communal desire to see refugees welcomed and ushered toward resources that make success seem possible despite past roadblocks.

Practical approaches to enhancing the refugee student experience, in particular, are pivotal for sustaining their chances of educational and occupational success. Without changes in existing curricula and communal refugee support systems, host countries could be deepening the negative impacts of underutilization of immigrant and refugee communities despite their vast skill sets in the U.S. (migrationpolicy.org). Through refugee empowerment programs, curricula centered around outlining opportunities, encouraging students to take action, and ultimately empowering them to follow through with their interests upon resettlement, can administer the process of uplifting generations projected to remain disenfranchised.

One method through which educators and community members can increase feelings of inclusion and empowerment among refugee students is by highlighting global refugee achievements in history and current events courses. If history curricula begin to include individuals like astronaut Muhammed Ahmed Faris, a Syrian refugee in Turkey who became the first refugee to go to space (Gart, 2017), or if current events-related courses mention that over six elite refugee football players competed in the 2022 World Cup (Kwek, 2022), refugee students can be empowered to persist in the pursuit of their interests. Further, the traits some may be embarrassed by post-settlement: multilingualism, cross-cultural understanding, diverse geopolitical knowledge, and ability to interact with varying groups of individuals can be seen as tools to allow them to reach new heights that may have previously been unimaginable. When students are able to ‘see themselves’ in their classroom lectures and see strength in their previously manifested weaknesses, they transition from being encouraged to empowered and determined. With refugee success and empowerment in mind, local host communities can begin turning the tide for ensuring a future where resettlement doesn’t serve as the beginning of the end for the dreams of refugees.

References:

Schorchit, N. (2017, March 21). Despite Inclusive Policies, Refugee Children Face Major Obstacles to Education. National Education Association. https://www.nea.org/advocating-for-change/new-from-nea/despite-inclusive-policies-refugee-children-face-major-obstacles

Gart, O. (2017). Halil Altindere’s ‘Space Refugee.’ Art Agenda Reviews. https://www.art-agenda.com/criticism/239785/halil-altindere-s-space-refugee

Immigrant College Grads are More Likely to Have Advanced Degrees and Higher Incomes Than the U.S. Born Yet Some Still Face Skill Underutilization, Analysis Finds. migrationpolicy.org. (2022, December 15). https://www.migrationpolicy.org/news/us-college-grads-piaac

Kwek, K. (2022, November 30). World Cup: From Refugees to Elite Footballers. The Straits Times. https://www.straitstimes.com/sport/world-cup-from-refugees-to-elite-footballers

Nashville International Center for Empowerment (NICE), https://www.empowernashville.org/.

Refugee Statistics. USA for UNHCR. https://www.unrefugees.org/refugee-facts/statistics/#:~:text=By%20the%20end%20of%202021,53.2%20million%20internally%20displaced%20people.

United Nations High Commissioner for Refugees. (2022, September). UNHCR Education Report 2022 – All Inclusive: The Campaign for Refugee Education.

United Nations High Commissioner for Refugees. UNHCR – Children. UNHCR | USA. https://www.unhcr.org/en-us/children.html#:~:text=Over%20half%20of%20the%20world’s,sometimes%20separated%20from%20their%20families.

November 28, 2022November 28, 2022

Refugee and Migrant Education Network 2022 International Conference: Centering Refugee Voices Through Education

By: Alex Erickson 11/28/22

Peer reviewed by REAL members

“To risk leaving home and leaving everything behind showcases a profound hope for the future.”

Fr. Thomas H. Smolich, SJ, International Director for Jesuit Refugee Services

On September 26-28th, 155 people from 27 countries came together to share perspectives, ideas, practices, and more at the Refugee and Migrant Education Network 2022 International Conference. The network was created in 2016 as a consortium of universities committed to refugee and migrant education. I had the incredible opportunity to participate in a workshop where I presented research on American immigration policy and its effects on refugee education, alongside sharing details about an upcoming project from REAL. During the conference, I realized that the underlying theme was that we, whether that be society, NGO’s, other refugee education stakeholders, or more, are not doing enough to help refugee and migrant populations globally. After the panels, workshops, and discussions, it became clear that only through education can we equitably serve refugee populations and provide the opportunity for them to pursue their dreams and live out their true potential as people. One of the opening speakers, Thomas Smolich, International Director for Jesuit Refugee Services, stated that only 5 percent of all refugees have access to higher education institutions. Furthermore, Smolich shared that 75 percent of refugees live in exile for over five years, while averages are closer to that of 25 years (Dryden-Peterson, 2016). Although there are organizations working to combat these alarming statistics, more needs to be done. Throughout six plenary sessions, seventeen workshops, and two panel discussions, experts and leaders in the field of refugee and migrant education exchanged knowledge and deliberated what actionable solutions are needed to move forward and create sustainable change.

To me, the most moving and inspiring panel discussion was titled “Refugee Student Leaders: Overcoming Challenges Together.” The panel featured a moderator from UNHCR (United Nations High Commissioner for Refugees) and five refugee students from Sudan, The Democratic Republic of the Congo, Iraq, Afghanistan, and Burundi, all willing to share their experiences and their perspectives on the topic of refugee and migrant education. When asked about the importance of access to education for all school-aged refugees, they had many insights into how school was invaluable for them personally. One refugee student believed education was “…the light, the future, the next generation, giving one power and strength…” and that education is “the key to life” for everyone. Other panelists further explained the importance, stating that education equipped them with the skills necessary to give back to the community that they came from, and that although education does not guarantee someone success, it can prepare them for future opportunities. They added that education is not only within classroom walls, but that it exists everywhere and is multidisciplinary and multi-faceted, highlighting how important it is to provide education access for all refugees.

Later, a question was asked on whether there was a specific point in their lives that provoked their aspirations, leading to some insights into the resiliency of the panelists. In response, one panelist stated that her culture pushed her to pursue her dreams of becoming a successful professional in the medical field through education. She was able to stay resilient due to role model’s from her culture inspiring her to stay on her path to success despite being displaced. Another panelist shared that in grade school, their school burned down. After this, they remember thinking “How can we live a better life? How can I help those people around me?” While living in a refugee camp, they cited that they saw “many talented people, but no opportunity to showcase their talents.” This ultimately created a sense of resiliency in this student and they found that education was an avenue for them to give back to their community. Another panelist cited that their resilience came from failure. They felt that they were continuously rejected from college due to their race, but they persevered and were eventually accepted, which instilled a deep value of resiliency. All of these refugee students had certain points in their life that elicited resiliency and led them to use education to pursue their goals.

From the experiences and perspectives of these panelists, it was made clear to me that only through education can we begin to provide equitable opportunities to displaced people globally. All of the panelists were able to pursue education which allowed them to contribute to society with their full potential. One of the panelists is now a doctor and has been working in one of the largest hospitals in their new home country. Another panelist is studying economics while teaching English in a refugee school in her newly resettled environment. The third panelist, once a professional rugby player, obtained a business degree and is now pursuing a career as a diplomat. Another had to flee their country twice, but was able to become a dentist while also working as an interpreter for UNHCR. Lastly, one panelist holds a Master’s in Nuclear Engineering and is currently working on a global climate change initiative. He recently invented an energy-saving solution that has been implemented in refugee camps near his home country. Due to the permitting circumstances that led to educational access in their places of resettlement, these refugee student panelists were able to pursue their educational dreams and goals and have become incredibly successful in their own ways. Providing equitable access to education to all people, including refugees and migrants, benefits the community at-large. Had these refugee panelists not been able to pursue education to eventually become doctors, dentists, diplomats, nuclear engineers, teachers, and more, they would not have been able to positively impact their communities in the highly specialized ways that they do through their professional careers. How much human potential goes undiscovered due to barriers preventing the conditions necessary to pursue one’s goals through education?

The Refugee and Migrant Education Network’s 2022 International Conference showcased that there are many people in this world committed to eliminating these obstacles and increasing the accessibility of education for displaced people globally. Centering refugee voices and experiences can provide real world case studies of success and push us to continue to work on solutions for a problem that oftentimes feels insurmountable. The conference and panel with refugee student leaders helped provide insights into the ideal goal of our work in the form of refugee students receiving the education they deserve and achieving their goals despite their situation. We should continuously strive for a world where all refugees and migrants are treated equitably and have the opportunity to freely use education systems across the world as tools to help them pursue their dreams.

References

Dryden-Peterson, S. (2016). Refugee education: The crossroads of globalization. Educational Researcher, 45(9), 473-482.