Tag: Refugee

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Interview with Lual Mayen, Video Game Designer

By: O. Abiola Akintola 1/12/24

Peer Reviewed by REAL Members

Picture of Lual Mayen, Creator of Salaam
Picture of Lual Mayen, Creator of Salaam and Founder of the Lual Mayen Foundation

On November 3, 2023, I conducted an email interview with Lual Mayen, a former refugee-turned-video game designer about his first release, “Salaam (https://junubgames.com).” Originally from South Sudan, Lual Mayen was living with his family in a refugee camp in Northern Uganda when he discovered computers. Teaching himself how to code, Mayen eventually drew from his personal experiences to create Salaam. Currently a mobile video game and soon to be released on all platforms, Salaam, described as a “high-tension runner” simulation, places the player in the shoes of a refugee seeking safety during conflict. 
In addition to designing the newest version of the game, Lual is currently building his nonprofit organization (the Lual Mayen Foundation http://www.lualmayen.org ), which will train refugee youth in computer programming) and making various public appearances (he has spoken at the United Nations, the World Bank, Georgetown University and, most recently GW University during International Education Week 2023). For considerations of length and clarity, here is an edited version of the interview:

O. Abiola Akintola: What inspired you to create Salaam?

Lual Mayen: [Salaam is] based on my personal story. [My] family left South Sudan to find a place of refuge because of the war there. When you look at South Sudan, [it] is a country that has been ravaged by civil war and for so many years. And when I was growing up in a refugee camp, I realized that my country has over 73% of the population under the age of 30. The young people grew up in war and were raised up in war and [change] is always [more] conflict, conflict, conflict. And I believe that, you know, conflict is something that is built over time. So they need different approaches in order for young people to understand how to resolve conflict and how to live in a peaceful environment. 

When I was growing up in a refugee camp, [I] didn’t have a lot of access to video games. And I remember like the first time I played was Grand Theft Auto, and [before that] I never thought that games are actually created by people [I thought they] just, you know, fell from heaven. But I realized that there is power in games in terms of [being] able to help people to engage and to react [properly] and teach empathy [for example,] how do we [change] behaviors, how do we care about other people? And [can] we do that through playing, through understanding our characters in so many ways. And [what] affected my family inspired me so much as a refugee. 

I wanted people to understand the journey of refugees. And that’s why Salaam [is] a game that puts people in the shoes of refugees that are actually fleeing a conflict zone. And the focus is to find a place of refuge to [live] new lives. A lot of people think that refugees are born into society [like other people]. [As if we] just wake up in the morning and leave the places [we] love, the places [we] call home. A lot of it is because a lot of people don’t understand what refugees go through. And because of that, it’s something that I took as my responsibility as a young person that has grown up in a refugee camp. 

I took it upon myself to try to create something that will teach people that refugees, all they want is a peaceful environment or a place where they can start a new life and be able to be a change in the world. And I think that’s really what inspired me to create [my game] Salaam when I was back in a refugee camp. And a lot of people don’t know that I spent [over] 22 years of my life growing up in a refugee camp. And that’s [why] I decided to [teach] myself computers, [writing] code and find a way of [creating] something that other people can experience.

OAA: How long did it take you to finish Salaam?

When I first got into the first thing I did was teach myself coding and being consistent. Like what does it [take] for me to create a game? Because I’ve never been to school for me to learn how to [design] games. So, I had to [watch] YouTube videos and try to figure it out and [solve the] puzzle in order for me to get into that industry. My first game, which [I released] in 2017, I kept on building [upon] it. And right now we are building [a] newer version of the same game, which has more improvement[s] and more understanding of what I want to achieve. So, it [took four years for] the first [version of the game]. 

LM: What technology did you use to create it? 

[The] first version of the of Salaam is kind of different from [the upcoming version] because [the first version] was more of a mobile version. So, I used HTML5 in order [to] program the game I also [used] Game Maker for it to be on different platforms. So, I used [them] for the first [version] because I just wanted [it] to be [lightweight] and so on. So [now we’re] using Unity Technologies [to] create [the latest version]. 

OAA: Who was your target audience when you were designing Salaam? Did you reach them, or did you reach beyond that audience? 

LM: [My original] target audience was people who play games and [especially] people [who] are able to [finish] a game [in] one day. [Then also] organizations like The Gates Foundation that are able to use the game in order to train other people. [And then] the game industry [itself,] the people in the industry that [design games,] just to be able to like bring something new to them. So those were my target audiences. Did I reach them? Yes. 

My biggest supporters, that helped me a lot with Salaam, [was] the game industry. That was [one] of the [proudest] moments because when I was doing Salaam in a refugee camp, I didn’t know that I was actually going to [gain that] audience, I guess. I remember when we premiered Salaam at The Game Awards [in 2019], our trailer had about 44 million views and that gave me so much encouragement because [that’s an audience size] that I never thought I would reach. And being able to [have] that opportunity was really incredible. So I was able to reach beyond the audience that I actually thought about which is really good. And, and I’m really excited for the future of my work. 

OAA: What future projects do you have planned?

LM: [So,] right now the [primary] project is to continue building Salaam to a different level. And second, I have my foundation, which is the Lual Mayen Foundation, to be able to get kids in refugee camps involved in game design animation. Because when I first taught myself programming, only two people [aided] me to be where I am today. They were my mother, who bought me my first computer, and a friend of mine who would walk with me to the closest internet café. So I’m really excited to be able to have a project that can teach kids game design animation back in Uganda and partner with different organizations that are supporting my own, my foundation. 

OAA: The last question is, if you could design a technology-based solutions for any refugee related issue, what would that be? 

LM: That’s a really good question. First of all, I always tell people that “the refugee crisis” is a broad kind [of issue]. People may think that it just one crisis. Some refugees flee because of war. Some of them flee because of climate change. Some of them flee because they need some human rights and all those things. And I think each of those issues needs a solution. And to me, I feel like technology could be like a very good way to advocate for refugees. It can be some issues that I that can address directly and some issues that I can help people understand what the problems are. And one thing I like about the gaming industry is that it is an industry that can reach young people, in terms of advocacy and also in terms of trying to reach a broader audience. So there’s a lot of solutions that can be created. 

Opening graphic for video game, Salaam that shares the refugee experience
Title sequence of Salaam, the video game developed by Lual Mayen
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Creating a Safe Space for Children in the West Bank: A Reflection on Teaching in Nablus

By: Emily Zanieski 12/2/23

Peer Reviewed by REAL Members

“Miss Emily…Miss Emily,” I heard as I started my journey into Nablus’ Old City after spending my day creating lesson plans for my upcoming week of English classes. From the hill adjacent to my path came two 7-year-olds running down to greet me with hugs and high-fives before introducing me to their family who worked in a local shop across the street. Two weeks later, I would run into the same children. This time, when taking me to their family, I was met with tea and we exchanged stories about our lives, each using each other’s native language. This was just one of the many experiences I had while teaching in Palestine this past summer.

Prior to arriving in Palestine, I had no experience teaching children, making lesson plans, working with co-teachers, or leading a classroom. What I did have was a strong passion for making education more equitable in emergency contexts and an open heart. Having just finished my first year at George Washington University, I was eager to have the opportunity to take what I had learned about working in education in emergency situations and apply it in my work as a teacher. That being said…I was extremely nervous. While I had talked about the importance of social emotional learning (SEL) for refugees during my Education in Emergencies course in the spring, I was unsure if I was the right person for this job. Although I speak Arabic and have been engaged with Middle Eastern studies since my undergraduate career, I also knew I was coming to Nablus as a white American who did not have any experience with displacement or conflict. As a firm believer of participatory processes in education, I knew that although I would be teaching students my native language, I would be learning from them, my other teachers, and locals what Palestinians in Nablus experience daily. Luckily, at Tomorrow’s Youth Organization (TYO), I worked alongside local Nablusi teachers, learning what SEL meant for their students both inside and outside the classroom. 

TYO is an American non-profit organization based in Nablus that supports refugees and marginalized communities through holistic approaches to education, focusing not only on academic goals but addressing the physical, social, and emotional needs of their students. By hiring local staff, TYO has successfully fostered relationships, built rapport and gained credibility across Nablus as a leader in education. During the summer, TYO runs two summer camps focused on developing students’ English-language abilities and SEL skills. To achieve their goals in developing students’ English, TYO brings native English speakers from around the world to lead daily English lessons, among other activities. In implementing SEL in the classroom, TYO utilizes the World Bank’s Step-by-Step toolkit to promote skills in self-awareness, self-regulation, social awareness, positive communication, determination, and responsible decision making. Prior to the first summer camp, TYO’s teachers participated in a localization training so they could adjust the World Bank’s toolkit to fit the needs of students in their classrooms. Going through my program orientation and meeting weekly with my 2nd grade teacher helped me get a better understanding of what locals believe should be taught, and we worked together to make lesson plans that would promote our educational goals while ensuring students had fun.

Believing that education for children must go beyond academic solutions, I worked to incorporate daily SEL goals into my lessons. One of my students’ favorite lessons was the day we focused on self-awareness and love through the creation of a “I love myself” mirror. At the beginning of the lesson, we practiced the body parts vocabulary through dancing along to “head, shoulders, knees, and toes”. Afterwards, we worked on crafting a mirror so students could see themselves and begin identifying things they liked about themselves. On the handle of the mirror, students were encouraged to write their names and practice writing the phrase “I love me” in order to promote the idea of self-love and self-esteem. As students came up to me, showed me their mirror, and pointed to themselves while saying “I love me,” I couldn’t help myself from smiling and making sure that they knew they were loved by their family, friends, and teachers as well.

One of my students making his “I Love Myself mirror”

Besides seeing firsthand the positive impact SEL can have for refugee students, the biggest takeaway from my time in Palestine, both in planning my lessons and in teaching, was learning how to be flexible.

Throughout the West Bank and Gaza, prolonged school closures due to the COVID-19 pandemic, compounded with “widespread security constraints and teachers’ strikes” (UNICEF, 2023) has resulted in Palestinian students receiving disrupted education, and in many cases, no education at all. For many of my 7 and 8-year-olds, they had not been in a classroom for three years. Because of this, my expectations on what I believed students ‘should’ know coming into class drastically changed in the first 30 minutes of my first class. In my first lesson, this meant changing my lesson in the middle of class, adjusting to have students introduce themselves and their favorite color instead of their favorite activity. By the end of my summer, this meant spending multiple days on 1 topic and introducing it in new ways to test if students understood the concepts I was teaching. 

I also had to learn how to be flexible purely because of the situation in Nablus. City-wide closures and randomly occurring raids in refugee camps meant that at best, some students were not in class, but oftentimes meant that students were not coming in for the day. The clearest example of this was when Israeli airstrikes and ground operations in Jenin–a city roughly one hour away from Nablus–prevented students from coming to TYO for an entire week due to safety concerns. The 14 days of summer camp students were promised turned into 9. Disruption to children’s education must inspire us to seek out new and innovative ways to increase educational opportunities for students affected by crisis and conflict.

My summer in Nablus was truly an unforgettable experience. It is one thing to sit in Washington DC and talk about refugee education; it’s another thing to be in the classroom teaching students who have experienced life as a refugee. For people looking to work in the field of international education, especially for those interested in education in emergencies, I would encourage seeking out opportunities that allow you to learn from local communities. I believe that by working alongside and listening to the locals about the support they need from the international community, I have become a better advocate for education, not only in Palestine, but across the world.

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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

Photo Credit: Dr. Jihae Cha

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

Photo Credit: Dr. Jihae Cha

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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.

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Pathways through Publishing: Mentorship in Authorship for Refugee Scholars of the Global South

By: Jacqui Hatch 1/27/23

Peer reviewed by REAL members

Throughout time, people have fled their home countries due to the fear of persecution, political and economic instability, armed conflicts, and natural disasters. These experiences show both traumatic experiences during flight, in displacement, and upon resettlement as well as displaced populations’ resilience and agency. The literature on forced migration presents a myriad of challenges faced by those displaced, including the lack of educational opportunities in their new host country, yet it is not the firsthand accounts of these migrant communities that are being shared. Rather than amplifying the voices of those displaced, the responsibility of telling these stories and conducting research has been placed in the hands of scholars in the Global North, most of whom have never experienced displacement. 

Looking to change this narrative, the University of Oxford’s Forced Migration Review (FMR), an online journal in partnership with the Local Engagement Refugee Research Network (LERRN) launched a pilot mentorship program designed to promote the inclusion of authors with forced migration backgrounds from the Global South. To improve access to peer-reviewed journals for researchers who have experienced displacement, FMR’s issue #70 ‘Knowledge, voice and power’ explores issues of representation, influence, privilege, discrimination, and access for refugee scholarship in publication. Per the program mentees, each of these topics serve as key issues and lack visibility vital for systemic change.   

On September 28th, 2022, FMR and LERRN hosted a virtual panel with several program mentees who shared not only their interests in forced migration research but also their own trials in access to publish their research. The panelists included academics, scholars, and practitioners (e.g., co-founders of nonprofit organizations, risk strategists and those appealing to local government policies). All agreed that the most predominant barrier to publishing their research is adequate funding and the implicit requirement of credibility.

This was especially true for panelist Rossmary D. Marquez-Lameda, a Refugee Health Researcher and PhD candidate studying Behavioral Health at Indiana University. In reflecting on her research regarding cases of healthcare access for Venezuelan refugees in Colombia, she explained, “often your perspective is overlooked when you do not have credibility. [A funding agency] wants metrics, but [it] does not always acknowledge that there are factors related to prejudice and discrimination that will affect outcomes.” While Marquez-Lameda admits she has more success as a doctoral candidate attending a U.S. university than her colleagues in Latin America, she recognizes the challenges impeding opportunities to gain credibility. “Sometimes you read these funding announcements and you think they were written for the North.” Recognizing that there is still a long road ahead until access to publishing research for displaced people is normalized, she suggests that the best way to mitigate these challenges is through creating meaningful connections in the field. “Research networks are a great place to start. They help connect academics conducting similar research and provide opportunities to co-author, despite geographics.”

Noor Ullah, who previously served as a Youth Researcher on Voices of Refugee Youth, a project exploring the impact of post-secondary and higher education for refugees in the Khyber Pakhtunkhwa province of Pakistan, described a parallel sentiment regarding issues with credibility. There is a colossal issue with what he described as impossible visa and permit requirements. Noting the clear hierarchy within Pakistani universities, documentation makes it particularly difficult to establish one’s position as a researcher. Additionally, he noted the hostility towards young refugee students in local research cultures. “Research supervisors often act as gatekeepers, determining what can or cannot be published and imposing their own perspectives on research papers. This can result in silencing of refugees’ perspectives in academia.” Among just one of his many suggestions, policy makers must prioritize funding for refugee education, increasing research capacity. 

On par with the challenges of credibility for refugee scholars and researchers is the task of establishing identity, a question that has led to much exploration, and at times torment for Aleksejs Ivashuk, representing the Apatride Network, an organization connecting stateless people with the European Union. Ivashuk stated, “I have, and will always, identify as a stateless person but being stateless is not my identity.” In sharing his family’s journey of leaving the Soviet Union after its collapse, he addressed the core issues of being a stateless person. “Stateless people don’t have rights to have rights.” This, compounded with the mass number of stateless individuals, 10 million globally, and nearly 1.5 million in the EU alone, causes a major lack of awareness of who and where stateless people are globally (Berthon, et al., 2022, p. 13). With numbers so substantial, how do we move forward? In sharing his belief on amplifying displaced voices in the political arena, Ivashuk shared, “voices of stateless actors need to be treated as players in discussion, not variables in those discussions. We are not chess pieces.” While the dialogue is essential, there are more explicit factors to be addressed. Ivashuk affirms that racism, state obstruction, misinformation, and any other forms of discrimination need to be exposed through research to end statelessness. “We have a choice to exploit the barriers that restrict the rights affecting the communities to which we belong and challenge the policy makers through our research.”      

While each panelists’ pathway to authorship is varied and complex, the key question to be addressed remains “How do we localize research?” It is the same question that James Milner, the Project Director of LERRN, aims to address in the mentoring program. “We want [this program] to act as a place of social cohesion and move away from tokenizing inclusion.” But avoiding tokenization goes beyond just solidarity among those who have experienced displacement. Olivia Berthon, the Deputy Editor of FRM, echoes these sentiments. “We aim to practice what we preach by offering the publication in six languages and are working on procuring resources for additional translations in the hopes to localize [research] contributions.” As stated by panelist Bahati Kanyamanza, the Director of Partnerships for Asylum Access, “local integration is a gradual process with legal, economic, social, and cultural considerations, demanding action from both the individual and receiving society. People in displaced situations must be willing to take on leadership roles and figureheads must be willing to relinquish power. Right now [this] seems near impossible, but there is hope.”

Perhaps the discussion leaves its panelists and attendees with more questions than answers. But to reiterate Kanyamanza, there is hope in access to research for displaced people. Through the panelists’ contributions we see multiple commitments to change. Currently, there are tireless efforts being made to mitigate the obstacles for refugees, stateless people in their access to research. Amplifying refugee voices and their research will create more pathways for future researchers, promoting equity, authorship, and the stories of the Global South.   

References

Berthon, O., Ivashuk, A., Kanyamanza, B., Marquez-Lameda, R. D., Milner, J., Ullah, N. “Forced Migration Review- 70, Knowledge, Voice, Power, exploring issues of representation, influence, privilege, access and discrimination.” September 28, 2022. Virtual. Panel Discussion.

Berthon, O., Ivashuk, A., Kanyamanza, B., Marquez-Lameda, R. D., Milner, J., Ullah, N. (September 2022). Forced Migration Review: Knowledge, voice and power: Issue #70. PP 10,12-13. https://www.fmreview.org/sites/fmr/files/FMRdownloads/en/issue70/magazine.pdf

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The Temporary Protection Directive – a Model for Responding to Refugee Crises?

By: Jessica Crist and Bernhard Streitwieser

Peer reviewed by REAL members

On December 13th, two REAL members attended an event at the Migration Policy Institute (MPI) in Washington, DC on the European Union’s (EU) Temporary Protection Directive (TPD), an initiative set into motion by the EU on March 4th, 2022 in response to the Ukrainian refugee crisis. The TPD was established in 2001. However, it was not used until the war in Ukraine set off an avalanche of human displacement. Monique Pariat, Director General for Migration and Home Affairs of the European Commission, discussed this initiative with MPI Director of International Programs, Meghan Benton. Understanding the EU’s initiative provides valuable lessons to U.S. policymakers who currently struggle to reform migration policy, especially for Central American migrants. 

Background

All available figures today attest to an unrelenting rise in global human displacement. 

Displacement figures are the highest since World War II. In 2015, the International Organization for Migration (IOM) estimated a global migrant count of 249 million. Only five years later, this estimate grew to 281 million, which is equivalent to the entire U.S. population in 2000. This was a 3.37 to 3.60 percentage increase in statelessness in just five years: 32 million more people losing everything. For context: Canada’s population of 36 million is only slightly larger. Imagine nearly every Canadian losing their home, giving up their livelihood, leaving loved ones behind, and being stripped of their identity.

Among the many factors that contribute to global statelessness – war, civil strife, gang violence, ecological disaster, corruption, and religious and social intolerance – the U.S. military withdrawal from Afghanistan in August of 2021 and the unprovoked Russian military invasion of Ukraine in February of 2022 played prominent roles. The resulting sudden population influxes often stress, and potentially limit, the available systemic resources that governments, civil societies, and institutions have to respond. These disruptions also often trigger negative sentiment, sometimes violent, towards migrants. 

Those seeking asylum in the U.S. in recent years were met with nationalist policies attempting to halt migration by separating children from their parents or imposing quotas under the guise of prolonged public health crises (Title 42). The continuing migration crisis at the U.S.-Mexico border and the political stalemate regarding Title 42 exemplify the need for more open and welcoming migration policies. The perception of control created by TPD has swayed EU public opinion to be more welcoming toward migrants. Additionally, the social and financial benefits provided to migrants through TPD have allowed migrants to better integrate into EU society. Moving forward, existing positive and widely-accepted response models must be explored and cultivated into practice.

The Potential Impact of the Temporary Protection Directive on U.S. Policy

The TPD is authorized annually and has been extended through March of 2024 because the Ukrainian crisis continues. Pariat explained that the TPD is not only a “massive investment by the EU” regarding humane migrant reception, but also an equally important investment in demonstrating orderly and successful migration management to all citizens. In the U.S. and in the EU there are some similarities in the reasoning behind the asylum debate. However, the circumstances are distinct: Ukrainian refugees flee to the EU to escape war, while Central American migrants flee to the U.S. to escape poverty and crime. Even so, adopting policies similar to TPD could improve U.S. public opinion on migrants, control chaos at the border, and provide essential services to incoming migrants.

TPD created a perception of order for EU citizens. MPI director Dr. Andrew Selee explained  “the perception of order and control gives it credibility; it’s not so much about the money….Perception is the key.” Credibility is important to counterbalance anti-immigration sentiment, which also includes accusing their political opponents’ efforts as exacerbating what they see as gross government misspending. 

Rising nationalism in the U.S. has influenced attacks on the current government and pushed the financial responsibility for migrants onto liberal-leaning states. The “migrant buses,” which forced migrants from the southern border to northern states on frigid Christmas Eve, is only the most recent egregious example. The TPD’s financial and political success is, in part, owed to its impression of order and control, which garners public support for migrants. The U.S. could adopt similar policies to reform their migration system. Doing so would foster a more inclusive public attitude toward incoming migrants.

The social and financial benefits provided to Ukrainian migrants by TPD also aid in the wider integration process. TPD gives refugees access to social benefits, education, economic mobility, and medical care. Pariat explained that TPD creates a “talent pool,” aiming to match Ukrainian migrants with labor market shortages in their host country. As there is no U.S. equivalent for U.S.-Mexico border migrants, those who are bused to various U.S. cities receive humanitarian relief from mutual aid groups, churches, and civilian volunteers. By crafting an integration policy comparable to the TPD, the U.S. government could support essential migrant services rather than rely on local efforts and civilian funds. Public perception would be improved by the control and organization demonstrated by the policy.

The U.S. Temporary Protective Status and the EU Temporary Protection Directive

The U.S. government’s Temporary Protective Status (TPS) policy allows migrant populations from certain countries to stay in the U.S. legally while seeking asylum. However, TPS does not include a pathway to permanent residency. Similar to the EU’s TPD, in the U.S. the TPS policy must continue to be renewed. The TPS program in the U.S. can be renewed for 6, 12, or 18 months at a time, depending on the situation in the designated country. TPS allows beneficiaries to apply for a work permit, but, in contrast to Europe’s TPD, does not award social benefits. This major shortcoming continues to leave most migrants in economic precarity. The goal of the TPD is to integrate Ukrainian migrants into EU society through essential service provisions, while TPS is designed to be temporary in nature and only prevents the immediate deportation of those temporarily approved migrants.

Can the U.S. Emulate the EU’s TPD?

The U.S. government stands to learn from the EU’s TPD by adopting similar policies and contextualizing them to create an organized process supporting humane and orderly migration at the southern border. This would concurrently aid in building positive public reception and inclusion of migrants. Regarding the current discourse on the termination of Title 42 and the temporary nature of TPS, the U.S. urgently needs to attain a credible and organized immigration plan that will ease the strain on the migration system and align the two political parties on the best and most humane approach. Through lowered tensions and an assured orderly process that can be respectable to shelter seekers and also to the hosting communities along the border and further in the country, humanity may yet prevail. The EU’s TPD serves as a powerful next-generation model that U.S. policymakers should think about trying to leverage if they hope to more effectively address migration and humanitarian relief.

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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.

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Early Childhood Education for Refugees in the United States

By: Isabelle Hoagland

Peer-reviewed by REAL members

Introduction

Early Childhood Education (ECE) is an essential component of a child’s development during critical years of its life, yet it is often inaccessible for refugee families in the United States Despite ample evidence in favor of creating widespread access to high-quality ECE, the U.S. does not have universal childcare or ECE programs. The federal Head Start program does help provide access to ECE for underserved populations, yet many barriers often prevent refugee families from accessing the Head Start program. In this blog post, I will 1) establish the importance of ECE, 2) reflect on my interview with the executive director of the Community Action Agency of Somerville, MA, David Gibbs, who oversees the city’s Head Start program; and 3) provide recommendations to help ensure access to ECE for refugees in the U.S.

Early Childhood Development 

Early Childhood Development (ECD) encompasses a child’s physical, cognitive, linguistic, and social emotional development from a prenatal stage through primary school (UNICEF, 2017). Ninety percent of brain development occurs before the age of five, according to the National Child Traumatic Stress Network (2010), providing a small window of opportunity in a child’s early years of life to maximize the scope of the brain’s cognitive and language abilities, social skills, and socioemotional development (UNICEF, 2017). Early education is an essential component of healthy child development (Nurturing Care, 2020). 

Research on high-quality ECE establishes both short- and long-term advantages (Morland et al., 2016; Karoly et al., 2005). Children who have participated in ECE are less likely to be unemployed or incarcerated later in life, are more likely to graduate from high school, and on average earn higher salaries than those who do not (Meloy et al., 2019). Longitudinal research of preschool programs has found up to $17 returned in social benefits for every dollar invested (Meloy et al., 2019). Furthermore, according to Meloy et al. (2019), high-quality ECE helps close gaps in educational and life outcomes between lower- and upper-income families. ECE has been shown to increase children’s socioemotional skills and school readiness (Arapa et al., 2021; Barnett, 1992), and provide a healing environment for those who have been exposed to trauma (The National Scientific Council on the Developing Child 2005/2014). For children who have experienced trauma or adverse childhood experiences, ECE programs have the potential to offer a nurturing and healing environment. 

Head Start Programs

The U.S. does not have universal childcare or ECE programs. Instead, it is the responsibility of individual states and localities to decide what kind of programs to provide, if any (Park, 2018). Some states offer free preschool and ECE for low-income families, but these provisions are ad hoc. However, in 1964, President Johnson created the federally-funded Head Start program with the goal of providing a comprehensive ECD program that would serve low-income and underprivileged communities (Department of Health and Human Services, 2021). Refugees in the U.S. are eligible to enroll in these programs; however, many barriers exist to accessing them. A lack of qualified, bilingual, and culturally competent preschool teachers, ECE staff, and providers make the programs largely inaccessible to refugee families (Park, 2018). Research shows that families with limited proficiency in English or formal education are less likely to enroll their children in ECEC programs due to enrollment barriers (Morland et al., 2016). Beyond Head Start programs, little to no infrastructure exists in the U.S. for refugee children ECE (Park, 2018). This speaks to the broader issue of the lack of universal ECE programs in the country. 

I had the chance to speak with David Gibbs, who oversees the Head Start program in Sommerville, MA. In our conversation, Gibbs explained to me that Head Start is a center-based preschool program that also provides holistic wraparound services for the children and their families. Enrollment in Head Start is typically competitive due to high demand and few slots available. To be eligible for Head Start, a family’s income must not exceed 125 percent of the federal poverty line. However, a child may be otherwise qualified by virtue of 1) having a learning disability, 2) being involved with local child abuse or neglect agency, 3) if they are currently homeless, or 4) if they are a refugee.  All children enrolled in a Head Start program receive health supervision, vaccinations, regular checkups, access to mental health and disability specialists, and nutrition specialists. Additionally, any family member may receive referrals to mental and primary health services. 

An opportunity exists for the Office of Refugee Resettlement (ORR) to establish a collaboration with the Office of Head Start (OHS). This collaboration could work to ensure that refugee families are aware of local ECE programs available to them and could aid in navigating the enrollment process, addressing one of the key barriers to access that refugee families face. There is currently very little communication between refugee services, which are led by the government, and ECE services, which are run by individual states and localities (Park, 2018). According to Morland et al. (2016), “Head Start is well positioned to work with resettlement programs to help ease the transition of refugee families to their new communities, provide centralized access to key comprehensive services, and improve overall school readiness for children of refugee families” (p. 2). However, such collaboration does not exist in most places in the country, likely due to a silo effect within organizations.

Recommendations

Research has demonstrated that collaboration between federal, state, and local agencies is beneficial in creating access to ECE for refugee children (Morland et al., 2016). As such, I recommend the following to help ensure access to Head Start programs for refugee children:

  1. ORR should establish a firm collaboration with OHS. Partnerships between ORR and OHS, whose services typically do not interact (Morland et al., 2016), would help ensure that all refugee families with young children are aware of Head Start programs available to them and ensure equitable access, while also signaling the importance of ECE. 
  2. Refugee resettlement agencies should prioritize connecting families with young children to local Head Start programs. A collaboration between resettlement agencies and local Head Start programs would create an avenue to support refugee access to and enrollment in ECE. Refugee families with young children would greatly benefit from Head Start’s wraparound services after they stop receiving support from the resettlement office. 

References

Arapa, B., Sánchez, E., Hurtado-Mazeyra, A., & Sánchez, A. (2021). The relationship between access to pre-school education and the development of social-emotional competencies: Longitudinal evidence from Peru. International Journal of Educational Development, 87, 102482. https://doi.org/10.1016/j.ijedudev.2021.102482

Barnett, W. S. (1992). Benefits of Compensatory Preschool Education. The Journal of Human Resources, 27(2), 279–312. https://doi.org/10.2307/145736

Bouchane, Kollen, Molly Curtiss, and Bethany Ellis. 2016. Safe Spaces: The Urgent Need for Early Childhood Development in Emergencies and Disasters. London: Theirworld. https://theirworld.org/wp-content/uploads/2016/10/Safespaces_report.pdf

Department of Health and Human Services. (2021). Head Start History. https://www.acf.hhs.gov/ohs/about/history-head-start

Karoly, L. A., Kilburn, M. R., & Cannon, J. S. (2005). Early childhood interventions: Proven results, future promise. Rand.

Meloy, B., Gardner, M., & Darling-Hammond, L. (2019). Untangling the Evidence on Preschool Effectiveness: Insights for Policymakers. Learning Policy Institute. https://learningpolicyinstitute.org/product/untangling-evidence-preschool-effectiveness-report

Morland, L., Ives, N., McNeely, C., & Allen, C. (2016). Providing a Head Start: Improving Access to Early Childhood Education for Refugees. 37.

Moving Minds Alliance. (2020). Analysis-of-international-aid-levels-for-early-childhood-services-in-crisis-contexts.pdf. https://movingmindsalliance.org/wp-content/uploads/2020/12/analysis-of-international-aid-levels-for-early-childhood-services-in-crisis-contexts.pdf

Park, M. (2018). Responding to the ECEC Needs of Children of Refugees and Asylum Seekers in Europe and North America. 70.

Ponguta, L. A., Aragón, C. A., Varela, L. R., Moore, K., Hein, S., & Cerezo, A. (2020). Sector‐wide analysis of early childhood development and education in emergencies in Colombia and considerations to strengthen systems globally. New Directions for Child and Adolescent Development, 2020(172), 103–123. https://doi.org/10.1002/cad.20367

Refugee Resettlement and Child Care Partnerships: Partnering to Increase Refugee Families’ Access to High-Quality Child Care. (2014). https://www.acf.hhs.gov/occ/policy-guidance/refugee-resettlement-and-child-care-partnerships-partnering-increase-refugee

Refugees, U. N. H. C. for. (n.d.). UNHCR Education Report 2021: “Staying the course” – The challenges facing refugee education. UNHCR. Retrieved March 27, 2022, from https://www.unhcr.org/publications/education/612f85d64/unhcr-education-report-2021-staying-course-challenges-facing-refugee-education.html

Statman-Weil, K. (2015). Creating Trauma- Sensitive Classrooms. 8.

Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: What constitutes inclusive education? International Journal of Inclusive Education, 16(1), 39–56. https://doi.org/10.1080/13603110903560085

The National Scientific Council on the Developing Child. (2005). Stress Disrupts the Architecture of the Developing Brain. 12.

UNICEF-Programme- Guidance-for-Early-Childhood-Development-2017.pdf. (2017). UNICEF.

United Nations Association of the National Capital Area. (2021). Climate Displacement.pdf. Google Docs. https://drive.google.com/file/d/1Lpmw8zjzSqDVGWOtQFpmOBeXRolruiJT/view?usp=embed_facebook

US Department of State. (2022). Refugee Admissions. United States Department of State. https://www.state.gov/refugee-admissions/

What is Nurturing Care? (2020, November 19). https://nurturing-care.org/what-is-nurturing-care/

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Giving Voice to the Voiceless: The Value of Creative Expression and Arts-Based Education Initiatives for Refugees

By: Ciara Hoyne

Peer-reviewed by REAL members

In 2021, 13,700 refugees were resettled in the U.S., which is approximately 43 percent more than in the year 2020 (UNHCR, 2022). Push factors such as the outbreak of war in Ukraine in February 2022, the Taliban’s return to power in Afghanistan in the summer of 2021, multiple ongoing humanitarian and economic crises, and worldwide climate catastrophes have intensified the flows of refugees into the U.S. A particular challenge to grappling with the rise in numbers of refugees is finding ways to effectively include and integrate migrants into their host societies (Moreira & Jakobi, 2021). Upon resettling, refugees are often confronted with the reality of discrimination and lack of inclusion based upon their linguistic, cultural, or ethnic backgrounds (Brown, 2015). Many refugees also struggle with the experience of cultural bereavement or the “experience of the uprooted person, or group, resulting from loss of social structures, cultural values and self-identity” (Beauregard, 2020) as they adjust to life in a new country. The challenges refugees face have adverse psycho-sociological effects and can inhibit their sense of inclusion and agency within the host community (Beauregard, 2020). As a result, refugees are often left struggling to grasp a cohesive sense of identity, while simultaneously seeking to find a voice and sense of purpose. 

While refugees may face undue challenges to feeling included within host societies, opportunities for creative expression or arts based education programs can act as a pathway to improving feelings of inclusion, confidence, agency, and empowerment ​​(Nashwan, Steckler, Abdulhaq, 2019). Creativity allows the individual to see from a different perspective by developing one’s own vision of the world, and often entails synthesizing and channeling past and present experiences into different forms of art (Brown & Bousalis, 2017). This synthesizing process is especially valuable as a coping mechanism for refugee populations who have experienced cultural bereavement and trauma associated with being displaced from one’s home. Refugees can also utilize creative expression as a way to connect to their own heritage and maintain a sense of identity (Beauregard, 2020). For example, creative practices, such as theater and hip-hop dance have significant value for Middle Eastern youth living in the U.S., as it allows youth to connect to the tradition of storytelling present in many Arab cultures (Nashwan, et. al., 2019). Participation of refugee youth in theater and hip-hop reflects the notion that refugees can engage in creative practices that allow them to participate in American culture while still maintaining ties to their native culture. Similar to this idea, artistic practices also incorporate the “expression of ambivalence and change” (Beauregard, 2020), which can aid in keeping refugee students grounded as they navigate considerable amounts of change upon resettling to live in the U.S. 

Perhaps even more important to consider is the unique quality of creative practices to exist across cultural and national lines, embodying an ability to connect to a sense of appreciation inherent in all people (Nashwan, et. al., 2019). That is to say, no matter what cultural background an individual may come from, arts-based education is capable of reinforcing and strengthening intercultural relationships. This can invoke change on both the individual and broader community level. According to one study by Moreira & Jakobi (2021), refugees, as well as locals participating in creative intervention projects, were able to cultivate a process of mutual exchange and dialogue. Similar findings were the result of a study on arts cooperation projects in refugee communities in Polykastro, Greece. Overall it suggested that public arts projects can promote the acceptance and inclusion of refugee communities into the broader fabric of the local community (Escaño, et. al., 2021). Both studies reveal that arts-based education projects can improve the relationship between recently resettled refugees and locals within their community. This relationship acts to aid refugees in their feelings of inclusion within society, mitigate the harmful psycho-social effects associated with resettlement, and reduces experiences of discrimination. 

In addition to social inclusion, opportunities for creative expression also positively contribute to refugees’ communication abilities and confidence levels. One program based on creative writing workshops for refugees found that refugees were able to benefit from self-expression, and improve their English language skills (Stickley et. al, 2018). Improvement of language skills, coupled with the welcoming environment of the workshop, ultimately provided refugees with a newfound sense of confidence in their abilities to express themselves and to cultivate a voice that can be heard and appreciated within their new community. Despite disadvantages in English language speaking abilities, creative writing workshops for refugees and people seeking asylum have proven to be successful ways for refugees to be socially included.

Confidence-building in creative expression is also relevant to the use of spoken word poetry in multilingual classrooms. One program highlighted spoken word poetry workshops within classroom spaces that allowed refugee students to create their own narratives and engage with their own voice in a way that was not impeded by language barriers or limited proficiency in English (Burton & Van Viegen, 2021). The workshop also allowed both native and non-native speakers of English to collaborate by “negotiating meaning and translating words for one another” (Burton & Van Viegen, 2021). This proved to be successful in helping non-refugee students understand refugee students’ difficult experiences of linguistic standards and discrimination present within the classroom (Burton & Van Viegen, 2021). The enhanced communal understanding of refugee students’ linguistic challenges is valuable because it can lead to a greater sense of compassion and empathy within learning environments and local communities. 

Given the benefits of creativity and arts-based education programs for refugee populations, U.S. schools and community service providers should work to incorporate more of these arts-based education initiatives into their curriculums and program schedules. In order to carry out this call to action, I recommend that schools first work to reduce the stigma associated with the arts as less valuable in comparison to other academic endeavors such as math and science. Second, in addition to illuminating the value of the arts, it is essential that schools and community service providers enhance the allocation of arts-based funding in order to gather sufficient resources and support for facilitating programs that can provide refugees with the utmost benefits. Third, I recommend that these arts-based initiatives combine the participation of refugees with involvement of the local community to bring attention to the positive value that refugees can add to society. The transformative power of creative expression and arts-based education can serve as an outlet for refugees to be seen and appreciated by a greater audience. Above all, these initiatives can serve as an opportunity for refugees to feel empowered, hopeful, and welcome in the U.S. 

References

Beauregard, C. (2020). Being in between: Exploring Cultural Bereavement and Identity Expression through Drawing. Journal of Creativity in Mental Health Vol. 15 (3), 292-310. https://doi.org/10.1080/15401383.2019.1702131

Brown, C. S. (2015). The Educational, Psychological, and Social Impact of Discrimination on
the Immigrant Child. Migration Policy Institute. 1-17. 

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A Call for Inclusion of Refugee Mothers at All Levels of Education

By: Haley Skeens

Peer-reviewed by REAL members

At the 1951 Refugee Convention and the 1989 Convention on the Rights of the Child, education was established as a basic human right for all refugees. Yet, over 30 years later, girls and women with refugee backgrounds still suffer from unequal access to education (UNHCR, 2022). This includes refugee mothers, who are often neglected in education research and policy. 

Most research on education for refugee mothers revolves around pregnancy, childbirth, and childcare education (Erdemir, 2022; Henry, 2020; Ponguta et al. 2019). Little has been published about refugee mothers’ educational journeys. Governments and non-governmental organizations (NGOs) need to allocate greater funds towards more inclusive research and educational options for vulnerable groups, such as refugee mothers, to ensure equal access to education at all levels.

Barriers 

Common barriers refugee mothers face include gender-specific, cultural expectations which limit their educational access. An Australian study showed that some husbands prohibited refugee mothers from attending mixed-gender language learning classes due to cultural gender norms (Riggs et al., 2012). Men are viewed as the financial head of the family, so men and boys’ education is prioritized over that of women and girls in some cultures (Riggs et al., 2012). 

In a separate study, researchers Harris et al. (2013) explored education for refugee mothers as a threat to male authority, especially the authority of husbands. Refugee mothers accessing education were seen as “creating ‘gender trouble’” because they were traversing typical gender roles (Harris et al., 2013, p. 190). Often, traditional gender roles expect men and boys to provide financial support while refugee mothers care for children and the home. Limited childcare including options perceived as culturally inappropriate by refugee mothers present an obstacle for those who would like to access education (Riggs et al., 2012, p. 399). 

Refugee mothers also face limited funds for education and must consider childcare costs and additional educational expenses. Riggs et al.’s (2012) study discussed the financial stressors placed on refugee mothers in relation to their own and their children’s education. In their study, mothers enrolled in full-time education programs wished to attend part-time school to lessen the burden of childcare expenses but were concerned that such change would affect their welfare payments. Refugee mothers were also upset that their children’s school had hidden fees for extra activities and field trips (Riggs et al., 2012). However, a 2017 study found that lack of childcare was only an obstacle for married mothers. Husbands enforced gendered caretaking roles for refugee mothers. Therefore, single moms with refugee backgrounds had more autonomy over their educational decisions. Single mothers also shared that they felt obligated to continue their education to earn a higher-paying job and provide as the sole breadwinner (Perry & Mallozzi, 2017). This raises the question of autonomy versus financial necessity for single moms choosing to pursue education.

Refugee mothers also face the challenge of knowing the language of instruction in host countries. Many are eligible to take language classes but have difficulty attending due to family responsibilities and lack of childcare. Without access to language education, refugee mothers have lower chances of passing the language tests often required for admission to tertiary education programs (UNHCR, 2019). This is reflected in Ergin and de Wit’s (2020) study which found that of Syrian refugee background students who only had one parent attain a higher education degree, 30.87% were fathers while only 7.8% were mothers. 

Riggs et al. (2012) explain that “language skills are vital for participating in education and employment, and accessing services, which in turn, affect opportunities to develop social connections” (p. 398). Unfortunately, refugee mothers are at a higher risk of exclusion from language education, which increases risk of social isolation, postpartum depression, and depression (Riggs et al., 2012). This emphasizes the need for refugee mothers’ access to language education because without sufficient language training, their sense of belonging, mental health, and well-being are negatively impacted.

However, refugee mothers are not a monolith, and their experiences vary, including other challenges not mentioned above. By examining common barriers, we can begin to discuss possible solutions and urge governments and NGOs to increase accessibility of education services for student mothers with refugee backgrounds. 

Recommendations

Barriers to accessing education can be detrimental to refugee mothers, affecting families, communities, and nations. If refugee mothers gain access to more educational opportunities, research shows that “health, education, social, economic and leadership prospects increase while vulnerability…decreases” (UNESCO, 2019). Therefore, governments, universities, and the United Nations High Commissioner for Refugees (UNHCR) need to offer more inclusive education programs to best support refugee mothers and communities. 

Several programs currently exist which serve as examples on how to help refugee mothers access education. For Syrian refugee mothers in Turkey, Arar et al. (2018) describe a program that includes a nursery for children alongside language classes and vocational courses which allow women to learn profitable skills. Ergin and de Wit (2020) also suggest programs to increase Syrian female refugees’ access to education including female-only scholarships, childcare at universities, and spreading awareness about the importance of girls education. These solutions provide support systems for refugee mothers and daughters to access higher education, and it is imperative that resettlement agencies work together with local organizations and universities to offer these educational opportunities to increase gender equality in schooling. 

Arizona State University’s Digital English Language Courses at the Za’atari Camp Center in Jordan offer access to refugee mothers through flexible education models. This program emphasizes “gender parity in program recruitment” and facilitates access to education by offering on-site daycare (Connected Learning in Crisis Consortium, 2019, p. 30). Refugee mothers can “participate…and improve their English skills…with their children supervised by NRC staff nearby.” (Connected Learning in Crisis Consortium, 2019, p. 30). These types of programs and wraparound services are crucial to supporting refugee mothers’ success in education. 

Amidst what “looks set to become Europe’s largest refugee crisis this century,” it is crucial to act now (Mantoo, 2022). The UNHCR has recently mobilized field staff to Ukraine and surrounding countries to assure that refugees’ basic humanitarian needs are met, including education. Education systems must be ready to help not only children integrate into school systems but other student populations such as refugee mothers. Investing time and effort in ensuring refugee mothers’ access to education will benefit individuals, refugee communities, and contribute to national and global well-being. 

All opinions are exclusively those of the author and not of George Washington University, the Graduate School of Education and Human Development, the Refugee Educational Advancement Laboratory or any of its members or other entities.

References

Arar, K., Deniz Orucu., & Akki, G. (2018). Culturally Relevant School Leadership for Syrian Refugee Students in Challenging Circumstances, Educational Management Administration & Leadership, 47(6), 960-979.

Connected Learning in Crisis Consortium. (2019). ASU’s Digital English Language Courses in Za’atari Camp, Jordan. https://connectedlearning4refugees.org/wp-content/uploads/2020/07/CLCC-2019-Yearbook_Final.pdf

Erdemir, E. (2022). Home-Based Early Education for Refugee and Local Children via Mothers: A model of contextually sensitive early intervention. Journal of Child and Family Studies. https://doi.org/10.1007/s10826-021-02197-7

Ergin, H. & de Wit, H. (2020). Integration policy for Syrian refugees’ access to Turkish Higher Education: Inclusive enough? In Curaj, A., Deca, L. & Pricopie, R. (Eds.), European Higher Education Area: Challenges for a new decade (pp. 121-131). Cham: Springer.

Harris, A., Spark, C., & Ngum Chi, M. C. (2013). The Barriers that Only You Can See: African Australian women thriving in tertiary education despite the odds. Géneros (Barcelona), 2(2), 182–202.

Henry, J., Beruf, C., & Fischer, T. (2020). Access to Health Care for Pregnant Arabic-Speaking Refugee Women and Mothers in Germany. Qualitative Health Research, 30(3), 437–447. https://doi.org/10.1177/1049732319873620

Mantoo, S., (2022). UNHCR mobilizing to aid forcibly displaced in Ukraine and neighbouring countries.UNHCR.https://www.unhcr.org/news/briefing/2022/3/621deda74/unhcr-mobilizing-aid-forcibly-displaced-ukraine-neighbouring-countries.html

Perry, K.H., & Mallozzi, C. A. (2017). “We have education, I can say that”: Worldview and access to education for adult refugees. International Journal of Applied Linguistics, 27(2), 491–513. https://doi.org/10.1111/ijal.12152

Ponguta, L.A., Issa, G., Aoudeh, L., Maalouf, C., Nourallah, S., Khoshnood, K., Zonderman, A. L., Katsovich, L., Moore, C., Salah, R., Al‐Soleiti, M., Britto, P. R., & Leckman, J. F. (2019). Implementation Evaluation of the Mother‐Child Education Program Among Refugee and Other Vulnerable Communities in Lebanon. New Directions for Child and Adolescent Development, 2019(167), 91–116. https://doi.org/10.1002/cad.20314

UNESCO. (2019). From Access to Empowerment: UNESCO strategy for gender equality in and through education 2019-2025. https://unesdoc.unesco.org/ark:/48223/pf0000369000

UNHCR. (2019). Doubling our Impact: Third country higher education pathways for refugees.https://www.unhcr.org/5e5e4c614.pdf

UNHCR. (2022). Women. https://www.unhcr.org/en-us/women.html

Refugee Education Advancement Laboratory (REAL) at George Washington University
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