Provision of quality education in the context of Syrian refugee children in the UK: opportunities and challenges

While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article w...

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Bibliographic Details
Published in:Compare 2017-11, Vol.47 (6), p.942-961
Main Authors: Madziva, Roda, Thondhlana, Juliet
Format: Article
Language:English
Subjects:
Children
Education
Educational Quality
English (Second Language)
English as an additional language
Ethnography
Focus Groups
Foreign Countries
Inclusion
Input Output Analysis
Interviews
Migrant Children
Migrant Education
Migrants
Pilot Projects
Quality education
Quality of education
refugee children
refugee integration
Refugees
School desegregation
Schools
Second Language Learning
Social Integration
Syrian refugees
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Summary:While existing research has shown the importance of the three interrelated domains of the wider policy, the school and home/community environments in the development of quality education for learners, this literature does not fully capture the experiences of the refugee population. In this article we focus on a group of Syrian refugees who came as part of the first large cohort that was welcomed in the UK in December 2015. We adapt Tikly's quality education frameworks and develop a model that highlights not only the importance of the three intersecting environments, but also the specific inputs/processes that are critical to achieving quality education for refugees. In so doing, we stress the critical role of English as a tool for refugee children's inclusion and integration in schools. Consequently, the contribution of the paper is an understanding of the inputs/processes that are key to the development of quality education for migrant/refugee children.
ISSN:0305-7925
1469-3623
DOI:10.1080/03057925.2017.1375848