An integrated conceptual model for enhancing refugee education

Research output: Contribution to journalArticlepeer-review

1 Citation (SciVal)

Abstract

This paper introduces a unified conceptual framework for understanding refugee identity construction within educational contexts, drawing on theories of social justice (Fraser, 2008), affective relations (Lynch, 2012), the resumption of ordinary life (Kohli, 2011) and ecological systems (Bronfenbrenner, 1977). Addressing a gap in the existing scholarship, the model emphasises the importance of affective relations in shaping refugee identities in education alongside other factors. The study examines the macro constructs of redistribution, recognition, representation and relational affect, highlighting their impact on refugee children's educational experiences. Further, it considers the micro constructs of safety, sense of belonging and success in integration and attainment in educational environments. The constructs are examined across various levels of Bronfenbrenner's ecological system, demonstrating the complexity of refugees’ needs. This model aims to facilitate a holistic, justice-oriented approach to refugee education, which is crucial given the rise in global displacement. The study has significant implications for refugee education research and policymaking, potentially informing targeted interventions and programmes that foster academic success, overall well-being, and practice in refugee education.
Original languageEnglish
JournalBritish Educational Research Journal
Early online date15 Mar 2024
DOIs
Publication statusPublished - 15 Mar 2024

Data Availability Statement

No new data and therefore no data availability statement.

Keywords

  • affective relations
  • refugee education
  • refugee identity construction
  • social justice

ASJC Scopus subject areas

  • Education

Fingerprint

Dive into the research topics of 'An integrated conceptual model for enhancing refugee education'. Together they form a unique fingerprint.

Cite this