Refugee Education Coordinators in the Greek Educational System: their role as mediators in refugee camps
Abstract
In Greece, the program for the integration of school-aged refugee children in public education has been implemented since 2016. An innovation established by the Greek Ministry of Education to facilitate refugee children’s access to public school was the institution of the Refugee Education Coordinator (REC). The research explores the role of RECs regarding involvement of refugee parents. Therefore, semi-structured interviews were conducted with fourteen RECs positioned in refugee camps in order to acquire the qualitative data required to answer the research questions. The research participants considered that RECs had a determining role in raising refugee parents’ awareness on the necessity of their children’s schooling, as well as connecting them with their children’s school.
Full Text:
PDFReferences
Anderson, A., Hamilton, R., Moore, D., Loewen, S., & Frater-Mathieson, K. (2004). Education of refugee children. Theoretical perspectives and best practice. In R. Hamilton & D. Moore (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 1-11). London: Routledge Ltd.
Arnot, M., & Pinson, H. (2005). The Education of Asylum-Seeker and Refugee Children: A Study of LEA and School Values, Policies and Practices. Cambridge: Faculty of Education, University of Cambridge.
Aroni, G. (2018). Right to education. The experience of the implementation of the program of the Ministry of Education for the education of refugee children. Good practices, difficulties and challenges for the future. (Δικαίωμα στην εκπαίδευση. Η εμπειρία της εφαρμογής του προγράμματος του ΥΠΠΕΘ για την εκπαίδευση των παιδιών των προσφύγων. Οι καλές πρακτικές, οι δυσκολίες και οι προκλήσεις για το μέλλον). Retrieved from https://mefesi.pi.ac.cy/files/docs/users/zapiti.a/parousiasiaroni.pdf
Bell, J. (2005). Doing your research project. A guide for first-time researchers in education, health and social science (4th edition). England: Open University Press.
Berry, J. W. (1997). Immigration, acculturation, and adaption. Applied Psychology: An International Review, (46)1, 5-68.
Berry, J. W. (2005). Acculturation: Living successfully in two cultures. International Journal of Intercultural Relations (29), 697–712.
Block, K., Cross, S., Riggs, E., & Gibbs, L. (2014). Supporting schools to create an inclusive environment for refugee student. International Journal of Inclusive Education, 18(12), 1337-1355. Retrieved from https://doi.org/10.1080/13603116.2014.899636
Bronfenbrenner, U. (1979). The Ecology of Human Development. Experiments by nature and design. USA: Harvard University Press.
Bronfenbrenner, U. (1986). Ecology of the Family as a Context for Human Development: Research Perspectives. Developmental Psychology (22)6, 723-742.
Brown, N. (2018). Video-conference interviews: Ethical and methodological concerns in the context of health research. SAGE Research Methods Cases, doi: 10.4135/9781526441812
Bunar, N. (2019, October 30). Education of Refugee and Asylum-Seeking Children. Oxford Research Encyclopedia of Education. Retrieved 28 Dec. 2019, from https://oxfordre.com/education/view/10.1093/acrefore/9780190264093.001.0001/acrefore-9780190264093-e-118
Cater, K., J. (2011). SKYPE - A Cost-effective Method for Qualitative Research.Rehabilitatio, Counselors & Educators Journal, 4(2), 3.
Cerna, L. (2019). Refugee Education: Integration Models and Practices in OECD countries. OECD Education Working Papers No. 203. Paris: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/docserver/a3251a00-en.pdf?expires=1577632851&id=id&accname=guest&checksum=75981F9A1A58023B1E878C3A495A15F0
Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research (4th edition). USA: Pearson Education, Inc.
Creswell, J. W. (2014). Research design. Qualitative, quantitative, and mixed methods approaches (4th edition). USA: SAGE Publications, Inc.
Creswell, J., W. & Miller, L., D. (2007). Determining Validity in Qualitative Inquiry. Theory into practice. 39(3), 124-130.
Crul, M. (2017). Refugee children in education in Europe: How to prevent a lost generation? SIRIUS Network Policy Brief Series, issue no. 7. Retrieved from http://www.sirius-migrationeducation.org/wp-content/uploads/2018/10/Refugeechildren-in-education-in-Europe.-How-to-prevent-a-lost-generation.pdf
Crul, M., Lelie, F., Biner, Ö., Bunar, N., Keskiner, E., Kokkali, I., Jens Schneider, J. & Shuayb, M. (2019). How the different policies and school systems affect the inclusion of Syrian refugee children in Sweden, Germany, Greece, Lebanon and Turkey. Comparative Migration Studies, 7(10). Retrieved from https://comparativemigrationstudies.springeropen.com/track/pdf/10.1186/s40878-018-0110-6
Deakin, H., & Wakefield, K. (2013). SKYPE interviewing: reflections of two PhD researchers. Qualitative Research, (14)5, 1-14.
Denzin, N. K., & Lincoln, Y. S. (Eds.). (2017). The SAGE Handbook of qualitative research. (5th edition). USA: SAGE Publications Inc.
Dryden-Paterson, S. (2015). The educational Experiences of Refugee Children in Countries of First Asylum. Washington, DC: Migration Policy Institute.
Edwards, R. & Holland, J. (2013). What is qualitative interviewing? London, New York: Bloomsbury Publishing Plc.
European Commission/EACEA/Eurydice. (2019). Integrating Students from Migrant Backgrounds into Schools in Europe: National Policies and Measures. Eurydice Report. Luxembourg: Publications Office of the European Union.
European Parliament, Council of the European Union. (2013). Directive 2013/33/EU of the European Parliament and of the Council of 26 June 2013 laying down standards for the reception of applicants for international protection. Official Journal L 180, 29.6.2013, 96–116. Retrieved from http://data.europa.eu/eli/dir/2013/33/oj
European Union Agency for Fundamental Rights. (2019). Integration of young refugees in the EU: good practices and challenges. Luxembourg: Publications Office of the European Union.
Frater-Mathieson, K. (2004). Refugee trauma, loss and grief. Implications for intervention. In R., Hamilton &D., Moore. (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 12-34). London: Routledge Ltd. Retrieved from Retrieved from http://ebookcentral.proquest.com
Greek Council for Refugees. (2018). AIDA Asylum Information Database. Country Report: Greece. European Council on Refugees and Exiles (ECRE).
Grigt, S. (2017). The journey of hope: Education for refugee and unaccompanied children in Italy. Brussels, Belgium: Education International Research.
Hamilton, R. (2004). Schools, teachers and education of refugee children. In R. Hamilton & D. Moore (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 83-96). London: Routledge Ltd. Retrieved from Retrieved from http://ebookcentral.proquest.com
Hamilton, R., & Moore, D. (2004). Education of refugee children. Documenting and implementing change. Issues of migration. In R. Hamilton, &D. Moore (Eds.), Educational interventions for refugee children: Theoretical perspectives and implementing best practice (pp. 107-116). London: Routledge Ltd. Retrieved from Retrieved from http://ebookcentral.proquest.com
Hellenic Republic, Ministry of Education, Research and Religious Affairs (MoE). Scientific Committee in Support of Refugee Children. (2017). The Refugee Education Project. Athens: MoE.
Hellenic Republic, Ministry of Education and Religious Affairs (MoE). (2018, August 29). Independent Department for Coordination and Monitoring of Refugee Education MoE–Overview of school year 2017-2018 (Αυτοτελές Τμήμα Συντονισμού και Παρακολούθησης της Εκπαίδευσης Προσφύγων ΥΠΠΕΘ – Επισκόπηση σχολικού έτους 2017-2018). Retrieved from https://www.minedu.gov.gr/prosf-ekpaideusi-m/36591-29-08-18-aftoteles-tmima-syntonismoy-kai-parakoloythisis-tis-ekpaidefsis-prosfygon-yppeth-episkopisi-sxolikoy-etous-2017-19
Hellenic Republic, Ministry of Education and Religious Affairs (MoE). (2019, June 20). The MoE for the World Refugee Day (Το ΥΠΠΕΘ για την Παγκόσμια Μέρα Προσφύγων). Retrieved from https://www.minedu.gov.gr/tothema-prosfigiko-m
Hellenic Republic, Official Government Gazette (OGG). (1985). Structure and function of primary and secondary education and other provisions (Δομή και λειτουργία της πρωτοβάθμιας και δευτεροβάθμιας εκπαίδευσης και άλλες διατάξεις). (No. 167/30-09-1985, Law No. 1566).
Hellenic Republic, Official Government Gazette (OGG). (1996). Greek education abroad, intercultural education and other provisions (Η ελληνική παιδεία στο εξωτερικό, η διαπολιτισμική εκπαίδευση και άλλες διατάξεις). (Νο. 124/17-6-1996, Law No. 2413).
Hellenic Republic, Official Government Gazette (OGG). (1999). Intercultural Education - Establishment and operation of Reception Classes and Tutoring Classes (Διαπολιτισμική Εκπαίδευση Ίδρυση και λειτουργία Τάξεων Υποδοχής και Φροντιστηριακών Τμημάτων). (No. 1789/28-9-1999).
Hellenic Republic, Official Government Gazette (OGG). (2016). Establishment, organization, operation, coordination and training program of Reception Facilities for Refugee Education (RFRE), criteria and recruitment process of these structures. (Νο. 3502/31-10-2016).
Hellenic Republic, Official Government Gazette (OGG). (2018a). Adaptation of Greek legislation to the provisions of Directive 2013/33 / EU of the European Parliament and of the Council of 26 June 2013 on the requirements for the reception of applicants for international protection (recast, L 180/96 / 29.6.2013) and others provisions - Amendment of Law 4251/2014 (A '80) on the adaptation of Greek legislation to Directive 2014/66 / EU of 15 May 2014 of the European Parliament and of the Council on the conditions of entry and residence of third-country nationals - Modify by presumptions asylum and other provisions. (Νο. 91/22-05-2018, Law No. 4540).
Hellenic Republic, Official Government Gazette (OGG). (2018b). Reorganization of support structures for primary and secondary education and other provisions. (No. 102/12-06-2018, Law No. 4547).
Hellenic Republic, Official Government Gazette (OGG). (2018c). Presidential Decree No. 18 (Προεδρικό διάταγμα Υπ΄Αρίθμ. 18). (No. 31/23-2-2018).
Human Rights Watch. (2015). “When I Picture My Future, I See Nothing”. Barriers to Education for Syrian Refugee Children in Turkey. USA. Retrieved from https://www.hrw.org/report/2015/11/08/when-i-picture-my-future-i-see-nothing/barriers-education-syrian-refugee-children
Institute of Educational Policy (IEP), Ministry of Education, Research and Religious Affairs. (2016, October 4). Reception Facilities for Refugee Education (Δομές Υποδοχής και Εκπαίδευσης Προσφύγων). [Press release]. Retrieved from http://www.iep.edu.gr/el/crossingbordersedu-anakoinwseis/dyep-domes-ypodoxis-kai-ekpaidefsis-prosfygon
King, N., & Horrocks, C. (2010). Interviews in Qualitative Research. (1st edition). Los Angeles: Sage Publications Ltd.
Koehler, C. (2017). Continuity of learning for newly arrived refugee children in Europe. NESET II ad hoc question No. 1/2017.
Koehler, C., & Schneider, J. (2019). Young refugees in education: the particular challenges of school systems in Europe. Comparative Migration Studies, 7(28). Retrieved from https://doi.org/10.1186/s40878-019-0129-3
Kolb, S. M. (2012). Grounded Theory and the Constant Comparative Method: Valid Research Strategies for Educators. Journal of Emerging Trends in Educational Research and Policy Studies (JETERAPS), 3(1), 83-86.
Lo Iacono, V., Symonds, P., & Brown, D. H. (2016). Skype as a tool for qualitative research interviews. Sociological Research Online, 21(2), 12.
Matthews, M. (2008). Schooling and settlement: refugee education in Australia. International Studies in Sociology of Education, 18(1), 31-45.
Merriam, S. B., & Tisdel, E. J. (2016). Qualitative Research. A Guide to Design and Implementation (4th Edition). USA: Jossey-Bass A Wiley Imprint.
McBrien, J., L. (2005). Educational Needs and Barriers for Refugee Students in the United States: A Review of the Literature. Review of Educational Research, 75(3), 329-364.
Mohamed, S., & Thomas, M. (2017). The mental health and psychological well-being of refugee children and young people: An exploration of risk, resilience and protective factors. Educational Psychology in Practice, 33(3), 249-263. Retrieved from https://doi.org/10.1080/02667363.2017.1300769
Nicolai, S., & Triplehorn, C. (2003). The role of education in protecting children in conflict. London: Humanitarian Practice Institute.
Nilsson, J., & Axelsson, M. (2013). “Welcome to Sweden…”: Newly Arrived Students’ Experiences of Pedagogical and Social Provision in Introductory and Regular Classes. International Electronic Journal of Elementary Education, 6(1), 137-164.
Nilsson, J., & Bunar, N. (2016). Educational responses to newly arrived students in Sweden: Understanding the structure and influence of post-migration ecology. Scandinavian Journal of Educational Research, 60(4), 399-416.
Pinson, H., & Arnot, M. (2010). Local conceptualisations of the education of asylum-seeking and refugee students: From hostile to holistic models. International Journal of Inclusive Education, 14(3), 247-267. Retrieved from https://doi.org/10.1080/13603110802504523
Pszczółkowska, D. (2020). Facebook recruitment and online interviewing – Suitable for qualitative research in migration? CMR Working Papers 119/117. Retrieved from http://www.migracje.uw.edu.pl/wp-content/uploads/2020/05/WP119177.pdf
Rutter, J. (2006). Refugee children in the UK. Maidenhead, UK: Open University Press. Retrieved from https://ebookcentral.proquest.com
Short, D. J. (2002). Newcomer programs: An educational alternative for secondary immigrant students. Education and Urban Society, 34(2), 173–198.
Short, D. J., & Boyson, B. A. (2012). Helping newcomer students succeed in secondary schools and beyond. Washington, DC: Center for Applied Linguistics.
Simopoulos, G., & Magos, K. (2018, June). Hopes, expectations and questions: the "voices" of refugee students in the Greek school. (Ελπίδες, προσδοκίες και ερωτήματα: οι «φωνές» των μαθητών-προσφύγων στο ελληνικό σχολείο). Paper presented in the 5th International Conference: Crossroads of Languages and Cultures - Languages and Cultures at Home and at School, Rethymno University Campus, Greece.
Stergiou, L., & Simopoulos, G. (2019). Αfter the container. An intercultural angle in refugee education. (Μετά το Κοντέινερ. Διαπολιτισμική ματιά στην εκπαίδευση προσφύγων). Athens: Gutenberg.
Taylor, S., & Sidhu, R. K. (2012). Supporting refugee students in schools: what constitutes inclusive education? International Journal of Inclusive Education, 16 (1), 39-56.
UNHCR, UNICEF & IOM. (2017). Refugee and Migrant Children- Including Unaccompanied and Separated Children - in the EU. Overview of Trends in 2016. Retrieved from https://data2.unhcr.org/en/documents/download/55971
UNHCR, UNICEF and IOM. (2018a). Refugee and Migrant Children in Europe. Overview of Trends January-June 2018. Retrieved from https://reliefweb.int/sites/reliefweb.int/files/resources/67831.pdf
UNHCR, UNICEF and IOM. (2018b). Refugee and Migrant Children in Europe. Overview of Trends January - December 2018. Retrieved from https://data2.unhcr.org/en/documents/download/69499
UNHCR, UNICEF and IOM. (2019). Refugee and Migrant Children in Europe. Overview of Trends in January-June 2019. Retrieved from https://data2.unhcr.org/en/documents/download/72643
Williams, C. (2007). Research Methods. Journal of Business & Economic Research, 5(3), 65-72.
DOI: https://doi.org/10.51383/ijonmes.2020.58
Refbacks
- There are currently no refbacks.
Copyright (c) 2020 International Journal of Modern Education Studies
This work is licensed under a Creative Commons Attribution 4.0 International License.