Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review.
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| Title: | Safety, Belonging and Success in Education for Refugees in Europe: A Systematic Review. |
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| Authors: | Aleghfeli, Yousef Khalifa1,2 (AUTHOR), McIntyre, Joanna2 (AUTHOR) joanna.mcintyre@nottingham.ac.uk, Hunt, Lucy2 (AUTHOR), Stone, Chris2 (AUTHOR) |
| Source: | European Journal of Education. Mar2025, Vol. 60 Issue 1, p1-15. 15p. |
| Subject Terms: | *Safety education, *Knowledge base, Refugee services, Political participation, Refugees |
| Geographic Terms: | Europe |
| Abstract: | This systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the educational trajectories of learners of refugee and forced migrant backgrounds who have arrived in Europe. The review includes studies that focus on all forms of educational provision and services for refugees and forced migrants in Europe: formal, non‐formal and informal. The review also takes a meta‐ethnographic approach to data analysis and synthesis. Key findings highlight the interconnectedness of safety, belonging and success in education for learners with refugee and forced migrant backgrounds and the necessity of economic redistribution, cultural recognition and political participation for achieving these goals. [ABSTRACT FROM AUTHOR] |
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| Database: | Education Research Complete |
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| Abstract: | This systematic review aims to explore refugees' educational access, experiences and outcomes in Europe since 2015. The review follows a systematic process of reviewing and synthesising texts compiled in the Hub for Education for Refugees in Europe (HERE) Knowledge Base to fill gaps in knowledge about the educational trajectories of learners of refugee and forced migrant backgrounds who have arrived in Europe. The review includes studies that focus on all forms of educational provision and services for refugees and forced migrants in Europe: formal, non‐formal and informal. The review also takes a meta‐ethnographic approach to data analysis and synthesis. Key findings highlight the interconnectedness of safety, belonging and success in education for learners with refugee and forced migrant backgrounds and the necessity of economic redistribution, cultural recognition and political participation for achieving these goals. [ABSTRACT FROM AUTHOR] |
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| ISSN: | 01418211 |
| DOI: | 10.1111/ejed.12852 |
