Authors:Sahizer Samuk Abstract: The integration of refugees in Turkey has been realized in the field with the help of DGMM (Directorate General on Migration Management), Kızılay and UNHCR mainly, and by many more international and non-governmental organizations that have supported refugees by answering their short-term needs such as giving them cards for shopping, clothes, preparing them for winter (“winterization”) and providing educational assistance. I conducted 15 interviews with state officials, various NGOs and a few refugees. During my research many interesting points about integration policies (to-be-formed) at the moment in Turkey were discovered. One interesting finding was that the state officials do not like to use the word “integration”, as it is reminiscent of the way Turkish migrant workers were treated in Germany, where assimilation and integration were understood as the same concept. I use the term “temporary integration” for the case of all refugees, but this article will focus mostly on the Syrians. Within the context of temporariness, this article’s central attention will be the educational integration of Syrian refugees in Turkey. PubDate: 2018-07-10 Issue No:Vol. 8, No. 2 (2018)
Authors:Ahmad Alkhawaldeh Abstract: As a neighboring country to Syria, Jordan received a large influx of Syrian refugees whose children’s education has been a huge challenge to the Jordaninan educational system. The present qualitative study investigates the educational challenges Syrian refugee children faced with possible solutions to overcome them. Therefore, a conveniently selected sample of twenty four participants (twelve Syrian refugee teachers and twelve Syrian refugee parents) filled out an open questionnaire on Syrian refugee students’ instructional challenges, the reasons for such challenges and the solutions to surmount them. The major challenges, according to Syrian refugees’ teachers, revolved around lack of achievement among refugee children, lack of devotion to school learning responsibilities, insufficient refugee teacher training, refugee children’s behavioral difficulties and overcrowded classrooms. According to Syrian refugee parents, most of these challenges encompassed deterioration in instructional achievement, lack of school assignments, carelessness to achieve well in Match and English, lack of high qualifications among refugee parents, difference in interest in French in Syria and English in Jordan, violent behaviors among refugee children because of the war situation and absence of one of their parents. Other challenges included vague attitudes towards learning, lack of concentration in exams, quick irritation, stubbornness, negative attitude toward schooling, mis-behaviors by classmates and difference between school and home instruction. Most of the reasons for such challenges belonged to the war condition and the psychological traumas and social circumstances of refugee children. Recommended proposals embodied strengthening school/parents communication, training refugee teachers and tackling refugee children’s psychological problems. PubDate: 2018-07-10 Issue No:Vol. 8, No. 2 (2018)
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