Do Not Forget Families and Households When Addressing Urban Refugee Education

Autor/inn/en	Erwin, Sarah C.; Sewall, Jennifer; Tippens, Julie A.; Nyaoro, Dulo; Miamidian, Helen M.
Titel	Do Not Forget Families and Households When Addressing Urban Refugee Education
Quelle	In: Compare: A Journal of Comparative and International Education, 50 (2020) 1, S.141-145 (5 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Tippens, Julie A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0305-7925
DOI	10.1080/03057925.2019.1626104
Schlagwörter	Urban Areas; Refugees; International Organizations; Statistical Data; Access to Education; Family Relationship; Educational Resources; Family Structure; Family Environment; Family Financial Resources; Stress Variables; War; Violence; Educational Attainment; Student Attitudes; Academic Achievement + Suchen Sie Ihr Suchwort? Urban area; Stadtregion; Flüchtling; International organisation; International organisations; International organization; Internationale Organisation; Education; Access; Bildung; Zugang; Bildungszugang; Bildungsmittel; Familienkonstellation; Familiensystem; Familienmilieu; Krieg; Gewalt; Bildungsabschluss; Bildungsgut; Schülerverhalten; Schulleistung
Abstract	According to the The United Nations High Commissioner for Refugees (UNHCR), there are currently more than 25.4 million refugees globally, representing the largest number of refugees in recorded history. More than one in three refugees who fall under the auspices of the United Nations Refugee Agency (UNHCR) protection are of school age (UNHCR 2019a). Dryden-Peterson (2015, 2016) points out that much of what is known about refugee education stems from research conducted in high-income countries of resettlement, ignoring the reality that the majority of refugees live in low- and middle income countries (LMICs) neighbouring their countries of origin. Additionally, 60% of refugees globally reside in cities (UNHCR 2019c), where UNHCR coordinates with host countries to integrate students with refugee backgrounds into the national education system (Dryden-Peterson 2016). The authors attempt to contribute to this literature while highlighting the importance of family and household factors in urban refugee education. Given the importance of education in the lives of refugees, it is necessary to examine the nested layers of context that influence access to schools and educational programming in urban settings. Due to the variance in caregivers for refugee youth, lack of necessary resources, and the precarious nature of familial stability, the authors argue that the family and household should not be overlooked in research and programming addressing urban refugee education. (ERIC).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01