On Social Integration Process with Refugees in Turkey: How Can NGOs Be More Effective?

Autor/in	Seyidov, Ilgar
Titel	On Social Integration Process with Refugees in Turkey: How Can NGOs Be More Effective?
Quelle	In: International Journal of Inclusive Education, 25 (2021) 1, S.7-21 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Seyidov, Ilgar)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-3116
DOI	10.1080/13603116.2019.1673955
Schlagwörter	Social Integration; Refugees; Foreign Countries; Nongovernmental Organizations; Program Effectiveness; Turkey + Suchen Sie Ihr Suchwort? Soziale Integration; Flüchtling; Ausland; Türkei
Abstract	According to the statistics of UN, more than 6.5 million people have been internally displaced since the Syrian crisis in 2011. There are also more than 13.1 million people in need in Syria. Approximately 5.6 million people have become refugees in various countries, mostly in Turkey, Lebanon, and Jordan. Among the countries welcoming displaced Syrians, Turkey is at the top, hosting over 3.5 million refugees. Governmental agencies, and I/NGOs (non-governmental organisations) are working together to meet the needs of Syrian refugees in Turkey. In this context, the social integration of refugees into the host community has become prominent. This study is focused on the positive and negative aspects of this social integration process in Turkey. By positive aspect, the positive contributions were meant, on the other hand, negative aspects are used to illustrate the shortcomings of the social integration process. In the research, in-depth semi-structured interviews were conducted with the supervisors of refugee- oriented programmes implemented by NGOs. The focus is on the evaluation of social integration and the role of civil society organisations in this process. The main purpose is to discuss the current situation and to elicit different perspectives on the development of social integration process. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01