Barriers to young Syrian refugees' participation in postprimary education: an investigation in South East Europe

本定性研究通过确定与个人、家庭和社区以及东道国社会移民和教育政策相关的微观、中观和宏观层面的障碍和机会，探讨如何促进叙利亚青年难民（11-16岁）参与小学后教育。它采用参与式民族志方法，使儿童成为知识的共同建设者和自己社区变革的推动者。研究问题如下：1。在难民营和希腊和/或土耳其的收容社会（具体区域待定），影响年轻难民（11-16岁）参加小学后教育的微观、中观和宏观层面的障碍是什么？在地理、教育背景、移民身份、政策、语言、社区、宗教和性别方面，可以确定哪些交叉点可能影响参与？难民如何理解难民营和当地社区的教育障碍？本实证研究将采用一种创新的参与式民族志方法来调查青年难民教育参与的生活经验。这允许研究者沉浸在环境中，同时使参与者能够改变他们自己的社区（Cheney, 2011）。具体方法有：1.；国家教育和移民政策文件的批判性分析。这被认为不仅是对文本的话语分析，而且是对其权力关系的解开，以及对其在更广泛的历史、社会、文化、经济和政治背景下的位置的反思（Taylor, 1997）。这些数据将表明宏观层面的制约因素，并为随后的访谈和焦点小组讨论提供信息。与非政府组织、社区和宗教团体、教育当局、营地教育管理人员和学校校长等利益相关者进行半结构化访谈（20），以确定社区和教育环境中的中观层面障碍。在营地和公立学校与40名儿童（11-16岁）、他们的父母和老师组成焦点小组，分析微观层面的教育机会和对教育的看法。孩子们也将采用创造性的视觉方法，提供深入的信息，减少理解障碍，让孩子成为知识的共同建设者（Kleine, Pearson & Poveda, 2016; Literat, 2013）。

This qualitative study investigates how the participation of young Syrian refugees (11-16 years) in post-primary education can be promoted, by identifying micro-, meso- and macro-level barriersand opportunities relating to the individual, their family and community, and host society immigration and education policy. It takes a participatory-ethnographic approach which allows children to become co-constructors of knowledge and agents of change in their own communities. The research questions are thus:1. What are the micro-, meso- and macro-level barriers affecting the participation of young refugees (aged 11-16 years) in post-primary education in the camps and host societies of Greece and/or Turkey (specific region to be decided)?2. What intersections can be identified in terms of geography, educational context, immigration status, policy, language, community, religion and gender which might impact on participation?3. How do refugees conceptualise (barriers to) education in camps and local communities?This empirical study will take an innovative participatory-ethnographic approach to investigating the lived experiences of young refugees' educational participation. This allows for immersion of theresearcher within the setting while enabling participants to transform their own communities (Cheney, 2011). The specific methods are:1. Critical analysis of national education and immigration policy documents. This is considered to be not only the discursive analysis of texts, but also a disentanglement of their power relations and a reflection on their placement within the broader historical, social, cultural, economic and political context (Taylor, 1997). This data will indicate macro-level constraints and inform subsequent interviews and focus group discussions.2. Semi-structured interviews (20) with stakeholders such as NGOs, community and religious groups, education authorities, camp education managers and school principals, to identifymeso-level barriers in the community and educational setting.3. Focus groups with 40 children (11-16 years), their parents and teachers in camps and public schools to analyse access to and perceptions of education at the micro-level. Creative visual methodology will also be employed with the children, to provide in-depth information, reduce barriers to understanding and allow children to become co-constructors of knowledge (Kleine, Pearson & Poveda, 2016; Literat, 2013).