New in the Journal of Ethnic and Migration Studies, Hiba Salem and Linda Morrice (Centre for International Education, University of Sussex) write on the integration of refugee education into national education systems, with a focus on the situation in Jordan.
In the past decade, and in light of the protracted nature of displacement for the majority of refugees, there has been a policy shift from separate and parallel education systems for refugees to integration into national education systems. As already highlighted in the literature, the benefits from integration include longer-term planning, more sustainable funding, and opportunities to improve the quality of education. Receiving less attention are questions around how integration is implemented in practice, how different models of integration are experienced by refugee students, and the extent to which they provide quality education and advance social justice for refugee students.
Salem and Morrice’s paper examines Syrian refugee students’ perspectives across three models of integration in Jordan (camp, second shift and host community schools). Drawing on qualitative and quantitative data, they highlight how each model gives rise to social arrangements which, in different ways, impede socially just and equitable education.