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The past decade has seen a policy shift from separate and parallel education systems for refugees to integration into national education systems. The benefits from integration, including longer-term planning, more sustainable funding and opportunities to improve the quality of education are highlighted in the literature. However, there has been less attention to 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. This paper draws on Nancy Fraser’s principle of parity of participation and integration theory to examine Syrian refugee students’ perspectives across three models of integration in Jordan (camp, second shift and host community schools). Drawing on qualitative and quantitative data, we highlight how each model gives rise to social arrangements which, in different ways, impede socially just and equitable education.

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