To educate is to include: A Baghdadi Palestinian refugee’s school days in Chile

Fecha

2021

Profesor Guía

Formato del documento

Articulo

ORCID Autor

Título de la revista

ISSN de la revista

Título del volumen

Editor

Taylor & Francis

Ubicación

ISBN

ISSN

item.page.issne

Facultad

Facultad de Humanidades

Departamento o Escuela

Determinador

Recolector

Especie

Nota general

No disponible para descarga

Resumen

Support for immigrant children, and in particular those who have fled conflict, is crucial for facilitating integration into a new life. The school environment is a key space for providing psychosocial support to mitigate the impact of the displacement experience and for promoting successful settlement outcomes. This study considers the historical context which sees Chile adding, to considerable Latin American immigration, selected cohorts of humanitarian refugees from the other side of the world, in this case, Farid, a boy from Baghdad’s Palestinian community who arrived with his family in Chile after living two years in the Al-Tanf camp. Based on a qualitative approach, including three ninety-minute interviews, the study considers Farid’s pre-, peri- and post-immigration experiences, paying special attention to instances and processes of integration and exclusion in the Chilean school context. The research contributes to understanding the refugee experience in a country broadly unfamiliar with the reception of highly vulnerable people from markedly different cultures. Ultimately, the inclusion of refugees is a challenge and an opportunity for an education system and a society connecting ever more intricately with the wider world.

Descripción

Lugar de Publicación

Auspiciador

Palabras clave

REFUGEE EDUCATION, SCHOOL INTEGRATION, INTERCULTURAL EDUCATION, INTERNATIONAL SOLIDARITY, YOUTH VIOLENCE

Licencia

URL Licencia