This review of the literature is third in a series of investigations into educational technology curriculum integration for the Tucson, Arizona office of the International Rescue Committee (IRC). It is a broad investigation into the theory, methods and delivery of supportive instructional materials to refugees via mobile learning. It examines current international program methods that will aid in design of U.S. mLearning programs to support the IRC’s mandated goal of promoting self-sufficiency for resettled refugees.

Protracted refugee situations are a world-wide problem,yetlittle research isavailable. Despite obvious practical obstacles,it is the individual that must decide whether to return, which is why it is interesting to examine if the choice is deliberate or involuntary. This thesis aims to specifically study why Liberian refugees, who fled from the civil wars in the 1990’s, still livesin the refugee camp Buduburam in Ghana, where they have stayed for more than two decades even though their living conditions are continuing toworsen.To understand their choice of not repatriating, the Rational Choice Theory and Social Identity Theory,which separately describeshow and why individuals make decisions, are being compared. The former claims that people always make choices based on selfish and rational assumptions after considering both positive and negative consequences, and then choose the most profitable option. In contrast, the Social Identity Theory implies that an individual’s decision-making is based on group belonging, norms and surroundings.To further achieve the purpose of the study, the theories are appliedto the empirical materialgathered from semi-structured interviews made with eight refugees that stays in the camp, who individually describestheir situation and reason for not repatriating. Lastly, the analysis discusses whyneither of the theories has a complete explanation forthe problematic situation,although interesting approaches are acknowledged.

abstract: This study aims to gain an understanding of higher education interventions taking place in refugee camps around the world that implement hybrid online and on-site models. Through an archival, database study, this uncovers the most salient characteristics of 8 international interventions (Australian Catholic University, Borderless Higher Education for Refugees, Jesuit Worldwide Learning: Higher Education at the Margins, InZone, Kepler, Mosaik, Global Border Studies, and Education for Humanity) in regard to logistics, academics, technology, and pedagogy. The study found multiple ways in which these programs seek to increase inclusion and success of refugee learners. These techniques include (1) free tuition, (2) nutrition, security, and transportation accommodations, (3) gender equity provisions, (4) course accreditation, (5) preparatory courses, (6) student support and development, (7) durable solutions related to employment, (8) tailored curricula, (9) flexibility of course structure, (10) critical thinking & reflection, (11) hybrid, adaptable, and portable course delivery, (12) on-site technology support, and (13) accommodations related to electricity and internet connectivity. / Dissertation/Thesis / Masters Thesis Justice Studies 2019

The escalating conflict in Syria that started in 2011 would cause millions of Syri- ans to flee the country. It is estimated that as much as 7,6 million Syrians were displaced internally and 3,7 million externally. This initially caused an enormous pressure on neighboring countries were refugees were displacing to (Ostrand 2011: 1-2). Though as the years passed the large majority of externally displaced refugees stayed in the neighboring states, though this would change in 2015 (UNHCR 2013: 1-3). In the spring of 2015 several ships either sank or were abandoned in the Mediterranean resulting in fatalities. Though as an increasing amount of refugees reached the southern member states of the EU it created an immense pressure on the immigration handling processes of the affected countries such as Italy and Greece (Livingstone, Cerelus 2016). A large amount of refugees would then start moving up throughout eastern Europe towards northern countries such as Germany and Swe- den. Though it won’t be long until Hungary decides to fence in its southern border to prevent refugees from passing through the country. As criticism flourished from the EU, member states of the EU, and other organizations, Hungary did not alter its policy, but instead came to further deteriorate the relations by defending its political position (Than, Krisztina 2017). This was done even though Hungary is heavily dependent on monetary support from the European Union as well as access to its Schengen zone (European Union 2017). Little research has been done on this matter where countries such as Hungary, Poland and Slovakia amongst others have decided to challenge the basic principles of free movement and the Dublin treaty after the refugee crisis. This senior thesis aim to look at how Hungary could have been able to do a immigration policy change that stands in contrast to that of the EU while they are in many ways dependent on the Schengen zone and financial support from the EU.

Canada and Mexican relations have not been written about in much length past Canada's Temporary Foreign Worker Program (TFWP) recruiting Mexican laborers. In recent years, migration from Mexico to Canada has increased at an exponential rate. The most significant and notable increase has been in the number of refugee claims from Mexicans wanting to seek asylum in Canada. It is found that Canada is the number one destination for Mexican refugees, while Canada accepts their claims at an alarmingly low rate compared to claims from other nations, even in Latin America. I argue the reason Mexicans chose Canada to claim refugee status is Canada's long history of an open immigration policy and especially their economic and temporary labor agreements with Canada. These policies give the impression to Mexicans they are very much welcome in Canada. This is proved to be untrue when Canada changed their immigration and refugee policies in response, specifically, to the overwhelming number of Mexican refugee claims.

Parental trauma symptomatology can profoundly impact a child’s social/emotional and cognitive development, a phenomenon known as transgenerational trauma. Thus far, the majority of research examining transgenerational trauma has studied the concept within mothers from Westernized cultures and their children and adolescents. Very little attention has been given to families from diverse sociocultural contexts, and few studies have examined the effects of transgenerational trauma in infancy, a period of time marked by numerous developmental considerations. The current study addresses the limitations of past work by examining transgenerational trauma in refugee/infant dyads. Building upon existing models from previous studies, this research utilizes moderated mediation models to examine (1) the relation between maternal trauma symptomatology and atypical parenting behavior in predicting infant development, (2) the mediating role of atypical parenting behavior in the relation between maternal trauma symptomatology and infant development, and (3) the role of parental resiliency in mitigating the relation between maternal trauma symptomatology and atypical parenting behaviors. Data was collected from 61 refugee mother/infant dyads. Measures included culturally informed assessment of maternal trauma symptomatology, emotion-focused coping, problem-focused coping, psychological flexibility, observational coding of atypical parenting behaviors, and standardized assessment of infant cognitive and social/emotional development. Findings did not provide support for the hypothesized model of transgenerational trauma. Post-hoc analyses indicated that greater maternal trauma symptomatology is related to increased negative/intrusive parenting behavior, and increased maternal psychological flexibility is related to improved infant cognitive development. Implications for study findings are reviewed and directions for future research are delineated.

African immigrant women and refugee women face disproportionate reproductive health risks and adverse outcomes compared with the Canadian population. The diversity of African women and complexity of the migration process suggest the need for contextualized knowledge to better understand these challenges. I sought such knowledge through the use of the theoretical frameworks of place and intersectionality. These frameworks draw attention to the multi-level mixture of social relations in given contexts and how they create opportunities and oppression. The specific purpose of this research was to: a) explore how the reproductive health experiences of African immigrant and refugee women were shaped by the unique context of given places; b) consider how these women actively negotiated and constructed place in their search for reproductive health information, services, and support. A multiple case study was used to explore the reproductive health experiences of African immigrant and refugee women in three different areas of Ottawa, Ontario. These areas provided different local contexts (e.g., history, socioeconomic profile, proximity to downtown). In each area, data was collected through interviews with African immigrant and refugee women, interviews and focus groups with reproductive health service providers, and mapping of available services. In total, 19 immigrant and refugee women and 23 service providers participated in this study. The findings showed that African immigrant and refugee women’s reproductive health experiences were much more complicated than simple interaction with neighbourhood services. Their varied social positions in Canadian society were highly relevant. In addition, social networks based in places outside of the system (e.g., private homes, religious institutions) were environments in which they were comfortable and sought support for their reproductive health needs. Recommendations based on these findings include the need to engage communities and explore the delivery of information and services outside of the traditional places employed by the Canadian health care system.

<p>In this study the semi structured interview method was used to explore what kind of knowledge one In State Authority: The Migration Board, and three Non Governmental Organisations: Red Cross, Save the Children and ISS- International Social Service have about the situation for separated children. Another purpose in this study was to explore if people who are close to the children are working for the best of the children and if their cases were treated with legal security. The result shows that the children’s cases are not treated with legal security and some of the children suffer psychologically from separations from the families and other children need new families because they were maltreated. The result also shows that there are signs that separated children are discriminated compared to children with a Swedish background.</p>

<p>Subject: The Teacher Training Programme, Degree Project in Educational Sciences</p><p>Södertörn University College</p><p>Autumn Term, 2006</p><p>This study titled, Those who feel worst, need help to feel better, is a Degree Project in Educational Sciences for the Teacher Training Programme at Södertörn University College. The purpose of this study is to find out how school introduction for newly arrived refugee children is organized in two schools, considering the fact that many refugee children can suffer from PTSD, Post Traumatic Stress Disorder. The study is qualitative, based on interviews with principals, teachers and students in one junior high school and one high school. The study also reviews literature and research on how to work with children who suffer from PTSD. The results show that lack of national policy for the school introduction and education of refugee children, leads to the fact that school introduction can vary from school to school. The lack of co-operation between the different units around the refugee child makes the school introduction much more difficult than it needs to be. But this is also a matter of resources, and how they are divided. Thus, many of the children in this study seemed to be happy with their time in the preparatory class. The results also show that problems occurred when the children started in their new class, where they had difficulties in catching up with their new classmates.</p>

This project considers the ways in which the dominant discourse on refugees might reinforce the negative impacts or limit the positive impacts of aid. Care for refugees is a difficult task that takes place in a discourse that begins with numerical calculi, a language that expresses ambivalence about our obligations for this category of persons, fear of their collective identity, and a deep ceded notion of refugees as an object of concern, a worthy cause, a growing problem, and a burden that must be shared. &lt;br&gt;What we choose to do for and about refugees emerge from our present awareness (knowledge) as a process of deliberation predisposed and reinforced by the circulating and authoritative dominant discourse that has defined refugees and their relationship with larger society. Any attempts to affect the discourse on refugees therefore must begin with the re-evaluating what has gone before. &lt;br&gt;The theoretical and analytical tools for the task of problematizing the dominant discourse on refugees were: 1) Analysis of the contemporary discourses on refugees, 2) Foucault's archeology and genealogy of discourse, 3) Mauss' theory of gift-exchange in the third party setting, 4) Goffman's total institution theory on stigma and identity, and 5) moral perceptions created by a discourse based on agency, reciprocity, solidarity, and hope. &lt;br&gt;Discursive analysis affirms that the dominant discourse has historically been absent the refugee voice and lacking the agency to affect contingent changes in his or her life. It was shown that our reservoir of knowledge about refugees has been deposited in multiple layers of meaning, metaphor, media depictions, statistics, institutional dogma, and a political/ organizational superstructure. The dominant discourse on refugees was then challenged with a more inclusive approach that includes the themes of agency, reciprocity, solidarity, and hope giving primacy to the human connection between the refugee and aid rendered as a means of improving the care and outcome for refugees. &lt;br&gt;This project embraces the idea that the words we choose in dialogue about others, distant or near, can bring either hope or complacency, mercy or empty justice, compassion or apathy, life or death. We are called on to choose life. / McAnulty College and Graduate School of Liberal Arts; / Health Care Ethics / PhD; / Dissertation;