Global Education Review (Mercy College, New York)
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Refugee Experience and Transformative Learning
Full text linkThis paper uses the biographical method to investigate the contribution of the refugee experience in the process of transformation in young Afghan asylum seekers in Greece. It examines the participants’ extremely adverse socio-political background in their country of origin; the marginalization that existed in the long-term intermediate refugee station, Iran; the arduous and perilous journey to the West and their experiences in their new host country Greece. What emerges is that the participants’ initial frame of reference is problematic, in the sense that they can no longer function effectively in the new social environment (the host country). Thus, they learn a new frame of reference and there is a transformation of their wider mental habits. By means of a comparative reflective approach of old and new frames of reference and mentalities, the participants re-evaluate among other things, religion, gender and intergenerational relations, and generally the adoption of human rights as a prerequisite sine qua non, for the restoration of respect for human existence
Preparing Learners for the Future
Full text linkBook review of“Teaching in a Globally Connected World: Preparing Learners for the Future.” Edited by Ervin F. Sparapani and Pamela L. Ross McClain. Lanham, MD: Hamilton Books, 2016. ISBN: 978-0-7618-6814-
Successful Integration of Refugee Students in Higher Education: Insights from Entry Diagnostics in an Online Study Program
Full text linkAccessing higher education without having to overcome bureaucratic hurdles is a serious concern for refugees. Although empirical studies on the integration and success of refugees in higher education are scarce, the challenges related to this issue are becoming apparent. The Success and Opportunities for Refugees in Higher Education (SUCCESS) research project has been launched to investigate the effectiveness of new online study programs offered on the Kiron Open Higher Education (Kiron) platform that provides refugees with access to Massive Open Online Courses (MOOCs). SUCCESS measures the prior knowledge and skills of refugee students and investigates to what extent their study opportunities, learning processes, and chances of academic success can be improved effectively through different forms of support provided in Kiron. In this paper, we present the assessment framework and study design of the SUCCESS project as well as data on 1,376 students entering the study program in Kiron in summer 2017. As students’ language skills, intellectual abilities, and prior study-related knowledge play a significant role in their performance in higher education degree programs, we focus on the crucial introductory study phase and valid diagnostics of students’ study preconditions. We analyze refugee students’ socio-biographical and educational data such as gender, country of origin, highest level of education achieved etc. and examine their English language skills, intellectual abilities, and previous study domain related knowledge. We find extreme differences in levels of education and preconditions on starting to study in Kiron. Based on these results, we discuss implications for the effective and successful integration of refugee students in higher education.
In this paper, we present the evidence-based model, assessment framework, and study design of the XXXXX project, as well as data on 1,376 students entering a study program through Kiron in summer 2017. Because students’ language skills, intellectual abilities, and prior study-related knowledge play a significant role in their performance in higher education degree programs, we focus on the crucial introductory study phase and valid diagnostics of students’ study preconditions. We analyze refugee students’ socio-biographical and educational data such as gender, country of origin, highest level of education achieved etc. and examine their English language skills, intellectual abilities, and previous study domain related knowledge. We find extreme differences in levels of education and preconditions on starting to study through Kiron. Based on these results, we discuss implications for the effective and successful integration of refugee students in higher education
Needs, Barriers, and Support Systems for Refugee Students in Germany
Full text linkThis paper details the results of a study of 25 students of refugee background (SoRB) from Syria, Iran, Iraq, and Afghanistan at two technical universities of applied sciences in Berlin who were participating in preparatory courses to matriculate or were already engaging in their first semesters of study. The research shares what these refugee students feel they need in order to succeed in German higher education, and what they see as barriers. The data are organized around Baker, Ramsay, Irwin and Mile’s (2017) analytical framework of hot (familiar-informal), warm (familiar-formal) and cold (unfamiliar-formal) sources of support. This study is relevant at a time of both a massification of participation in higher education leading to greater student diversification and the development of more holistic support for all students, and an increasing mood of political agitation in countries traditionally open to migration
Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships
Full text linkBook review of “The Global Education Guidebook: Humanizing K-12 Classrooms Worldwide Through Equitable Partnerships.” By J.D. Klein. Bloomington: Solution Tree, 2017. ISBN: 978-1943874637
The Global Education Guidebook is a compendium of guidance, resources, learning approaches, and frameworks that teachers or global education practitioners can employ in building equitable learning partnerships to help learners develop humanized consciousness of the world and their roles as social actors in it
Bye-Bye Teacher-Scholar, Hello Teacher-Scholar ? Possibilities and Perils of Comprehensive Internationalization
Full text linkThis article develops the claim that the Teacher-Scholar Model (TS) is ill-suited for the strategy of comprehensive internationalization (CI) which strives for global learning. CI depends on student engagement with international people and organizations. Although non-research collaborations promise to integrate the largest numbers of undergraduate students, the popular TS Model prioritizes international research collaborations. The basis of this prioritization is the contested association of scholarship with better teaching, and more recently evidence-based practice. This article considers some of the consequences of this prioritization, and proposes an update to the TS Model. The update is informed partly by; lessons from service learning and other community focused activities; a non-research collaboration involving Haitian stakeholders from the non-profit and public sectors and thirty extremely poor Haitians with disabilities; and the perceptions of fifty-seven undergraduates from a Carnegie R2 University. The proposal is also informed by an illustration of how different merit models might impact faculty who work on non-research projects. This article demonstrates that even in cases where global learning is enhanced, and collaboratorsΓÇÖ goals are realized, the TS Model is likely to undervalue faculty work. The proposed update, the Teacher Scholar-Practitioner Model, (TSP) is consistent with evidence of complex knowledge flows between practice, scholarship, and teaching. This evidence, which confirms that practice can produce original knowledge and inform scholarship and teaching, is affirmed by examples from a few innovating institutions. Their uses of merit models that align with investments in social aspirational student learning can guide for advocates of comprehensive internationalization. ┬á┬á┬
International Evidence on Effective Early Childhood Care and Education Programs: A Review of Best Practices
Full text linkIn recent years, the United States has made substantial progress in the quality and availability of early childhood education (ECE), especially in the areas of special education and ECE programs for low-income families. Nonetheless, there is room for improvement in terms of access and quality. To improve access and quality in ECE, the United States can look to best practices in ECE in other countries.
A total of 49 sources were reviewed to develop an in-depth understanding of both ECE in the United States and international ECE best practices. Sources were chosen based on relevance and quality and included books, articles, and policy reports. These sources covered the ECE best practices in increasing funding, access, and quality. From developed to developing countries, this review provides an understanding of best practices in ECE throughout the world that the United States can learn from to enhance ECE for the wellbeing of children as well as society
Pre-primary education policy in Tanzania: Does it meet the educational needs of newly naturalized refugee children?
Full text linkOver the past five decades, Tanzania has hosted over two million refugees, about 200,000 of whom have been naturalized as Tanzania citizens. Children from this group face numerous challenges within the mainstream educational system. This paper considered education policy in Tanzania, with a specific focus on children from naturalized refugees’ access to quality pre-primary education. It analyzes relevant policy documents published from 2006 - the year before Tanzania started its latest refugee naturalization phase, to 2016. The 2014 Tanzania Education and Training Policy (ETP), the Pre-primary Curriculum, and the Pre-primary Schools Guide give the most focus on pre-primary education. Three National Five-year Development Plans considered all levels of formal education, except the pre-primary level. Findings revealed that policy documents articulate a commitment to providing equal educational opportunities for all people, regardless of their background, acknowledge existing problems with the educational system and make sensible recommendations. These include abolishing fees in all public schools; increasing flexibility in the choice and use of languages of instruction; decentralizing of program management and accountability; and, recommendations related to curriculum issues. However, the associated working documents do not suggest specific strategic and implementation plans to meet the intended goals, nor do they prioritize increasing educational participation for naturalized refugee children. 
The Influence of Primary School Principals´ Leadership Styles on Innovative Practices
Full text linkThis qualitative research explored the relationship between school principals’ leadership styles and their innovative practices in schools. The Multifactor Leadership Questionnaire (MLQ; Avolio & Bass, 1995), was administered to 38 school principals in Lower Austria, who, based on their responses, were then categorized as leaders with stronger or weaker transformational leadership styles. Six of these principals were then interviewed: three with strong transformational leadership styles (Transformational – High) and three with weaker transformational leadership styles (Transformational – Low). Interview data were coded qualitatively, and patterns and themes emerged relating to how these two groups viewed innovation in their school. The two groups of leaders were similar in that they both viewed requirements for innovation similarly. Both groups also believed that the results of innovation could lead to an improvement in collegial collaboration and relationship. However, leaders with stronger transformational leadership styles viewed innovation more positively and placed more importance on innovation than participants with their weaker transformational counterparts. Implications for practice are discussed
Refugees on Their Way to German Higher Education: A Capabilities and Engagements Perspective on Aspirations, Challenges and Support
Full text linkIn recent years, the number of new asylum applications in Germany has risen with a peak in 2015. Many refugees arrive with high levels of prior education and corresponding educational aspirations. Hence, German universities and preparatory colleges (so-called ‘Studienkollegs’) have created additional preparatory courses and supporting services for refugees. Heretofore, little is known about the specific challenges for prospective refugee students seeking access to higher education in the German context. We focus on key individual, social, and institutional conditions for integrating refugees into the German higher education system. How do prospective refugee students value higher education? What are the key challenges and supporting factors on their way to higher education in Germany? Our analysis is based on 17 exploratory interviews with prospective refugee students, staff of higher education institutions and counselling services. We combine educational sociology and refugee studies and rely on the capability approach and its close relation to the conception of agency to theorize our empirical findings. Reconstructing the challenges and coping strategies along with the key concepts of the capability approach reveals the different strategies of prospective refugee students to achieve their aspirations as well as the frustrating institutional limits of agency. Finally, we will discuss implications for higher education policy in Germany