Project description DEENESFRITPL How language classes impact refugee integration Education is a basic human right, also enshrined in the 1951 Refugee Convention. The United Nations Refugee Agency promotes the inclusion of refugee children into national education systems in countries of first asylum. However, refugee children’s schooling experiences exemplify that education is a site of continuous struggle over legitimate membership and equal opportunity. The EU-funded LearningtoBelong project will study the barriers to social inclusion in public schooling. It will examine how language preparatory classes frame conditions of social acceptance and how refugee communities respond to such educational initiatives. It will also address the relation between care-givers' gendered resistance to exclusion and children's educational achievement. Based on research in Turkey, the findings will inform national and global policymaking on refugee education. Show the project objective Hide the project objective Objective Public education creates places for children in the future of a society. This is what the United Nations Refugee Agency intends by promoting the inclusion of refugee children into national education systems in countries of first asylum. However, everyday schooling experiences of refugee children exemplify that education presents less a magic portal to social inclusion than a site of continuous struggle over legitimate membership and equal opportunity. The proposed project aims to better understand the barriers to social inclusion in public schooling by examining how language preparatory classes socialize refugee students and their caregivers. While becoming proficient in the official language of the host country is understood to be a prerequisite for both educational and social inclusion, language learning is not a simple matter of an acquisition of a new skill. Rather, language learning constitutes a power-laden process, which introduces learners to broader social hierarchies. Accordingly, the proposed project seeks (i) to acquire new knowledge on how language preparatory classes frame conditions of social acceptance and how refugee communities respond to such educational measures, (ii) to contribute to the global discussion on barriers to social inclusion within refugee education while informing policymaking on a national scale in the country where it takes place, and (iii) to develop a collaborative and empowering research methodology when working with refugees. For this purpose, the study will employ a participatory action research methodology, which is based not only on inviting refugee caregivers to become active investigators of the study but also on developing a university-community partnership. The fellowship will support the researcher’s career development by expanding her methodological skills, improving her networking and cooperation skills, and building her capacity for higher social impact. Keywords language preparatory classes participatory action research parent involvement in refugee education Programme(s) H2020-EU.1.3. - EXCELLENT SCIENCE - Marie Skłodowska-Curie Actions Main Programme H2020-EU.1.3.2. - Nurturing excellence by means of cross-border and cross-sector mobility Topic(s) MSCA-IF-2020 - Individual Fellowships Call for proposal H2020-MSCA-IF-2020 See other projects for this call Funding Scheme MSCA-IF - Marie Skłodowska-Curie Individual Fellowships (IF) Coordinator SABANCI UNIVERSITESI Net EU contribution € 157 355,52 Address ORTA MAHALLE UNIVERSITE CADDESI N 27 TUZLA 34956 Istanbul Türkiye See on map Region İstanbul İstanbul İstanbul Activity type Higher or Secondary Education Establishments Links Contact the organisation Opens in new window Website Opens in new window Participation in EU R&I programmes Opens in new window HORIZON collaboration network Opens in new window Total cost € 157 355,52