07. Social Justice and Intercultural Education
Paper
Trauma-Affected Refugee Children and Teachers’ Response-Ability: An Explorative Study from Norwegian Classrooms
Inga Storen, Wills Kalisha
NLA University College, Norway
Presenting Author: Storen, Inga;
Kalisha, Wills
During war and forced displacement, children are exposed to cruelty, threats, and suffering, the like of which most people in peaceful nations will never know. Upon arrival in host countries in Europe, most refugee children are immediately placed in local schools, since it is generally believed that schools— by offering routine and structure— can provide a ‘safe space’ for trauma-affected children (Eide & Hjern, 2013). Teachers, thus, end up at the “frontline of dealing with the global refugee crisis” (Capstick, 2018, p. 72).
Following increased forced migration in Europe since 2015, several studies have shown high prevalence of trauma exposure among refugee children and youth, as well as high rates of mental health problems like anxiety, depression, and post-traumatic stress disorder (Jensen et al., 2019; Nilsen et al., 2022). However, teachers in European host nations are often ill-equipped at dealing with— and caring for— trauma-affected refugee children (Costa, 2018; Djampour, 2018; Kalisha, 2023). Despite cautions against relying on teachers as mental health professionals, teachers are nonetheless perceived as advocates for trauma-affected children (UNICEF, 2019). In fact, Pastoor (2016) argues that it is crucial teachers have adequate knowledge on how trauma exposure during war, flight, and exile impact refugee children’s learning and behavior in the classroom.
If schools and schooling is indeed relied upon to address vulnerability, trauma, and other migratory-related difficulties, where does this leave teachers? How do teachers understand their role and responsibility in classrooms with refugee children?
This study explores teachers’ encounters with trauma-affected refugee children in Norway. Through semi-structured interviews, teachers are invited to share experiences of their ability and capacity to support refugee learners in their classrooms. The study draws on the concept of response-ability, defined as the ‘ability or capacity to respond’ (Bozalek & Zembylas, 2021). We integrate, too, theories on trauma-informed pedagogy (e.g., Brunzell et al., 2019; Palanac, 2019; UNHCR, 2017).
Methodology, Methods, Research Instruments or Sources UsedInterview data is scheduled to be collected from teachers (n= ca. 7) working in government schools in Norway, between February and April 2024, following ethical approval. Data will be thematically analyzed using a mixture of emic and etic coding approaches.
Conclusions, Expected Outcomes or FindingsThe study aims to provide new knowledge and insights into teachers experiences in classrooms with trauma-affected refugee children. As such, the study will contribute to ongoing efforts to meet the psychosocial and learning needs of refugee children in schools across Europe. It also highlights the integral role of teachers in this endeavor.
ReferencesBozalek, V., & Zembylas, M. (2021). Towards a ‘Response-able’ Pedagogy across Higher Education Institutions in Post-apartheid South Africa: An Ethico-political Analysis. In V. Bozalek, M. Zembylas, and J. C. Tronto (eds.) Posthuman and Political Care Ethics for Reconfiguring Higher Education Pedagogies (pp. 27–37). London and New York: Routledge
Brunzell, T., Stokes, H. & Waters, L. (2019). Shifting Teacher Practice in Trauma-Affected Classrooms: Practice Pedagogy Strategies Within a Trauma-Informed Positive Education Model. School Mental Health 11, 600–614. https://doi.org/10.1007/s12310-018-09308-8
Capstick, T. (2018). Language for Resilience: Cross-Disciplinary Perspectives. British Council. www.britishcouncil.org/sites/default/files/language_for_resilience_-_cross-disciplinary_perspectives_0.pdf
Costa, B. (2018). Supporting the supporters – how to be helpful without being a hindrance, in T. Capstick (ed.) Language for Resilience: Cross-Disciplinary Perspectives (pp. 62-63). British Council. www.britishcouncil.org/sites/default/files/language_for_resilience_-_cross-disciplinary_perspectives_0.pdf
Djampour, P. (2018). Border crossing bodies: The stories of eight youth with experiences of migrating [PhD thesis]. Malmö University, Faculty of Health and Society https://doi.org/10.24834/2043/24776
Eide, K. & Hjern, A. (2013). Unaccompanied refugee children – vulnerability and agency. Acta Paediatrica 102(7), 666-668. https://doi.org/10.111/apa.12258
Jensen, T.K., Skar, A.-M.S., Andersson, E.S., et al. (2019) Long-term mental health in unaccompanied refugee minors: Pre-and post-flight predictors. European Child & Adolescent Psychiatry 28, 1671–82
Kalisha, W. (2023). Vulnerable enough for inclusion? Unaccompanied minors’ experiences of vulnerability and trauma on their way to Norway. In I. Bostad, M. Papastephanou & T. Strand (eds.) Justice, Education, and the World of Today: Philosophical Investigations (pp. 131-154). Routledge.
Nilsen, S. N., Kvestad, I. Randal, S. B., Hysing, M., Sayyad, N., & Bøe, T. (2022). Mental health among unaccompanied refugee minors after settling in Norway: A matched cross-sectional study, Scandinavian Journal of Public Health 51(3), 430-441. DOI: 10.1177/14034948221100103
Palanac, A. (2019). Towards a trauma-informed ELT pedagogy for refugees. Language Issues, 30(2), 3-14.
Pastoor, L. d. W. (2016). Enslige unge flyktningers psykososiale utfordringer: behovet for en flyktningkompetent skole. I C. Øverlien, M. I. Hauge & J. H. Schultz (Red.), Barn, vold og traumer. Møter med unge i utsatte livssituasjoner (s. 200-219). Oslo: Universitetsforlaget.
UNHCR (United Nations High Commissioner for Refugees, 2017). Teaching about Refugees: Guidance on Working with Refugee Children Struggling with Stress and Trauma. www.unhcr.org/uk/59d346de4.pdf
07. Social Justice and Intercultural Education
Paper
Storytelling and Poetry as Decolonising Pedagogical Approaches to Educating for Peace in Algeria's Tuareg Community
Fella Lahmar
The Open University, UK, United Kingdom
Presenting Author: Lahmar, Fella
This paper discusses the use of storytelling and poetry as pedagogical tools in peace education within the Tuareg Muslim community in Southern Algeria. The central key question that the paper examines is how storytelling and poetry, as traditional oral educational practices, are utilised as pedagogical tools for promoting peace within the Tuareg Muslim community in Algeria and what challenges and opportunities arise from integrating these cultural narratives into formal educational settings to impact peace education within and beyond Tuareg communities.
The indigenous inhabitants of North Africa are known as Berbers, or as some defined themselves as Imazighen, which literally means "free men." The Berber linguistic landscape in Algeria includes several dialects (Hagan & Myers, 2006; Shoup, 2012). Within this broader Berber context, the Tuareg in Algeria cultivated a distinct cultural identity. Tuareg, a nomadic group residing in Southern Algeria, is known for their use of the Tamesheq language dialect, with their adeptness in navigating the Saharan landscape. Tuareg's cultural practices, including the veiling of men's faces, are rich in symbolism. French colonisation in the 19th century marked a significant shift, forcing a transition from nomadic to more sedentary lifestyles, yet the Tuareg maintained many traditional customs (Shoup, 2012). Moreover, the imposition of Western educational models disrupted traditional practices, including the oral transmission of knowledge and values.
Historically organised tribally with a class-based system, their society comprises nobles, religious scholars, artisans, and various strata of vassals and labourers. Tuareg's oral literature tradition, primarily in the Tifinagh or Libyan script, consists of monumental inscriptions and a vibrant storytelling and poetry culture. These oral narratives serve as a medium for imparting religious and cultural values, including pre-Islamic myths and legends.
Storytelling and poetry play a pivotal role in transmitting cultural values and shaping the worldview of the Tuareg people in Algeria. These oral traditions are integral to the informal education system within the Tuareg community, serving not only as a means of entertainment but also as vital pedagogical tools. Through narratives imbued with teachings on social values, storytelling and poetry convey profound moral and ethical lessons, ensuring the passage of the community's rich heritage from one generation to the next.
Theoretically, the concept of Assabiyah, as discussed by Ibn-Khaldun (2005), refers to the social cohesion and collective solidarity that bind a community together, enabling it to act as a unified entity. This concept is particularly relevant to understanding subjects' cultural context when considering the role of storytelling and poetry in the Tuareg community of Algeria as a means of educating peace and transmitting cultural values.
This study presents how the stories and poems of the Tuareg are more than mere words; they are carriers of values and a reflection of the community's underpinning philosophies. They foster critical thinking and problem-solving skills, as exemplified by the story of Amamalandilyas, which is used to instil foundational values and develop peace resolution and reconciliation skills. These narratives guide young members in understanding their cultural identities and social responsibilities, thereby shaping their worldview and moral compass.
Despite their importance, storytelling and poetry face numerous challenges in the modern era. The advent of technology, the transition towards formal education systems, and the shift from a nomadic to a sedentary lifestyle have all threatened the continuity of these oral traditions. This paper advocates for acknowledging these approaches' artistic and educational potential effectiveness in peacebuilding. This further underscores the need to shift from Western-centric methodologies to embrace traditional heritage, contextually relevant, and culturally attuned educational practices, which can significantly impact peace education in Algeria and potentially in other similar contexts.
Methodology, Methods, Research Instruments or Sources UsedThe data for this study are part of the 'Decolonising Education for Peace in Africa (DEPA)' research project in Algeria, focusing on the values of reconciliation and peace within traditional Algerian art heritage. With ethical approval from the Open University (HREC/4669/Raghuram/Lahmar), the research was conducted in four Algerian provinces: Aïn Beïda (Oum El-Bouaghi province), Beni Maouche (Béjaïa province), Ghardaïa city, and Tamanrasset city and its outskirts, with additional insights from Guelma Province. The analysis in this paper is derived from three Jama'a focus group discussions and eight semi-structured individual interviews in Tamanrasset province. All recordings were transcribed and translated into standard Arabic and English. Subjects preferring the Tamesheq dialect, due to limited fluency in Algerian Arabic, were provided instant translations for approval during their interviews. I employed NVivo for thematic data exploration and ChatGPT-4 for Arabic to English translations and critical review. As a native Arabic speaker fluent in the Algerian dialect (Darija), I ensured the accuracy of all translations. Data were anonymized before any translation or NVivo coding. However, it's crucial to recognize the limitations of these tools. The analysis and writing are my original work.
Conclusions, Expected Outcomes or FindingsStorytelling and poetry have long been integral to the cultural fabric of the Tuareg Muslim community in Algeria, serving as vital pedagogical tools that impart moral lessons, ethical teachings, and cultural values. These oral traditions are key to shaping the worldview of the Tuareg people, influencing their perceptions, beliefs, and behaviours. The narratives and poems passed down through generations encapsulate the essence of Tuareg's rich heritage, playing a significant role in peace education by fostering understanding, empathy, and social cohesion within the community.
Also, the Tuareg's oral traditions are more than just a means of preserving their cultural identity; they are also a vehicle for peacebuilding. Through the stories and poems that emphasize themes of justice, compassion, and community, individuals learn to navigate social relationships and conflicts in ways that prioritize harmony and mutual respect.
These narratives often contain lessons on how to resolve disputes, encourage dialogue, and foster a culture of non-violence and understanding. They serve as a means to impart wisdom and strategies for conflict resolution, emphasising the importance of peaceful coexistence and mutual respect. Through the power of storytelling and poetry, the Tuareg community educates its members on the principles of negotiation, patience, and empathy, which are crucial for maintaining social harmony and building a foundation for lasting peace.
Integrating storytelling and poetry into formal education is a delicate process that requires a nuanced approach. It is essential to consider religious, cultural, linguistic, and pedagogical factors to maintain the integrity and effectiveness of these traditions. The challenge lies in finding innovative and culturally respectful methods to incorporate these oral forms into the curriculum without diluting their essence. By doing so, educators can leverage the power of storytelling and poetry to enhance peace education, promoting values that are essential for sustainable peace and reconciliation among communities.
ReferencesGallagher, K. M. (2011). In search of a theoretical basis for storytelling in education research: story as method. International Journal of Research & Method in Education, 34(1), 49-61. https://doi.org/10.1080/1743727x.2011.552308
Galtung, J. (1969). Violence, Peace, and Peace Research. Journal of Peace Research, 6(3), 167-191.
Galtung, J. (1996). Peace by peaceful means: Peace and conflict, development and civilization. SAGE Publications.
Hagan, H. E., & Myers, L. C. (2006). Tuareg Jewelry: Traditional Patterns and Symbols: Xlibris US.
Hallaq, W. B. (2013). The impossible state: Islam, politics, and modernity's moral predicament. Columbia University Press.
Ibn-Khaldūn, ʿAbd Al-Raḥmān. 2005. Al-Muqaddimah [The Introduction]. Edited by Abdesselam Cheddadi. Casablanca: Beit Al-funun wa Al-ulum wa Al-adab, vol. 3.
Keenan, J. (2004). The lesser gods of the Sahara: Social change and contested terrain amongst the Tuareg of Algeria. Frank Cass.
Lum, B. J. (2018). Peace Education: Past, present and future. Taylor & Francis.
Shoup, J. A. (2012). Ethnic groups of Africa and the Middle East: An encyclopedia. Oxford: ABC-CLIO.
07. Social Justice and Intercultural Education
Paper
Ecological Approaches to Multilingual Children‘s Language Identity Development.
Hanna Ragnarsdóttir, Kristin Jonsdottir, Anna Katrin Eiriksdottir, Samúel Lefever, Anh-Dao Katrin Tran
University of Iceland, Iceland
Presenting Author: Ragnarsdóttir, Hanna;
Jonsdottir, Kristin
While immigration to Iceland has grown in recent years, student populations in schools at different levels have become increasingly diverse in terms of languages and cultures.
This paper derives from the research project Language policies and practices of diverse immigrant families in Iceland and their implications for education. The objectives of the project are to explore language policies and practices of diverse immigrant families (Curdt-Christiansen, 2013; Spolsky, 2004), how these affect their children’s education and the relationships and interactions between these families and the children‘s teachers.
The research questions posed in this paper are:
· How do multilingual children‘s language identities develop within their families?
· How do they negotiate these in a school and societal environment which is mainly Icelandic?
The paper builds on Bronfenbrenner‘s ecological systems theory (1979, 2005) which views child development as being affected by multiple levels of the surrounding environment, from the family settings and school to broader societal and cultural values and a further development of this theory by Schwartz (in press). It explores how different systems affect multilingual children‘s language identities. The theoretical framework also includes writings on familiy language policy (FLP). It brings together research on multilingualism, language acquisition, language policy and cultural studies. Spolsky (2004, p. 5) distinguished three components of family language policy: 1) language practices „the habitual pattern of selecting among the varieties that make up its linguistic repertoire“; 2) language beliefs or ideology „the beliefs about language and language use“; and 3) language management „any specific efforts to modify or influence that practice by any kind of language intervention, planning or management.” These have been extended further by Curdt Christiansen (2013), who notes that FLP also recognizes the relevance and influence of economic, political and social structures and processes in a given society.
While early approaches to FLP according to Curdt-Christiansen (2013), emphasized language input, parental discourse strategy and linguistic environmental conditions, more recently there has been a shift of focus in research towards issues such as why different values are ascribed to different languages, how parents view bilingualism from emotional, sociocultural, and cognitive perspectives, and what kinds of family literacy environment and parental capital are likely to promote bilingualism. These components differ from one family to another and Schwartz (2018) notes that pro-active family language management might interact with and be influenced by the surrounding ethno-linguistic community and schools (policy-makers, teachers, and peers). When children enter a new socio-cultural community, such as a school where a majority language is spoken, they also encounter culturally related challenges. There they have to learn not only the vocabulary and grammar, but they also have to recognize and acquire the cultural norms connected to the language use. Bi- or multilingual children, who are a heterogeneous group, experience the differences on a daily basis and gradually acquire insights into all languages that they are exposed to. Children sometimes use translanguaging, i.e. the effective communication through activating all linguistic resources of the individual, is used to achieve communicative goals (García & Wei, 2014). Wilson (2020) argues that whilst the language management of minority-language parents tends to be geared towards transmitting a linguistic heritage, often associated with their emotional bond to the home country, their children, who may be born in the country of immigration, may not share such a deep connection with the heritage culture. As a result, children‘s language choices may differ from their parents.
Methodology, Methods, Research Instruments or Sources UsedThe project is a qualitative research study and involves altogether 16 immigrant families who have diverse languages and educational and socio-economic backgrounds, and their children (age 2-16) of different genders, as well as the children’s teachers and principals at preschool and compulsory school levels and, where relevant, their heritage language teachers.
Data for this paper were collected in semi-structured interviews and language portraits from four children, semi-structured interviews with the children‘s parents, as well as teachers and principals in the children‘s schools.
Semi-structured interviews were chosen to elicit the views of the participants as clearly and accurately as possible (Kvale, 2007).
The families live in four different municipalities in Iceland. Families speaking heritage languages belonging to both small (such as Philippines) and large (Polish) language groups in Iceland were selected. The municipalities are located in four different parts of Iceland and there may be important differences between the municipalities where the children are located when it comes to educational opportunities and support.
Conclusions, Expected Outcomes or FindingsThe findings indicate that the children‘s language identities develop in multiple ways and are affected by different systems, including family, school and society, as well as peers. The children make active choices on when and how to use their diverse languages and appear to have hybrid language identities. They negotiate these on a daily basis within their schools, among their peers and within their families. The families‘ language policies are diverse manifested in different practices at home and in their engagement with the school staff. Some families reported that teachers seemed to be unaware of the possibilities to encourage children to use their heritage languages in their studies at school. The findings also reveal that the participating families value their children’s language repertoire and use diverse methods and resources to support the children‘s multilingual development. The findings indicate that the teachers are interested in supporting the children‘s multilingualism but they claim that Icelandic is the language of instruction and emphasize that it is extremely important for the children‘s education that they learn Icelandic in schools. The teachers also noted that they were not well aware of methods related to multilingual education.
ReferencesBronfenbrenner, U. (1979). The ecology of human development: Experiments by nature and design. Harvard University Press.
Bronfenbrenner, U. (2005). Making human beings human: Bioecological perspectives on human development. Sage.
Curdt-Christiansen, X. L. (2013). Family language policy: sociopolitical reality versuslinguistic continuity. Language policy, 12, 1-6. DOI 10.1007/s10993-012-9269-0
García, O. & Wei, L. (2014).Translanguaging: Language, bilingualism and education. Palgrave MacMillan.
Spolsky, B. (2004). Language policy. Cambridge University Press.
Wilson, S. (2020).Family language policy: Children’s perspectives. Palgrave
07. Social Justice and Intercultural Education
Paper
Surviving and Thriving: Syrian and Iraqi Refugee Children in Icelandic Society
Magnus Bernhardsson1, Lara Wilhelmine Hoffmann2
1Williams College, United States of America; 2University of Iceland
Presenting Author: Hoffmann, Lara Wilhelmine
This paper presents preliminary findings from the research project, A Part and Apart? Education and social inclusion of refugee children and youth in Iceland (ESRCI). This inter-disciplinary, multi-year project, that was one of four projects to be awarded by the Icelandic Research Council in 2023 as a "Grant of Excellence" seeks to critically explore the education and social inclusion of Syrian and Iraqi refugee children and youth at pre-, compulsory and upper secondary levels and the structures created for their learning and wellbeing in their social and educational settings.
In collaboration with the UNHCR, in 2015 the Icelandic government invited around forty families fleeing the wars in Syria and Iraq to immigrate to Iceland. These so-called "Quota Refugees" settled in elven different municipalities around the country as part of state agreements with those municipalities.
Findings of previous research in Iceland have revealed multiple challenges that refugee children face in Icelandic schools and society, but also educational and social success (Hama, 2020; Hariri et al., 2020; Ragnarsdóttir & Hama, 2018). Compared to most European countries, Iceland has had a limited experience with immigration. While there has been some research on refugee groups in Iceland, ESRCI is the first extensive inter-disciplinary research . The project is directed by the overarching research question: How do the education system and socio-cultural environments in Iceland contribute to the education and social inclusion of refugee children and youth? I am one of the two principal investigators of this project.
The project is divided into four pillars. I am responsible for he fourth which is Cultural and Historical Backgrounds of Syrian and Iraqi Refugee Children and Youth. Drawing on evidence, material and data related to the theme in this pillar, the paper aims to explore how the specific traumas of war and displacement impact the acclimation of these refugees and how their cultural, linguistic, and religious backgrounds may influence what their overall experience in Iceland.
Research questions include:
1: What is the nature of refugee children’s and youth’s experience with the integration processes in Iceland?
2: How does displacement and the memory of war impact their social and educational development?
3: How do the schools accommodate these children‘s traumatic experiences andwhich linguistically and culturally responsive practices are in place?
4: How are the children’s and youth’s cultural needs addressed, both in school policy and practice?
Utilizing the methodology of comparative global history (Lim, 2022) and Immigration and Migration Studies (Hamlin 2021), this paper will evaluate how the social and historical backgrounds of these refugeee children affect their experiences in and out of school. Given the difficult exposure to war and violence and the physical hardship of flight and migration, it has taken these children a considerable time to adapt to these new surroundings and put their trust in the relevant educational authorities. Though their may be commonalities in all immigrant and refugee experiences, particularly in a small and homogenous country like Iceland, I am particularly interested in what makes this a Syrian or Iraqi story. How does their country of origin impact their experiences? Though they are surviving, are they thriving in Icelandic society? And if not, why not? All to often, Icelanders tend to put the blame on immigrants for not being able to adapt to Icelandic society. But is there something about Icelandic culture that makes it difficult for Syrians and Iraqis to be the best version of themselves? How are the schools building on their social and historical resources to best take advantage of this new situation?
Methodology, Methods, Research Instruments or Sources UsedThe qualitative ESRCI research project involves Syrian and Iraqi refugee children and youth of different genders and their parents who have diverse educational and socio-economic backgrounds, altogether 40 families with children in schools at one or more levels (pre-, compulsory and upper secondary) in eleven municipalities in Iceland, as well as the children’s teachers, principals and where relevant, school counsellors in the children’s schools, municipality persons, social services and NGOs. The eleven municipalities are located in different parts of Iceland: Southwest (Capital area), Northwest, West Fjords, Northeast, East and South Iceland. Purposive sampling was used to select the families and information on the participants obtained from authorities (Stjórnarráð Íslands, n.d.). Multiple case studies are conducted with quota refugee children and youth in altogether 40 families in eleven municipalities in urban and rural contexts in Iceland. Each of the 40 families is considered to be one case. According to Stake (2005), a case study is frequently chosen as it draws attention to what in particular can be learned from a particular case. Semi-structured in-depth and focus group interviews (Morgan, 1997) are used for data collection, using interview guides developed by the research team. Emphasis is put on exploring the children’s voices, including child friendly, emancipatory approaches in addition to semi-structured in-depth interviews with children (age 12-18). To ensure children’s participation and agency, data is also collected through active instruments such as participatory place-based methods, child led tour “walk-along” interviews and short diaries and narratives (Dennis, et al, 2009). The analytical process takes place concurrently throughout the research period. My training as a historian of modern Middle Eastern history who has a joint appointment at the University of Iceland and Williams College in the United States, I will evaluate the data from these interviews to consider how Syrian and Iraqi historical experiences factor into their time in Iceland.
Conclusions, Expected Outcomes or FindingsThe paper presents preliminary findings and interpretations from data collected in the eleven municipalities in Iceland. The findings reveal various challenges that the children and families experience in acclimating to new surroundings and to process the trauma of war, displacement, and exile. Further, this paper will evaluate how the specifically the cultural, religious, environmental and political backgrounds of these refugees contrasts with other resettlement communities particularly how they deal with their encounters with racism and Islamophobia. These intense cultural negotiations and the development of new forms of identities as as general well being at school are dependent on many different factors, including teaching practices, level of participation and inclusion, communication with peer groups, as well as cultural issues. The children who experience exclusion or other obstacles at school are often less motivated to learn the new language. However, some of the children have progressed in their studies and are active participants in social activities at school.
ReferencesBaczko, A, Dorronsoro G., Quesnay, A Civil War in Syria: Mobilization and Competing Social Orders. 1st ed. Cambridge University Press, 2017.
Burns, T. (2008). Education and migration background research synthesis. Paris: OECD. Retrieved from http://www.oecd.org/dataoecd/37/53/40636545.pdf
Daoudy, M. The Origins of the Syrian Conflict: Climate Change and Human Security. Cambridge, United Kingdom ; New York, NY: Cambridge University Press, 2020.
Gay, G. (2010). Classroom practices for teaching diversity: An example from Washington State (United States). In Educating teachers for diversity: Meeting the challenge (pp. 257–279). París: OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/educating-teachers-for-diversity_9789264079731-en
Hama, S. R. (2020). Experiences and expectations of successful immigrant and refugee students while in upper secondary schools in Iceland [Doctoral dissertation, University of Iceland]. Opin vísindi. https://hdl.handle.net/20.500.11815/2182
Hariri, K. E., Gunnþórsdóttir, H. & Meckl, M. (2020). Syrian students at the Arctic circle in Iceland. In N. Yeasmin, W. Hasanat, J. Brzozowski & S. Kirchner (Eds.), Immigration in the circumpolar north: integration and resilience. London: Routledge. https://doi.org/10.4324/9780429344275
Keyel, J. Resettled Iraqi Refugees in the United States : War, Refuge, Belonging, Participation, and Protest. Forced Migration, Volume 47. New York: Berghahn Books, 2023.
Kohlbacher, J. & Schiocchet, L. (eds.) From Destination to Integration : Afghan, Syrian and Iraqi Refugees in Vienna. Isr- Forschungsberichte, Heft 45. Wien: Verlag der österreichischen Akademie der Wissenschaften, 2017.
Mazur, K Revolution in Syria : Identity, Networks, and Repression: Cambridge University Press, 2021
Ragnarsdóttir, H. & Hama, S. R. (2018). Refugee children in Icelandic schools: Experiences of families and schools. In H. Ragnarsdóttir & S. Lefever (Eds.), Icelandic studies on diversity and social justice in education (pp. 82–104). Newcastle upon Tyne: Cambridge Scholars Press.
Ragnarsdóttir, H. & Schmidt, C. (2014). Introduction. In H. Ragnarsdóttir & C. Schmidt (Eds.), Learning spaces for social justice: International perspectives on exemplary practices from preschool to secondary school (pp. 1–8). London: A Trentham Book. Institute of Education Press.
Saleh, Z. Return to Ruin : Iraqi Narratives of Exile and Nostalgia. Stanford, California: Stanford University Press, 2021.
Sarkin, J. The Conflict in Syria and the Failure of International Law to Protect People Globally : Mass Atrocities, Enforced Disappearances, and Arbitrary Detentions / Routledge, Taylor & Francis Group, 2022.
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