Refugee Education Post-COVID-19 Pandemic in Western Destination Countries

• In Event: The Global Politics of Education

Abstract

The COVID-19 pandemic has challenged virtually every aspect of human life globally. However, the pandemic has disproportionately affected certain countries, regions, residential areas, and group of people. Refugees and asylum-seekers are among the groups mostly affected by the COVID-19 in many ways, including job loss and interrupted education. Education, specifically higher education, provision is one of the sectors which has been hit hard by the COVID-19. Schools and universities have had to shut down and/or provide education online via various digital platforms. The shifting to digital provision of education might not be so challenging for children and young people from socio-economically advantaged families. They could get help in accessing the necessary technologies such as laptops and expensive educational software, schoolwork and assignment, tutorials, and even access to (mental) health services. On the other hand, refugee children and college-age refugees might not have such privileges in navigating the already complex education systems in Western destination countries. This compounds the challenges refugee children and youth already face in new education systems. However, little is known how refugee children and youth continue their education (or lack thereof) during and after the COVID-19 pandemic and how various Western destination countries have responded to mitigate possible disadvantages refugee children and youth might experience in light of equitable access and participation in education during and post the COVID-19 pandemic. This research aims at addressing these questions by employing the concept of slow violence and resilience theory as theoretical framework and systematic review as method. The research will contribute to a better understanding of refugee education landscape during global challenges in Western countries and suggest good policies and practices to further equitable access, participation, and empowerment of refugees.

Author

• Prakash Adhikari, Central Michigan University